NR305 Health Assessment for the Practicing RN Week 4 Assignment

Chamberlain University NR305 Health Assessment for the Practicing RN Week 4 Assignment– Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR305 Health Assessment for the Practicing RN Week 4 Assignment assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NR305 Health Assessment for the Practicing RN Week 4 Assignment

Whether one passes or fails an academic assignment such as the Chamberlain University NR305 Health Assessment for the Practicing RN Week 4 Assignment depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NR305 Health Assessment for the Practicing RN Week 4 Assignment

The introduction for the Chamberlain University NR305 Health Assessment for the Practicing RN Week 4 Assignment is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NR305 Health Assessment for the Practicing RN Week 4 Assignment

After the introduction, move into the main part of the NR305 Health Assessment for the Practicing RN Week 4 Assignment assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NR305 Health Assessment for the Practicing RN Week 4 Assignment

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NR305 Health Assessment for the Practicing RN Week 4 Assignment

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NR305 Health Assessment for the Practicing RN Week 4 Assignment

Opioid addiction is a prevalent crisis in my area. I live in a rural county so there is not much to do, and people turn to drugs for something to do. There are also many people who have chronic pain and will become addicted to opioids because of this. “The abuse may become the person’s priority in life, resulting in avoidance of responsibilities and leading to a physical withdrawal state” (Weber & Kelley, 2018). The addiction creates tensions in families and often leaves people estranged.
I work on a medical complexity mental health unit and we discharge many patients with referrals to TASC (Treatment Access & Services Center), which is a great program that refers patients to drug and alcohol programs. They do a clinical assessment for people who do not have insurance or have Medicaid. After the clinical assessment, they will determine the level of care the patient needs, whether it is detox, outpatient, or inpatient rehab. They also offer peer- to- peer outreach programs for support and assist in funding through collaboration with COCA (Council of Chemical Abuse) (Berks TASC Treatment Access & Services Center, 2020).
Our charting system has a Clinical Opiate Withdrawal Scale that assesses the symptoms related to opiate withdrawal, such as sweating, yawning, heart rate, restlessness, GI symptoms, anxiety/irritability, achy bones or joints, etc. It is a scoring system to help determine what level of withdrawal they are currently at. I would use this scale for anyone portraying these symptoms that has a history of substance abuse or has opiates in their urine drug screen. My unit has mental health consultants that do a further assessment that looks at how much they use, how often, and other mental health concerns they have, since mental health and substance abuse go hand in hand.

References:

Berks TASC Treatment Access & Services Center, Inc of Berks County (2020, July 23). Retrieved July 25, 2020, from https://berkstasc.org/wp/
Weber, J. R., & Kelley, J. H. (2018). Health assessment in nursing (6th ed.). Wolters Kluwer.

Patient Teaching Plan

This assignment will be uploaded automatically to Turnitin upon submission to verify this is your original work and no parts were copied from another student.

Turnitin is now more closely integrated with Canvas. Overall, you will find Turnitin assignments easier to use, but the steps to submit an assignment have changed somewhat. Directions are as follows:

1. Click the orange “Submit Assignment” button at the top of the page to open the upload window.

2. Click on “Choose File” to select your assignment file you want to upload.

3. Check the box to agree to the Turnitin End-User License Agreement.

4. Click “Submit Assignment.”

5. Your Turnitin report will be visible in the “Grades” section of your course.

TII File Upload Diagram

Please refer to the pages below for more information about these changes.

• Turnitin Submitting a Paper (Links to an external site.) explains how to submit a file.

• Turnitin Assignment Student View (Links to an external site.) lets you submit a paper, then view feedback on the file you have submitted.

• Turnitin Viewing Instructor Feedback (Links to an external site.) helps you view your instructor feedback.

Please contact your instructor if you have any questions.

Special Reminder: There are 2 separate submissions.

Patient Teaching Plan

Visual Teaching Tool

Please note that you will need to complete the Patient Teaching Plan first. You will use this plan to develop the Visual Teaching Tool. It is recommended that you read the directions for both assignments carefully before beginning.

Purpose

To create a Patient Teaching Plan aimed at educating a specific patient population about a specific health topic. This plan will be used to develop a Visual Teaching Tool in a future assignment.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO 2: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO #1)

CO 4: Identify teaching/learning needs from the health history of an individual. (PO #2)

Due Date

Patient Teaching Plan assignment is due Sunday of Week 4 at 11:59 MT.

Points

This assignment is worth 125 points.

NR 305 Week 4 Discussion Community Access to Mental Health Services

NR 305 Week 4 Assignment Patient Teaching Plan

NR 305 Week 4 Assignment Visual Teaching Tool

NR 305 Week 5 Discussion Assessing for Family Violence

NR305 Health Assessment for the Practicing RN Week 6 Assignment

NR 305 Week 6 Discussion Providing Culturally Competent Nursing Care

NR 305 Week 6 Assignment Physical Examination Video Demonstration

NR 305 Week 7 Discussion Assessment Techniques

NR 305 Week 8 Discussion Case Study or Share an Experience

Background Information

NR305 focuses on nursing assessment, and the identification of opportunities to prevent disease and improve health of patients. An important professional role for nurses is to provide teaching to patients based on knowledge deficits identified during assessment.

Prior to beginning this assignment, follow the link to read the article below. The information related to adult learning and barriers to understanding will be helpful when planning how to best educate your selected population.

Beagley, L. (2011). Educating patients: Understanding barriers, learning styles, and teaching techniques. Journal of Paranesthesia Nursing, 26(5), 331-337. permalink (Links to an external site.)

Directions

Please read all directions carefully before you begin.

Click to download the Patient Teaching Plan Form (Links to an external site.).

Type your answers directly into this Word document and submit. The use of correct terminology, grammar, and spelling is important! Any references and citations used should be written in APA format. Please utilize in-text citations when appropriate, and list all references in the space provided at the end of the worksheet.

You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.). Click on the envelope at the top of the page.

Health Topic: Decide WHAT you would like to teach. Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale.

Select from the following health topics to complete your Patient Teaching Project:

Stress and Time Management

Self-Care (can choose a specific self-care activity)

Prevention of Hazards at Work

Bicycle Safety

Ergonomics (related to work, posture)

Skin Cancer Prevention

Healthy Eating

Exercise/Physical Activity

Suicide

Human Trafficking

Eating Disorders

Substance Abuse (Opioid, Alcohol, Nicotine)

Depression

Palliative Care/Hospice Care

Population and Setting: Once you have selected a topic, you must decide WHO you will be teaching and WHERE the education will take place. (i.e., teaching a classroom of middle school students; teaching community members at a local health fair)

Learning Barriers: Refer to the assigned article: Educating patients: Understanding barriers, learning styles, and teaching techniques for information related to learning barriers and other teaching considerations. Barriers might be cultural, physical, educational, or environmental. You may also want to consider the developmental stages of your selected population.

Example:

The population in this community is known to have a low-literacy level, therefore clear pictures and graphics will be utilized to assist with understanding.

Learning Objectives: Write three specific learning objectives your Visual Teaching Tool will address. Begin each objective with “At the end of this education, the learner will …” Use an action verb to finish the sentence (i.e., list, demonstrate, describe, define, identify).

Example:

At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet.

At the end of this education, the learner will be able to describe how to perform a breast self-exam.

At the end of this education, the learner will be able to list three benefits of regular physical activity.

Evaluation: Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting.

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Graded Item	Points	Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8)	375	37.5%
Shared Governance Model Paper (Week 3)	200	20%
Management of Power Paper (Week 5)	200	20%
Executive Summary (Week 7)	225	22.5%
Total	1,000	100%

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NR305 Health Assessment for the Practicing RN

Week 4 Assignment

Visual Teaching Tool

Purpose

To utilize the Patient Teaching Plan (developed in a prior assignment) to create a Visual Teaching Tool to educate the selected patient population about the selected health topic.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO 2: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO #1)

CO 4: Identify teaching/learning needs from the health history of an individual. (PO #2)

Due Date

Visual Teaching Tool assignment is due Sunday of Week 4 at 11:59 MT.

Points

This assignment is worth 75 points.

Select an Option to Complete this Assignment

There are 3 options for creating your Visual Teaching Tool. Be sure to choose a format that makes sense for your selected topic, population, and setting. For example, if will be teaching adults at a health fair, then an educational brochure would be an appropriate choice. You must use the Patient Teaching Plan you have developed in this course to create your Visual Teaching Tool.

Option #1 – Power Point

Directions:

Create a 6-8 slide Power Point presentation for your selected population setting.

The goal of this Power Point Presentation is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Power Point, all three of the learning objectives should have been met.

For Example:

If a learning objective in the teaching plan is: “At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet,” then there should be content in your Power Point related to how to properly wear a bike helmet.

Tips for a great Power Point presentation:

Be creative! Choose a design (from the design tab of the PowerPoint presentation) to enhance visual appeal.

Incorporate graphics, clip art, or photographs to increase interest.

Use words and phrases suitable for your selected population.

Avoid writing paragraphs. Use simple sentences and bullet points.

Cite all sources used to create the educational content with (author, year).

Proofread for spelling and grammar errors prior to final submission.

Option #2 – Educational Brochure (Using Microsoft Word)

Directions:

Open Microsoft Word, and select create a New document.

Under the Education option, select Education Brochure. This will provide you with a blank tri-fold brochure template. You can change the design, insert graphics, and create text as you wish.

The goal of this Educational Brochure is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Educational Brochure, all three of the learning objectives should have been met.

For Example:

If a learning objective in the Patient Teaching Plan is: “At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet,” then there should be content in your Educational Brochure related to how to properly wear a bike helmet.

Tips for a great educational brochure:

For Example:

Be creative! Choose a design (from the design tab of the PowerPoint presentation) to enhance visual appeal.

Incorporate graphics, clip art, or photographs to increase interest.

Use words and phrases suitable for your selected population.

Avoid writing paragraphs. Use simple sentences and bullet points.

Cite all sources used to create the educational content with (author, year).

Proofread for spelling and grammar errors prior to final submission.

Option #3 – Infographic (Using a free Canva Account)

Directions:

If you are tech savvy and feeling creative – create an infographic! Infographics are a way to communicate information visually, through a combination of text and graphics. Infographics have become a popular way to present facts and ideas in an efficient, yet effective way. Healthcare related organizations, like as the CDC, regularly use infographics to assist individuals with limited background understand health-related topics. This form of education can be helpful for patient populations with low-literacy levels, or to simplify a complex topic. Perform a web search to learn more about infographics, view examples, and understand how they are utilized.

The goal of this Infographic is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Infographic, all three of the learning objectives should have been met.

For Example:

If a learning objective in the Patient Teaching Plan is: “At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet,” then there should be content in your Infographic related to how to properly wear a bike helmet.

Follow this link https://www.canva.com/create/infographics/ (Links to an external site.) to the Canva website, and sign up for a free account.

Please note that there are options on this website that require payment. You should be able to create your infographic without spending money or providing any payment information. Choose graphics and designs that are free of charge

There are sample infographics on the website to get you started, and a Help section if you have questions. You can also perform a web search to find examples of infographic designs. Faculty are not able to provide technical support for Canva.

You will be able to start an infographic, save it to your account, and edit it later.

When your infographic is complete, you will need to download and save to your computer in order to submit to Canvas for grading. Select the PNG (recommended) saving option.

Tips for a great infographic:

Be creative! Select an eye-catching design to enhance visual appeal.

Incorporate graphics, clip art, or photographs to increase interest.

Use words and phrases suitable for your selected population.

Avoid writing paragraphs. Use simple sentences and bullet points.

Cite all sources used to create the educational content with (author, year).

Proofread for spelling and grammar errors prior to final submission.