Tag: Homework Solution

  • [Solved] employment law Case study business

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    this is a made-up policy needed – 1 page of each (max 2 pages) needed by Thursday 7/31 @ 10 pm CST – you do not have to use the textbook but if it is helpful here is the textbook information – Employment _Employment Law: New Challenges in the Business Environment,_ Sixth Edition, John Jude Moran, IS…

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    Assignment Prompt & Instructions

    this is a made-up policy needed – 1 page of each (max 2 pages)
    needed by Thursday 7/31 @ 10 pm CST – you do not have to use the textbook but if it is helpful here is the textbook information – Employment _Employment Law:  New Challenges in the Business Environment,_ Sixth Edition, John Jude Moran, ISBN 978-0-13-307522-9
    need an AI checker with the assignment help

  • [Solved] Follow the instruction below

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    Follow the assignment rubrics – ## FINALResearchProposal1.docx **## FINALResearchProposal1.docx** **Directions**: The final will contain all the sections you’ve written throughout the course, i.e., it’s everything you’ve written combined into one final paper. If you’ve received feedback on any previ…

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    Assignment Prompt & Instructions

    Follow the assignment rubrics

    – ## FINALResearchProposal1.docx

    **## FINALResearchProposal1.docx**

    **Directions**: The final will contain all the sections you’ve written throughout the course, i.e., it’s everything you’ve written combined into one final paper. If you’ve received feedback on any previous submissions, be sure to make those changes prior to submitting the final. Please make sure you adhere to APA format and submit the assignment in a
    **Microsoft Word document**. The following rubric will be used to grade the final paper:

    | | |
    | — | — |
    | **General Formatting** | **Points** |
    | Paper is double-spaced. | 2 |
    | Paper uses 12-point, Times New Roman font. | 2 |
    | Paper was spell-checked. | 2 |
    | **APA Formatting** | **Points** |
    | Paper includes a separate title page that contains the title of the paper, the student’s name, and the name of the course. | 2 |
    | In-text citations adhere to APA format. | 2 |
    | Reference list adheres to APA format. | 2 |
    | Headings and subheadings adhere to APA format. | 2 |
    | **Introduction** | **Points** |
    | Section contains the following headers: statement of the problem, purpose of the study, and significance of the study. | 6 |
    | Paper opens with an introduction that clearly describes the topic and defines relevant variables. | 6 |
    | Paper clearly identifies a “problem” and links the problem to the existing literature. | 7 |
    | A purpose statement was given and research questions were provided. | 7 |
    | A closing paragraph was included. This paragraph should describe why your study is important. | 6 |
    | **Literature Review** | **Points** |
    | Provides a brief overview of the subject, issue, or theory under consideration, along with the objectives of the literature review. | 5 |
    | Body includes a division of works into themes or categories, and an explanation regarding how each theme is applicable to your own research objectives. | 5 |
    | A concluding paragraph was provided discussing which works and/or theories make the greatest contribution to the development of your studies’ objectives. | 5 |
    | **Methods** | **Points** |
    | Section contains the following headers: subjects, instruments/materials, design, procedure, and limitations. | 6 |
    | An adequate description of the subjects was provided including a description of the sampling technique. | 6 |
    | A description of how the data will be collected is included. This includes any instruments, materials, or apparatuses used to collect data and/or measure variables. | 6 |
    | The methodology you intend to use was described. In other words, will your research be quantitative, qualitative, or mixed methods? Is it cross sectional or longitudinal? What type of quantitative (e.g., correlational, causal-comparative, etc.), qualitative (e.g., ethnography, phenomenological, etc.), or mixed methods (e.g., explanatory sequential mixed methods, etc.) design is your proposed study? | 9 |
    | The steps taken to adequately collect the data are described. | 6 |
    | Any anticipated limitations that could affect the data collection process and/or the validity of the study were discussed. | 6 |
    | **TOTAL** | **100** |

    **## FINALResearchProposal1.docx**

    **Directions**: The final will contain all the sections you’ve written throughout the course, i.e., it’s everything you’ve written combined into one final paper. If you’ve received feedback on any previous submissions, be sure to make those changes prior to submitting the final. Please make sure you adhere to APA format and submit the assignment in a
    **Microsoft Word document**. The following rubric will be used to grade the final paper:

    | | |
    | — | — |
    | **General Formatting** | **Points** |
    | Paper is double-spaced. | 2 |
    | Paper uses 12-point, Times New Roman font. | 2 |
    | Paper was spell-checked. | 2 |
    | **APA Formatting** | **Points** |
    | Paper includes a separate title page that contains the title of the paper, the student’s name, and the name of the course. | 2 |
    | In-text citations adhere to APA format. | 2 |
    | Reference list adheres to APA format. | 2 |
    | Headings and subheadings adhere to APA format. | 2 |
    | **Introduction** | **Points** |
    | Section contains the following headers: statement of the problem, purpose of the study, and significance of the study. | 6 |
    | Paper opens with an introduction that clearly describes the topic and defines relevant variables. | 6 |
    | Paper clearly identifies a “problem” and links the problem to the existing literature. | 7 |
    | A purpose statement was given and research questions were provided. | 7 |
    | A closing paragraph was included. This paragraph should describe why your study is important. | 6 |
    | **Literature Review** | **Points** |
    | Provides a brief overview of the subject, issue, or theory under consideration, along with the objectives of the literature review. | 5 |
    | Body includes a division of works into themes or categories, and an explanation regarding how each theme is applicable to your own research objectives. | 5 |
    | A concluding paragraph was provided discussing which works and/or theories make the greatest contribution to the development of your studies’ objectives. | 5 |
    | **Methods** | **Points** |
    | Section contains the following headers: subjects, instruments/materials, design, procedure, and limitations. | 6 |
    | An adequate description of the subjects was provided including a description of the sampling technique. | 6 |
    | A description of how the data will be collected is included. This includes any instruments, materials, or apparatuses used to collect data and/or measure variables. | 6 |
    | The methodology you intend to use was described. In other words, will your research be quantitative, qualitative, or mixed methods? Is it cross sectional or longitudinal? What type of quantitative (e.g., correlational, causal-comparative, etc.), qualitative (e.g., ethnography, phenomenological, etc.), or mixed methods (e.g., explanatory sequential mixed methods, etc.) design is your proposed study? | 9 |
    | The steps taken to adequately collect the data are described. | 6 |
    | Any anticipated limitations that could affect the data collection process and/or the validity of the study were discussed. | 6 |
    | **TOTAL** | **100** |

  • [Solved] Follow the instruction below

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    Executive Solution Overview

    – ## FINALResearchProposal1.docx **## FINALResearchProposal1.docx** **Directions**: The final will contain all the sections you’ve written throughout the course, i.e., it’s everything you’ve written combined into one final paper. If you’ve received feedback on any previous submissions, be sure to ma…

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    Assignment Prompt & Instructions

    – ## FINALResearchProposal1.docx

    **## FINALResearchProposal1.docx**

    **Directions**: The final will contain all the sections you’ve written throughout the course, i.e., it’s everything you’ve written combined into one final paper. If you’ve received feedback on any previous submissions, be sure to make those changes prior to submitting the final. Please make sure you adhere to APA format and submit the assignment in a
    **Microsoft Word document**. The following rubric will be used to grade the final paper:

    | | |
    | — | — |
    | **General Formatting** | **Points** |
    | Paper is double-spaced. | 2 |
    | Paper uses 12-point, Times New Roman font. | 2 |
    | Paper was spell-checked. | 2 |
    | **APA Formatting** | **Points** |
    | Paper includes a separate title page that contains the title of the paper, the student’s name, and the name of the course. | 2 |
    | In-text citations adhere to APA format. | 2 |
    | Reference list adheres to APA format. | 2 |
    | Headings and subheadings adhere to APA format. | 2 |
    | **Introduction** | **Points** |
    | Section contains the following headers: statement of the problem, purpose of the study, and significance of the study. | 6 |
    | Paper opens with an introduction that clearly describes the topic and defines relevant variables. | 6 |
    | Paper clearly identifies a “problem” and links the problem to the existing literature. | 7 |
    | A purpose statement was given and research questions were provided. | 7 |
    | A closing paragraph was included. This paragraph should describe why your study is important. | 6 |
    | **Literature Review** | **Points** |
    | Provides a brief overview of the subject, issue, or theory under consideration, along with the objectives of the literature review. | 5 |
    | Body includes a division of works into themes or categories, and an explanation regarding how each theme is applicable to your own research objectives. | 5 |
    | A concluding paragraph was provided discussing which works and/or theories make the greatest contribution to the development of your studies’ objectives. | 5 |
    | **Methods** | **Points** |
    | Section contains the following headers: subjects, instruments/materials, design, procedure, and limitations. | 6 |
    | An adequate description of the subjects was provided including a description of the sampling technique. | 6 |
    | A description of how the data will be collected is included. This includes any instruments, materials, or apparatuses used to collect data and/or measure variables. | 6 |
    | The methodology you intend to use was described. In other words, will your research be quantitative, qualitative, or mixed methods? Is it cross sectional or longitudinal? What type of quantitative (e.g., correlational, causal-comparative, etc.), qualitative (e.g., ethnography, phenomenological, etc.), or mixed methods (e.g., explanatory sequential mixed methods, etc.) design is your proposed study? | 9 |
    | The steps taken to adequately collect the data are described. | 6 |
    | Any anticipated limitations that could affect the data collection process and/or the validity of the study were discussed. | 6 |
    | **TOTAL** | **100** |

    **## FINALResearchProposal1.docx**

    **Directions**: The final will contain all the sections you’ve written throughout the course, i.e., it’s everything you’ve written combined into one final paper. If you’ve received feedback on any previous submissions, be sure to make those changes prior to submitting the final. Please make sure you adhere to APA format and submit the assignment in a
    **Microsoft Word document**. The following rubric will be used to grade the final paper:

    | | |
    | — | — |
    | **General Formatting** | **Points** |
    | Paper is double-spaced. | 2 |
    | Paper uses 12-point, Times New Roman font. | 2 |
    | Paper was spell-checked. | 2 |
    | **APA Formatting** | **Points** |
    | Paper includes a separate title page that contains the title of the paper, the student’s name, and the name of the course. | 2 |
    | In-text citations adhere to APA format. | 2 |
    | Reference list adheres to APA format. | 2 |
    | Headings and subheadings adhere to APA format. | 2 |
    | **Introduction** | **Points** |
    | Section contains the following headers: statement of the problem, purpose of the study, and significance of the study. | 6 |
    | Paper opens with an introduction that clearly describes the topic and defines relevant variables. | 6 |
    | Paper clearly identifies a “problem” and links the problem to the existing literature. | 7 |
    | A purpose statement was given and research questions were provided. | 7 |
    | A closing paragraph was included. This paragraph should describe why your study is important. | 6 |
    | **Literature Review** | **Points** |
    | Provides a brief overview of the subject, issue, or theory under consideration, along with the objectives of the literature review. | 5 |
    | Body includes a division of works into themes or categories, and an explanation regarding how each theme is applicable to your own research objectives. | 5 |
    | A concluding paragraph was provided discussing which works and/or theories make the greatest contribution to the development of your studies’ objectives. | 5 |
    | **Methods** | **Points** |
    | Section contains the following headers: subjects, instruments/materials, design, procedure, and limitations. | 6 |
    | An adequate description of the subjects was provided including a description of the sampling technique. | 6 |
    | A description of how the data will be collected is included. This includes any instruments, materials, or apparatuses used to collect data and/or measure variables. | 6 |
    | The methodology you intend to use was described. In other words, will your research be quantitative, qualitative, or mixed methods? Is it cross sectional or longitudinal? What type of quantitative (e.g., correlational, causal-comparative, etc.), qualitative (e.g., ethnography, phenomenological, etc.), or mixed methods (e.g., explanatory sequential mixed methods, etc.) design is your proposed study? | 9 |
    | The steps taken to adequately collect the data are described. | 6 |
    | Any anticipated limitations that could affect the data collection process and/or the validity of the study were discussed. | 6 |
    | **TOTAL** | **100** |

  • [Solved] Week 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This week, you will focus on critically analyzing, evaluating, and synthesizing methodology sections in dissertations. Review and reflect on the AES Model and Guide for Summarizing, Analyzing, Evaluating, and Synthesizing Information using the SPL model to prepare for the assignment. Complete the Me…

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    Assignment Prompt & Instructions

    This week, you will focus on critically analyzing, evaluating, and synthesizing methodology sections in dissertations.
    Review and reflect on the AES Model and Guide for Summarizing, Analyzing, Evaluating, and Synthesizing Information using the SPL model to prepare for the assignment.
    Complete the Method and Design AES Worksheet. This worksheet contains both the worksheet portion of the assignment and APA formatted paper sections to use for this assignment.
    \
    doc714s_v2_wk4_method_and_design_aes_worksheet1.docx](https://www.sweetstudy.com/files/doc714s-v2-wk4-method-and-design-aes-worksheet1-docx "doc714s_v2_wk4_method_and_design_aes_worksheet1.docx")
    \
    doc714s_v2_aes_model_and_guide_for_summarizing_analyzing_evaluating_and_synthesizing_information_ppt1.pptx](https://www.sweetstudy.com/files/doc714s-v2-aes-model-and-guide-for-summarizing-analyzing-evaluating-and-synthesizing-information-ppt1-pptx-10363957 "doc714s_v2_aes_model_and_guide_for_summarizing_analyzing_evaluating_and_synthesizing_information_ppt1.pptx")

  • [Solved] biology

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    In-depth study guidance and analytical solution covering biology.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] ASSESSMENT 4_6008

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    Due 08/01 – ## Assessment4_6008_Resources.docx – ## Assessment4_6008_instructions.docx **## Assessment4_6008_Resources.docx** Use the resources linked below to help complete this assessment. Collapse All **Health Care Financing** · [Assessment 4: Health Care Financing](https://capella.alma.exl…

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    Assignment Prompt & Instructions

    Due 08/01

    – ## Assessment4_6008_Resources.docx

    – ## Assessment4_6008_instructions.docx

    **## Assessment4_6008_Resources.docx**

    Use the resources linked below to help complete this assessment.

    Collapse All

    **Health Care Financing**

    ·
    [Assessment 4: Health Care Financing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491124570006731) reading list.

    **Advocacy, Lobbying, and Letter Writing**

    ·
    [Assessment 4: Advocacy, Lobbying, and Letter Writing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491133610006731) reading list.

    ·
    [Health Care Finance, Economics, and Policy for Nurses](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2674737490006731).

    · Chapter 11, "Applying Health Economics to Influence Health Care Through Federal and State Policy Formation."

    · This chapter examines how to influence the development of policy at various levels of government.

    **Social Justice and Health Equity**

    Read the following resources. They may be helpful in completing Assessment 4:

    ·
    [Assessment 4: Social Justice and Health Equity](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491145660006731) reading list.

    **Reflection**

    ·
    [Assessment 4: Reflection](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491181910006731) reading list.

    ·
    [Health Care Finance, Economics, and Policy for Nurses](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2674737490006731).

    · Chapter 12, "Epilogue: Reflections on Living and Leading in a Changing Nursing World."

    · This chapter offers a reflection of how to lead positive change in nursing.

    **## Assessment4_6008_instructions.docx**

    Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.

    Collapse All

    **Introduction**

    **Note:** Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

    As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.

    **Background and Context**

    As a master's-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.

    As a master's-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.

    **Instructions**

    For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.

    Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.

    Overall, your assessment submission will be assessed on the following criteria:

    · Summarize the health care economic issue that you are addressing.

    · Keep this brief but try to include details about how the issue is currently impacting the elected officials’ constituents.

    · Explain the positive outcomes that will occur if the issue is addressed and the negative outcomes that will occur if the issue is not addressed.

    · Tailor this messaging to focus on the impacts in the communities and organizations that are relevant to the elected official you are writing to.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Cite at least five current, scholarly sources that support your argument and help provide the elected official (who may not have a detailed knowledge of the health care environment) with an understanding of the issues, changes, or actions that you are proposing to drive improved outcomes.

    · Identify the impact your issue has on health care institutions and health care providers at the local community, state, or national level.

    · Make sure to include information from both a health care and an economic perspective. An elected official may be more responsive to one perspective than another.

    · Incorporate social justice, structural racism, and inequity principles when picking resources and making recommendations for change in your assessment.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Think about how your experiences (the experiences can be personal, professional, or from your team’s perspective or experience) affect how you have planned for the resources needed to implement your desired changes or actions. How did this impact your approach to conducting a risk analysis on the project?

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Remember to conclude your letter with a summary of your position on the issue and a compelling reason that the elected official should act in your favor and support your issue or initiative.

    **Additional Requirements**

    ·
    **Audience:** Make sure you are addressing your letter to an actual local or state official.

    · For most states, you can use the following resource:

    ·
    [Assessment 4: Lobbying for Change](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491123430006731).

    · For local officials, search your city’s government website for officials and their positions.

    ·
    **Length of Submission:** 1–2 double spaced pages. Your letter needs to be succinct and persuasive.

    ·
    **Number of References:** Cite at least five sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style.

    **Note:** As you revise your writing, check out the resources listed on the Writing Center's
    [Writing Support](https://lat.strategiced.com/redirect?linkid=4646) page.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.

    · Summarize the health care economic issue that you are addressing.

    · Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.

    · Explain the positive outcomes that will occur if the issue is addressed and negative outcomes that will occur if the issue is not addressed.

    · Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization's resources and its ability to provide quality care.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

    **## Assessment4_6008_instructions.docx**

    Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.

    Collapse All

    **Introduction**

    **Note:** Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

    As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.

    **Background and Context**

    As a master's-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.

    As a master's-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.

    **Instructions**

    For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.

    Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.

    Overall, your assessment submission will be assessed on the following criteria:

    · Summarize the health care economic issue that you are addressing.

    · Keep this brief but try to include details about how the issue is currently impacting the elected officials’ constituents.

    · Explain the positive outcomes that will occur if the issue is addressed and the negative outcomes that will occur if the issue is not addressed.

    · Tailor this messaging to focus on the impacts in the communities and organizations that are relevant to the elected official you are writing to.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Cite at least five current, scholarly sources that support your argument and help provide the elected official (who may not have a detailed knowledge of the health care environment) with an understanding of the issues, changes, or actions that you are proposing to drive improved outcomes.

    · Identify the impact your issue has on health care institutions and health care providers at the local community, state, or national level.

    · Make sure to include information from both a health care and an economic perspective. An elected official may be more responsive to one perspective than another.

    · Incorporate social justice, structural racism, and inequity principles when picking resources and making recommendations for change in your assessment.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Think about how your experiences (the experiences can be personal, professional, or from your team’s perspective or experience) affect how you have planned for the resources needed to implement your desired changes or actions. How did this impact your approach to conducting a risk analysis on the project?

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Remember to conclude your letter with a summary of your position on the issue and a compelling reason that the elected official should act in your favor and support your issue or initiative.

    **Additional Requirements**

    ·
    **Audience:** Make sure you are addressing your letter to an actual local or state official.

    · For most states, you can use the following resource:

    ·
    [Assessment 4: Lobbying for Change](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491123430006731).

    · For local officials, search your city’s government website for officials and their positions.

    ·
    **Length of Submission:** 1–2 double spaced pages. Your letter needs to be succinct and persuasive.

    ·
    **Number of References:** Cite at least five sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style.

    **Note:** As you revise your writing, check out the resources listed on the Writing Center's
    [Writing Support](https://lat.strategiced.com/redirect?linkid=4646) page.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.

    · Summarize the health care economic issue that you are addressing.

    · Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.

    · Explain the positive outcomes that will occur if the issue is addressed and negative outcomes that will occur if the issue is not addressed.

    · Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization's resources and its ability to provide quality care.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

    **## Assessment4_6008_Resources.docx**

    Use the resources linked below to help complete this assessment.

    Collapse All

    **Health Care Financing**

    ·
    [Assessment 4: Health Care Financing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491124570006731) reading list.

    **Advocacy, Lobbying, and Letter Writing**

    ·
    [Assessment 4: Advocacy, Lobbying, and Letter Writing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491133610006731) reading list.

    ·
    [Health Care Finance, Economics, and Policy for Nurses](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2674737490006731).

    · Chapter 11, "Applying Health Economics to Influence Health Care Through Federal and State Policy Formation."

    · This chapter examines how to influence the development of policy at various levels of government.

    **Social Justice and Health Equity**

    Read the following resources. They may be helpful in completing Assessment 4:

    ·
    [Assessment 4: Social Justice and Health Equity](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491145660006731) reading list.

    **Reflection**

    ·
    [Assessment 4: Reflection](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491181910006731) reading list.

    ·
    [Health Care Finance, Economics, and Policy for Nurses](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2674737490006731).

    · Chapter 12, "Epilogue: Reflections on Living and Leading in a Changing Nursing World."

    · This chapter offers a reflection of how to lead positive change in nursing.

    **## Assessment4_6008_instructions.docx**

    Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.

    Collapse All

    **Introduction**

    **Note:** Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

    As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.

    **Background and Context**

    As a master's-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.

    As a master's-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.

    **Instructions**

    For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.

    Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.

    Overall, your assessment submission will be assessed on the following criteria:

    · Summarize the health care economic issue that you are addressing.

    · Keep this brief but try to include details about how the issue is currently impacting the elected officials’ constituents.

    · Explain the positive outcomes that will occur if the issue is addressed and the negative outcomes that will occur if the issue is not addressed.

    · Tailor this messaging to focus on the impacts in the communities and organizations that are relevant to the elected official you are writing to.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Cite at least five current, scholarly sources that support your argument and help provide the elected official (who may not have a detailed knowledge of the health care environment) with an understanding of the issues, changes, or actions that you are proposing to drive improved outcomes.

    · Identify the impact your issue has on health care institutions and health care providers at the local community, state, or national level.

    · Make sure to include information from both a health care and an economic perspective. An elected official may be more responsive to one perspective than another.

    · Incorporate social justice, structural racism, and inequity principles when picking resources and making recommendations for change in your assessment.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Think about how your experiences (the experiences can be personal, professional, or from your team’s perspective or experience) affect how you have planned for the resources needed to implement your desired changes or actions. How did this impact your approach to conducting a risk analysis on the project?

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Remember to conclude your letter with a summary of your position on the issue and a compelling reason that the elected official should act in your favor and support your issue or initiative.

    **Additional Requirements**

    ·
    **Audience:** Make sure you are addressing your letter to an actual local or state official.

    · For most states, you can use the following resource:

    ·
    [Assessment 4: Lobbying for Change](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491123430006731).

    · For local officials, search your city’s government website for officials and their positions.

    ·
    **Length of Submission:** 1–2 double spaced pages. Your letter needs to be succinct and persuasive.

    ·
    **Number of References:** Cite at least five sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style.

    **Note:** As you revise your writing, check out the resources listed on the Writing Center's
    [Writing Support](https://lat.strategiced.com/redirect?linkid=4646) page.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.

    · Summarize the health care economic issue that you are addressing.

    · Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.

    · Explain the positive outcomes that will occur if the issue is addressed and negative outcomes that will occur if the issue is not addressed.

    · Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization's resources and its ability to provide quality care.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

    **## Assessment4_6008_Resources.docx**

    Use the resources linked below to help complete this assessment.

    Collapse All

    **Health Care Financing**

    ·
    [Assessment 4: Health Care Financing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491124570006731) reading list.

    **Advocacy, Lobbying, and Letter Writing**

    ·
    [Assessment 4: Advocacy, Lobbying, and Letter Writing](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491133610006731) reading list.

    ·
    [Health Care Finance, Economics, and Policy for Nurses](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2674737490006731).

    · Chapter 11, "Applying Health Economics to Influence Health Care Through Federal and State Policy Formation."

    · This chapter examines how to influence the development of policy at various levels of government.

    **Social Justice and Health Equity**

    Read the following resources. They may be helpful in completing Assessment 4:

    ·
    [Assessment 4: Social Justice and Health Equity](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491145660006731) reading list.

    **Reflection**

    ·
    [Assessment 4: Reflection](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491181910006731) reading list.

    ·
    [Health Care Finance, Economics, and Policy for Nurses](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2674737490006731).

    · Chapter 12, "Epilogue: Reflections on Living and Leading in a Changing Nursing World."

    · This chapter offers a reflection of how to lead positive change in nursing.

    **## Assessment4_6008_instructions.docx**

    Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.

    Collapse All

    **Introduction**

    **Note:** Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

    As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.

    **Background and Context**

    As a master's-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.

    As a master's-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.

    **Instructions**

    For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.

    Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.

    Overall, your assessment submission will be assessed on the following criteria:

    · Summarize the health care economic issue that you are addressing.

    · Keep this brief but try to include details about how the issue is currently impacting the elected officials’ constituents.

    · Explain the positive outcomes that will occur if the issue is addressed and the negative outcomes that will occur if the issue is not addressed.

    · Tailor this messaging to focus on the impacts in the communities and organizations that are relevant to the elected official you are writing to.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Cite at least five current, scholarly sources that support your argument and help provide the elected official (who may not have a detailed knowledge of the health care environment) with an understanding of the issues, changes, or actions that you are proposing to drive improved outcomes.

    · Identify the impact your issue has on health care institutions and health care providers at the local community, state, or national level.

    · Make sure to include information from both a health care and an economic perspective. An elected official may be more responsive to one perspective than another.

    · Incorporate social justice, structural racism, and inequity principles when picking resources and making recommendations for change in your assessment.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Think about how your experiences (the experiences can be personal, professional, or from your team’s perspective or experience) affect how you have planned for the resources needed to implement your desired changes or actions. How did this impact your approach to conducting a risk analysis on the project?

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Remember to conclude your letter with a summary of your position on the issue and a compelling reason that the elected official should act in your favor and support your issue or initiative.

    **Additional Requirements**

    ·
    **Audience:** Make sure you are addressing your letter to an actual local or state official.

    · For most states, you can use the following resource:

    ·
    [Assessment 4: Lobbying for Change](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491123430006731).

    · For local officials, search your city’s government website for officials and their positions.

    ·
    **Length of Submission:** 1–2 double spaced pages. Your letter needs to be succinct and persuasive.

    ·
    **Number of References:** Cite at least five sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style.

    **Note:** As you revise your writing, check out the resources listed on the Writing Center's
    [Writing Support](https://lat.strategiced.com/redirect?linkid=4646) page.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze the effects of financial and economic factors (such as cost-benefit, supply and demand, return on investment, and risks) in a health care system on patient care, services offered, and organizational structures and operation.

    · Summarize the health care economic issue that you are addressing.

    · Competency 2: Develop ethical and culturally equitable solutions to economic problems within a health care organization in an effort to improve the quality of care and services offered.

    · Explain the positive outcomes that will occur if the issue is addressed and negative outcomes that will occur if the issue is not addressed.

    · Competency 3: Justify the qualitative and quantitative information used to guide economic decision making to stakeholders and colleagues.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Competency 4: Develop ethical and culturally equitable economic strategies to address dynamic environmental forces and ensure the future security of an organization's resources and its ability to provide quality care.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Competency 5: Produce clear, coherent, and professional written work, in accordance with Capella writing standards.

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

    – 1
    – 2

  • [Solved] assessment3_6011

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    due 08/01 – ## assessment3_6011_resources.docx – ## Assessment3_6011_Instructions.docx **## assessment3_6011_resources.docx** Use the resources linked below to help complete this assessment. Collapse All **Evidence-Based Practice Challenges** The resources in the following reading list present…

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    Assignment Prompt & Instructions

    due 08/01

    – ## assessment3_6011_resources.docx

    – ## Assessment3_6011_Instructions.docx

    **## assessment3_6011_resources.docx**

    Use the resources linked below to help complete this assessment.

    Collapse All

    **Evidence-Based Practice Challenges**

    The resources in the following reading list present examples of real-world evidence-based practice implementation initiatives, as well as barriers and challenges faced by practitioners in applying evidence-based practice.

    ·
    [Assessment 3: Evidence-Based Practice Challenges](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491720006731).

    **Ethical Research Resources**

    Ethical research is foundational to the credibility, trustworthiness, and long-term impact of evidence-based practice. It establishes a framework that prioritizes the well-being of participants, legal compliance, and the integrity of the research process, ultimately contributing to the advancement of knowledge and improvement of professional practices. Peer-reviewed journals often have strict ethical standards, and adherence to these standards is a key factor in the acceptance of research articles.

    The resources in the following reading list are helpful in critically appraising evidence.

    ·
    [Assessment 3: Ethical Research Resources](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=3286550320006731).

    **Capella Library Resources**

    ·
    [Reviewing the Literature](https://lat.strategiced.com/redirect?linkid=3324).

    ·
    [Evidence-Based Practice in Nursing & Health Sciences: PICOT Question Process](https://capellauniversity.libguides.com/EBP/picot).

    ·
    [Evidence-Based Practice in Nursing & Health Sciences: Critically Appraise the Evidence](https://capellauniversity.libguides.com/EBP/critical-appraisal).

    **Interprofessional Collaboration and Implementation of Evidence-Based Practice**

    The resources in the following reading list provide examples of ways that interprofessional teams collaborate to apply and implement evidence-based practice in order to improve health outcomes.

    ·
    [Assessment 3: Interprofessional Collaboration and Implementation of Evidence-Based Practice](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491770006731).

    **Evidence-Based Practice Implementation Planning**

    The resources in the following reading list provide examples of evidence-based practice implementation plans and considerations to keep in mind when creating such a plan. This will help you to complete the assessment.

    ·
    [Assessment 3: Evidence-Based Practice Implementation Planning](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491820006731).

    **Quadruple Aim**

    The resources in the following reading list provide examples of the Quadruple Aim in practice. They will help you to complete the assessment.

    ·
    [Assessment 3: Quadruple Aim](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491880006731).

    **## Assessment3_6011_Instructions.docx**

    Create a poster presentation to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. You will then record audio of no more than five minutes presenting your poster.

    Master's-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse's practice. A key skill of the master's-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

    Collapse All

    **Professional Context**

    Critical appraisal of evidence is essential for nurses to practice evidence-based nursing, improve patient outcomes, contribute to research quality, make informed decisions, and fulfill their professional responsibilities. It is a key component of promoting excellence and continual improvement in nursing practice.

    Ethical research ensures that the rights and well-being of research participants are protected. This includes obtaining informed consent, maintaining confidentiality, and minimizing any potential harm to individuals involved in the research. Ethical research contributes to the long-term impact of evidence-based practice and greater acceptance of evidence-based practices. By conducting research ethically, you will generate knowledge that is more likely to stand the test of time and continue to inform practice and policy in the future.

    Master's-level nurses understand the importance of utilizing evidence-based practice in their health care setting. The challenge is bridging the gap between the evidence and clinical practice. "This is the way we've always done it," is a common response and may not indicate evidence-based practice is being utilized. Furthermore, when a practice problem is identified, what are the steps to communicate the need for change with the interprofessional team?

    One way to communicate the need for quality improvements, as well as your plans for achieving specific changes, is through a presentation poster. This type of communication tool is used in workplaces as well as professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster.

    **Scenario**

    You have been asked to give a poster presentation based on your work and research on a clinical problem in your practice setting. The purpose is to lay out the evidence and a potential implementation plan to your colleagues in order to bridge the gap between the evidence and the practice and improve the quality and outcomes of care.

    **Instructions**

    Identify a clinical problem in your work setting and develop an implementation plan to carry out your evidence-based practice proposal using a poster presentation. You may use the
    [Poster Presentation Template [PPTX]](https://courseroom.capella.edu/courses/46789/files/8761802?wrap=1) [Download Poster Presentation Template [PPTX]](https://courseroom.capella.edu/courses/46789/files/8761802/download?download_frd=1) to help structure and organize your assessment submission.

    Your Implementation Plan should include the following:

    · Background on the clinical problem.

    · PICOT question.

    · Stakeholders that will be impacted.

    · Action plan for implementation.

    · Potential barriers to project implementation.

    · Baseline data that will be needed to evaluate outcomes.

    · Search strategy and databases used.

    · Summary of the evidence with a critical appraisal of its quality.

    The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your poster presentation addresses all of them.

    · Develop a PICOT question for a chosen clinical problem.

    · Include a graphic that is relevant to the clinical problem.

    · Provide a background on the clinical problem identified.

    · Outline an action plan to implement the evidence-based project that includes:

    · The recommended practice change.

    · Proposed timeline for implementation.

    · The tools or resources that will be needed to support the project.

    · Identify the stakeholders, opportunities for innovation, and potential barriers to the practice change needed for project implementation.

    · Who are the stakeholders who will be impacted?

    · What are areas of the project that present opportunities for innovation?

    · What are the potential barriers, such as a lack of knowledge, time, skill level, motivation, or resources that could impact project implementation?

    · Propose outcome criteria to evaluate the evidence-based practice project and how they will be measured.

    · How will outcomes be measured?

    · How do your outcomes align with the Quadruple Aim?

    · How will your outcome measures inform evidence-based practice, guidelines, or policies?

    · Evaluate the evidence that supports the need for practice change.

    · In the notes section of your poster presentation:

    · Describe your search strategy and databases that were used.

    · Summarize your findings with a critical appraisal of the quality, relevance, and validity of your resources.

    · Note ethical considerations such as informed consent, protection of participant rights, and potential conflicts of interest.

    · Convey purpose of the poster presentation, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Integrates relevant and credible sources of evidence to support assertions, using current APA style.

    If you choose not to use the provided template, there are templates in PowerPoint or on the Internet that can help you get started designing your poster.

    Before starting to record your presentation make sure you have:

    · Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio quality is sufficient.

    · Consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for guidance on how to record your presentation and upload it in the courseroom.

    · Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your stories.

    · Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

    **Note:** If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    **Submission Requirements**

    ·
    **Font and font size**: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation.

    ·
    **Length of presentation**: No more than five minutes. Add detailed speaker notes to fully support the content of the poster presentation. Speaker notes must match the audio.

    ·
    **Number of references**: Cite a minimum of 3–5 sources of current scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style.

    **What to Submit**

    · Along with your recording, submit your slides with speaker notes as a PDF.

    · Save your PowerPoint files as a PDF with notes.

    · The speaker notes will be processed through Turnitin.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Apply evidence-based practice to plan patient-centered care.

    · Outline an action plan to implement the evidence-based practice project that includes the recommendations for practice change, a timeline, and tools or resources needed.

    · Propose outcome criteria for evaluating the evidence-based practice project and how the outcomes will be measured.

    · Competency 2: Apply evidence-based practice to design interventions to improve population health.

    · Identify the stakeholders, opportunities for innovation, and potential barriers to the practice change needed for project implementation.

    · Competency 3: Evaluate the value, relevance, and ethics of available evidence upon which clinical decisions are made.

    · Develop a PICOT question for a chosen clinical problem.

    · Evaluate the value and relevance of the evidence that supports the need for a practice change.

    · Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.

    · Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

    **## Assessment3_6011_Instructions.docx**

    Create a poster presentation to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. You will then record audio of no more than five minutes presenting your poster.

    Master's-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse's practice. A key skill of the master's-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

    Collapse All

    **Professional Context**

    Critical appraisal of evidence is essential for nurses to practice evidence-based nursing, improve patient outcomes, contribute to research quality, make informed decisions, and fulfill their professional responsibilities. It is a key component of promoting excellence and continual improvement in nursing practice.

    Ethical research ensures that the rights and well-being of research participants are protected. This includes obtaining informed consent, maintaining confidentiality, and minimizing any potential harm to individuals involved in the research. Ethical research contributes to the long-term impact of evidence-based practice and greater acceptance of evidence-based practices. By conducting research ethically, you will generate knowledge that is more likely to stand the test of time and continue to inform practice and policy in the future.

    Master's-level nurses understand the importance of utilizing evidence-based practice in their health care setting. The challenge is bridging the gap between the evidence and clinical practice. "This is the way we've always done it," is a common response and may not indicate evidence-based practice is being utilized. Furthermore, when a practice problem is identified, what are the steps to communicate the need for change with the interprofessional team?

    One way to communicate the need for quality improvements, as well as your plans for achieving specific changes, is through a presentation poster. This type of communication tool is used in workplaces as well as professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster.

    **Scenario**

    You have been asked to give a poster presentation based on your work and research on a clinical problem in your practice setting. The purpose is to lay out the evidence and a potential implementation plan to your colleagues in order to bridge the gap between the evidence and the practice and improve the quality and outcomes of care.

    **Instructions**

    Identify a clinical problem in your work setting and develop an implementation plan to carry out your evidence-based practice proposal using a poster presentation. You may use the
    [Poster Presentation Template [PPTX]](https://courseroom.capella.edu/courses/46789/files/8761802?wrap=1) [Download Poster Presentation Template [PPTX]](https://courseroom.capella.edu/courses/46789/files/8761802/download?download_frd=1) to help structure and organize your assessment submission.

    Your Implementation Plan should include the following:

    · Background on the clinical problem.

    · PICOT question.

    · Stakeholders that will be impacted.

    · Action plan for implementation.

    · Potential barriers to project implementation.

    · Baseline data that will be needed to evaluate outcomes.

    · Search strategy and databases used.

    · Summary of the evidence with a critical appraisal of its quality.

    The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your poster presentation addresses all of them.

    · Develop a PICOT question for a chosen clinical problem.

    · Include a graphic that is relevant to the clinical problem.

    · Provide a background on the clinical problem identified.

    · Outline an action plan to implement the evidence-based project that includes:

    · The recommended practice change.

    · Proposed timeline for implementation.

    · The tools or resources that will be needed to support the project.

    · Identify the stakeholders, opportunities for innovation, and potential barriers to the practice change needed for project implementation.

    · Who are the stakeholders who will be impacted?

    · What are areas of the project that present opportunities for innovation?

    · What are the potential barriers, such as a lack of knowledge, time, skill level, motivation, or resources that could impact project implementation?

    · Propose outcome criteria to evaluate the evidence-based practice project and how they will be measured.

    · How will outcomes be measured?

    · How do your outcomes align with the Quadruple Aim?

    · How will your outcome measures inform evidence-based practice, guidelines, or policies?

    · Evaluate the evidence that supports the need for practice change.

    · In the notes section of your poster presentation:

    · Describe your search strategy and databases that were used.

    · Summarize your findings with a critical appraisal of the quality, relevance, and validity of your resources.

    · Note ethical considerations such as informed consent, protection of participant rights, and potential conflicts of interest.

    · Convey purpose of the poster presentation, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Integrates relevant and credible sources of evidence to support assertions, using current APA style.

    If you choose not to use the provided template, there are templates in PowerPoint or on the Internet that can help you get started designing your poster.

    Before starting to record your presentation make sure you have:

    · Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio quality is sufficient.

    · Consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for guidance on how to record your presentation and upload it in the courseroom.

    · Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your stories.

    · Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

    **Note:** If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    **Submission Requirements**

    ·
    **Font and font size**: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation.

    ·
    **Length of presentation**: No more than five minutes. Add detailed speaker notes to fully support the content of the poster presentation. Speaker notes must match the audio.

    ·
    **Number of references**: Cite a minimum of 3–5 sources of current scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style.

    **What to Submit**

    · Along with your recording, submit your slides with speaker notes as a PDF.

    · Save your PowerPoint files as a PDF with notes.

    · The speaker notes will be processed through Turnitin.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Apply evidence-based practice to plan patient-centered care.

    · Outline an action plan to implement the evidence-based practice project that includes the recommendations for practice change, a timeline, and tools or resources needed.

    · Propose outcome criteria for evaluating the evidence-based practice project and how the outcomes will be measured.

    · Competency 2: Apply evidence-based practice to design interventions to improve population health.

    · Identify the stakeholders, opportunities for innovation, and potential barriers to the practice change needed for project implementation.

    · Competency 3: Evaluate the value, relevance, and ethics of available evidence upon which clinical decisions are made.

    · Develop a PICOT question for a chosen clinical problem.

    · Evaluate the value and relevance of the evidence that supports the need for a practice change.

    · Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.

    · Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

    **## assessment3_6011_resources.docx**

    Use the resources linked below to help complete this assessment.

    Collapse All

    **Evidence-Based Practice Challenges**

    The resources in the following reading list present examples of real-world evidence-based practice implementation initiatives, as well as barriers and challenges faced by practitioners in applying evidence-based practice.

    ·
    [Assessment 3: Evidence-Based Practice Challenges](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491720006731).

    **Ethical Research Resources**

    Ethical research is foundational to the credibility, trustworthiness, and long-term impact of evidence-based practice. It establishes a framework that prioritizes the well-being of participants, legal compliance, and the integrity of the research process, ultimately contributing to the advancement of knowledge and improvement of professional practices. Peer-reviewed journals often have strict ethical standards, and adherence to these standards is a key factor in the acceptance of research articles.

    The resources in the following reading list are helpful in critically appraising evidence.

    ·
    [Assessment 3: Ethical Research Resources](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=3286550320006731).

    **Capella Library Resources**

    ·
    [Reviewing the Literature](https://lat.strategiced.com/redirect?linkid=3324).

    ·
    [Evidence-Based Practice in Nursing & Health Sciences: PICOT Question Process](https://capellauniversity.libguides.com/EBP/picot).

    ·
    [Evidence-Based Practice in Nursing & Health Sciences: Critically Appraise the Evidence](https://capellauniversity.libguides.com/EBP/critical-appraisal).

    **Interprofessional Collaboration and Implementation of Evidence-Based Practice**

    The resources in the following reading list provide examples of ways that interprofessional teams collaborate to apply and implement evidence-based practice in order to improve health outcomes.

    ·
    [Assessment 3: Interprofessional Collaboration and Implementation of Evidence-Based Practice](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491770006731).

    **Evidence-Based Practice Implementation Planning**

    The resources in the following reading list provide examples of evidence-based practice implementation plans and considerations to keep in mind when creating such a plan. This will help you to complete the assessment.

    ·
    [Assessment 3: Evidence-Based Practice Implementation Planning](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491820006731).

    **Quadruple Aim**

    The resources in the following reading list provide examples of the Quadruple Aim in practice. They will help you to complete the assessment.

    ·
    [Assessment 3: Quadruple Aim](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491880006731).

    **## Assessment3_6011_Instructions.docx**

    Create a poster presentation to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. You will then record audio of no more than five minutes presenting your poster.

    Master's-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse's practice. A key skill of the master's-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

    Collapse All

    **Professional Context**

    Critical appraisal of evidence is essential for nurses to practice evidence-based nursing, improve patient outcomes, contribute to research quality, make informed decisions, and fulfill their professional responsibilities. It is a key component of promoting excellence and continual improvement in nursing practice.

    Ethical research ensures that the rights and well-being of research participants are protected. This includes obtaining informed consent, maintaining confidentiality, and minimizing any potential harm to individuals involved in the research. Ethical research contributes to the long-term impact of evidence-based practice and greater acceptance of evidence-based practices. By conducting research ethically, you will generate knowledge that is more likely to stand the test of time and continue to inform practice and policy in the future.

    Master's-level nurses understand the importance of utilizing evidence-based practice in their health care setting. The challenge is bridging the gap between the evidence and clinical practice. "This is the way we've always done it," is a common response and may not indicate evidence-based practice is being utilized. Furthermore, when a practice problem is identified, what are the steps to communicate the need for change with the interprofessional team?

    One way to communicate the need for quality improvements, as well as your plans for achieving specific changes, is through a presentation poster. This type of communication tool is used in workplaces as well as professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster.

    **Scenario**

    You have been asked to give a poster presentation based on your work and research on a clinical problem in your practice setting. The purpose is to lay out the evidence and a potential implementation plan to your colleagues in order to bridge the gap between the evidence and the practice and improve the quality and outcomes of care.

    **Instructions**

    Identify a clinical problem in your work setting and develop an implementation plan to carry out your evidence-based practice proposal using a poster presentation. You may use the
    [Poster Presentation Template [PPTX]](https://courseroom.capella.edu/courses/46789/files/8761802?wrap=1) [Download Poster Presentation Template [PPTX]](https://courseroom.capella.edu/courses/46789/files/8761802/download?download_frd=1) to help structure and organize your assessment submission.

    Your Implementation Plan should include the following:

    · Background on the clinical problem.

    · PICOT question.

    · Stakeholders that will be impacted.

    · Action plan for implementation.

    · Potential barriers to project implementation.

    · Baseline data that will be needed to evaluate outcomes.

    · Search strategy and databases used.

    · Summary of the evidence with a critical appraisal of its quality.

    The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your poster presentation addresses all of them.

    · Develop a PICOT question for a chosen clinical problem.

    · Include a graphic that is relevant to the clinical problem.

    · Provide a background on the clinical problem identified.

    · Outline an action plan to implement the evidence-based project that includes:

    · The recommended practice change.

    · Proposed timeline for implementation.

    · The tools or resources that will be needed to support the project.

    · Identify the stakeholders, opportunities for innovation, and potential barriers to the practice change needed for project implementation.

    · Who are the stakeholders who will be impacted?

    · What are areas of the project that present opportunities for innovation?

    · What are the potential barriers, such as a lack of knowledge, time, skill level, motivation, or resources that could impact project implementation?

    · Propose outcome criteria to evaluate the evidence-based practice project and how they will be measured.

    · How will outcomes be measured?

    · How do your outcomes align with the Quadruple Aim?

    · How will your outcome measures inform evidence-based practice, guidelines, or policies?

    · Evaluate the evidence that supports the need for practice change.

    · In the notes section of your poster presentation:

    · Describe your search strategy and databases that were used.

    · Summarize your findings with a critical appraisal of the quality, relevance, and validity of your resources.

    · Note ethical considerations such as informed consent, protection of participant rights, and potential conflicts of interest.

    · Convey purpose of the poster presentation, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Integrates relevant and credible sources of evidence to support assertions, using current APA style.

    If you choose not to use the provided template, there are templates in PowerPoint or on the Internet that can help you get started designing your poster.

    Before starting to record your presentation make sure you have:

    · Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio quality is sufficient.

    · Consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for guidance on how to record your presentation and upload it in the courseroom.

    · Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your stories.

    · Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

    **Note:** If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    **Submission Requirements**

    ·
    **Font and font size**: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation.

    ·
    **Length of presentation**: No more than five minutes. Add detailed speaker notes to fully support the content of the poster presentation. Speaker notes must match the audio.

    ·
    **Number of references**: Cite a minimum of 3–5 sources of current scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style.

    **What to Submit**

    · Along with your recording, submit your slides with speaker notes as a PDF.

    · Save your PowerPoint files as a PDF with notes.

    · The speaker notes will be processed through Turnitin.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Apply evidence-based practice to plan patient-centered care.

    · Outline an action plan to implement the evidence-based practice project that includes the recommendations for practice change, a timeline, and tools or resources needed.

    · Propose outcome criteria for evaluating the evidence-based practice project and how the outcomes will be measured.

    · Competency 2: Apply evidence-based practice to design interventions to improve population health.

    · Identify the stakeholders, opportunities for innovation, and potential barriers to the practice change needed for project implementation.

    · Competency 3: Evaluate the value, relevance, and ethics of available evidence upon which clinical decisions are made.

    · Develop a PICOT question for a chosen clinical problem.

    · Evaluate the value and relevance of the evidence that supports the need for a practice change.

    · Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.

    · Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

    **## assessment3_6011_resources.docx**

    Use the resources linked below to help complete this assessment.

    Collapse All

    **Evidence-Based Practice Challenges**

    The resources in the following reading list present examples of real-world evidence-based practice implementation initiatives, as well as barriers and challenges faced by practitioners in applying evidence-based practice.

    ·
    [Assessment 3: Evidence-Based Practice Challenges](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491720006731).

    **Ethical Research Resources**

    Ethical research is foundational to the credibility, trustworthiness, and long-term impact of evidence-based practice. It establishes a framework that prioritizes the well-being of participants, legal compliance, and the integrity of the research process, ultimately contributing to the advancement of knowledge and improvement of professional practices. Peer-reviewed journals often have strict ethical standards, and adherence to these standards is a key factor in the acceptance of research articles.

    The resources in the following reading list are helpful in critically appraising evidence.

    ·
    [Assessment 3: Ethical Research Resources](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=3286550320006731).

    **Capella Library Resources**

    ·
    [Reviewing the Literature](https://lat.strategiced.com/redirect?linkid=3324).

    ·
    [Evidence-Based Practice in Nursing & Health Sciences: PICOT Question Process](https://capellauniversity.libguides.com/EBP/picot).

    ·
    [Evidence-Based Practice in Nursing & Health Sciences: Critically Appraise the Evidence](https://capellauniversity.libguides.com/EBP/critical-appraisal).

    **Interprofessional Collaboration and Implementation of Evidence-Based Practice**

    The resources in the following reading list provide examples of ways that interprofessional teams collaborate to apply and implement evidence-based practice in order to improve health outcomes.

    ·
    [Assessment 3: Interprofessional Collaboration and Implementation of Evidence-Based Practice](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491770006731).

    **Evidence-Based Practice Implementation Planning**

    The resources in the following reading list provide examples of evidence-based practice implementation plans and considerations to keep in mind when creating such a plan. This will help you to complete the assessment.

    ·
    [Assessment 3: Evidence-Based Practice Implementation Planning](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491820006731).

    **Quadruple Aim**

    The resources in the following reading list provide examples of the Quadruple Aim in practice. They will help you to complete the assessment.

    ·
    [Assessment 3: Quadruple Aim](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2432491310006731?auth=SAML&section=2432491880006731).

    **## Assessment3_6011_Instructions.docx**

    Create a poster presentation to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. You will then record audio of no more than five minutes presenting your poster.

    Master's-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse's practice. A key skill of the master's-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

    Collapse All

    **Professional Context**

    Critical appraisal of evidence is essential for nurses to practice evidence-based nursing, improve patient outcomes, contribute to research quality, make informed decisions, and fulfill their professional responsibilities. It is a key component of promoting excellence and continual improvement in nursing practice.

    Ethical research ensures that the rights and well-being of research participants are protected. This includes obtaining informed consent, maintaining confidentiality, and minimizing any potential harm to individuals involved in the research. Ethical research contributes to the long-term impact of evidence-based practice and greater acceptance of evidence-based practices. By conducting research ethically, you will generate knowledge that is more likely to stand the test of time and continue to inform practice and policy in the future.

    Master's-level nurses understand the importance of utilizing evidence-based practice in their health care setting. The challenge is bridging the gap between the evidence and clinical practice. "This is the way we've always done it," is a common response and may not indicate evidence-based practice is being utilized. Furthermore, when a practice problem is identified, what are the steps to communicate the need for change with the interprofessional team?

    One way to communicate the need for quality improvements, as well as your plans for achieving specific changes, is through a presentation poster. This type of communication tool is used in workplaces as well as professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster.

    **Scenario**

    You have been asked to give a poster presentation based on your work and research on a clinical problem in your practice setting. The purpose is to lay out the evidence and a potential implementation plan to your colleagues in order to bridge the gap between the evidence and the practice and improve the quality and outcomes of care.

    **Instructions**

    Identify a clinical problem in your work setting and develop an implementation plan to carry out your evidence-based practice proposal using a poster presentation. You may use the
    [Poster Presentation Template [PPTX]](https://courseroom.capella.edu/courses/46789/files/8761802?wrap=1) [Download Poster Presentation Template [PPTX]](https://courseroom.capella.edu/courses/46789/files/8761802/download?download_frd=1) to help structure and organize your assessment submission.

    Your Implementation Plan should include the following:

    · Background on the clinical problem.

    · PICOT question.

    · Stakeholders that will be impacted.

    · Action plan for implementation.

    · Potential barriers to project implementation.

    · Baseline data that will be needed to evaluate outcomes.

    · Search strategy and databases used.

    · Summary of the evidence with a critical appraisal of its quality.

    The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your poster presentation addresses all of them.

    · Develop a PICOT question for a chosen clinical problem.

    · Include a graphic that is relevant to the clinical problem.

    · Provide a background on the clinical problem identified.

    · Outline an action plan to implement the evidence-based project that includes:

    · The recommended practice change.

    · Proposed timeline for implementation.

    · The tools or resources that will be needed to support the project.

    · Identify the stakeholders, opportunities for innovation, and potential barriers to the practice change needed for project implementation.

    · Who are the stakeholders who will be impacted?

    · What are areas of the project that present opportunities for innovation?

    · What are the potential barriers, such as a lack of knowledge, time, skill level, motivation, or resources that could impact project implementation?

    · Propose outcome criteria to evaluate the evidence-based practice project and how they will be measured.

    · How will outcomes be measured?

    · How do your outcomes align with the Quadruple Aim?

    · How will your outcome measures inform evidence-based practice, guidelines, or policies?

    · Evaluate the evidence that supports the need for practice change.

    · In the notes section of your poster presentation:

    · Describe your search strategy and databases that were used.

    · Summarize your findings with a critical appraisal of the quality, relevance, and validity of your resources.

    · Note ethical considerations such as informed consent, protection of participant rights, and potential conflicts of interest.

    · Convey purpose of the poster presentation, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Integrates relevant and credible sources of evidence to support assertions, using current APA style.

    If you choose not to use the provided template, there are templates in PowerPoint or on the Internet that can help you get started designing your poster.

    Before starting to record your presentation make sure you have:

    · Set up and tested your microphone and headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear or high quality when captured by the microphone.

    · Practice using the equipment to ensure the audio quality is sufficient.

    · Consult
    [Using Kaltura](https://lat.strategiced.com/redirect?linkid=4533) for guidance on how to record your presentation and upload it in the courseroom.

    · Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your stories.

    · Remember to practice delivering and recording your presentation multiple times to ensure effective delivery.

    **Note:** If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at
    [DisabilityServices@Capella.edu](mailto:DisabilityServices@Capella.edu) to request accommodations.

    **Submission Requirements**

    ·
    **Font and font size**: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation.

    ·
    **Length of presentation**: No more than five minutes. Add detailed speaker notes to fully support the content of the poster presentation. Speaker notes must match the audio.

    ·
    **Number of references**: Cite a minimum of 3–5 sources of current scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.

    ·
    **APA formatting**: Resources and citations are formatted according to current APA style.

    **What to Submit**

    · Along with your recording, submit your slides with speaker notes as a PDF.

    · Save your PowerPoint files as a PDF with notes.

    · The speaker notes will be processed through Turnitin.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Apply evidence-based practice to plan patient-centered care.

    · Outline an action plan to implement the evidence-based practice project that includes the recommendations for practice change, a timeline, and tools or resources needed.

    · Propose outcome criteria for evaluating the evidence-based practice project and how the outcomes will be measured.

    · Competency 2: Apply evidence-based practice to design interventions to improve population health.

    · Identify the stakeholders, opportunities for innovation, and potential barriers to the practice change needed for project implementation.

    · Competency 3: Evaluate the value, relevance, and ethics of available evidence upon which clinical decisions are made.

    · Develop a PICOT question for a chosen clinical problem.

    · Evaluate the value and relevance of the evidence that supports the need for a practice change.

    · Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.

    · Convey purpose of the poster presentation in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

    – 1
    – 2

  • [Solved] Reflection

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    – ## Reflectioncopy.docx **## Reflectioncopy.docx** **Self-Help Group Orientation / Reaction Paper**: Each student will attend two 12-step meetings consisting of one open AA meetings _plus_ one NA twelve-step program open meeting and will submit a narrative indicating his/her impressions and signifi…

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    Assignment Prompt & Instructions

    – ## Reflectioncopy.docx

    **## Reflectioncopy.docx**

    **Self-Help Group Orientation / Reaction Paper**:

    Each student will attend two 12-step meetings consisting of one open AA meetings
    _plus_ one NA twelve-step program open meeting and will submit a narrative indicating his/her impressions and significance of each meeting.

    **For each group provide the following:**

    **_Give the group name, location, and date._**

    **_Describe your reactions to each group separately not as a combined narrative._** _Describe your emotional reaction to attending the twelve step meetings and talking to twelve-step members:_

    ·
    _What was your overall impression of the meetings? Describe the setting and atmosphere of the group. Did you feel welcome? Which meetings did you emotionally react to most positively and which did you emotionally react to most negatively and why? Were the participants helpful?_

    ·
    _Would you return to the meeting if you were a recovering person? Was there a particular story that stood out or impressed you? Why? Give any other reactions that you feel are of interest. In addition to attending the three meetings, you should also briefly speak with at least one member at each group attended._

    **The paper should be no less than 3 pages in length (not including cover page), 12 pt New Times Roman font, and double spaced.**

    MEETING NOTES (use as reference for paper)

    Narcotics anonymous

    Name: Tradition Three Group

    Date: July 23rd 12:00-1PM

    Location: 605 North Maryland Street

    · A lot of moving and leaving while others were reading

    · Welcoming environment

    · Committed. Started with three members, two other members showed up a bit late

    · They displayed great team work (hugs and helping each other with readings)

    · Very religious based

    · All members were misunderstood

    · Amazed at how an hour could help each member

    · 12 tradition of NA

    · 12 steps of NA

    · Members relied on the meeting to stay sober

    Alcoholic anonymous

    Tradition Three Group at First Christian Church

    AA Meeting-

    · Welcoming environment- a member talked to us after the meeting to show us some pamphlets and give more information on there group.

    · The rapport between the members before the meeting started felt like a family. You can tell they were comfortable with one another.

    · Predominantly white members

    · Had a stand of pamphlets dealing with AA

    · The meeting was structured — started and ended on time.

    · All members were able to speak and share. They mainly shared their background and how they ended up in this place today.

    · One members story stuck out to me that for 3 weeks, his body wouldn't obtain anything but whiskey

    · At the end they had a prayer & they say a little chant to encourage them to keep coming back

    · It felt like a judgement free zone

    · Every time someone speaks they start off with Hi my name is _ and I'm an addict. — I've realized that brings self awareness and accountability to them

    · They celebrated the little wins such as not partaking into their addiction for that current day

    · "if you did not take a drink today, clap"

    **## Reflectioncopy.docx**

    **Self-Help Group Orientation / Reaction Paper**:

    Each student will attend two 12-step meetings consisting of one open AA meetings
    _plus_ one NA twelve-step program open meeting and will submit a narrative indicating his/her impressions and significance of each meeting.

    **For each group provide the following:**

    **_Give the group name, location, and date._**

    **_Describe your reactions to each group separately not as a combined narrative._** _Describe your emotional reaction to attending the twelve step meetings and talking to twelve-step members:_

    ·
    _What was your overall impression of the meetings? Describe the setting and atmosphere of the group. Did you feel welcome? Which meetings did you emotionally react to most positively and which did you emotionally react to most negatively and why? Were the participants helpful?_

    ·
    _Would you return to the meeting if you were a recovering person? Was there a particular story that stood out or impressed you? Why? Give any other reactions that you feel are of interest. In addition to attending the three meetings, you should also briefly speak with at least one member at each group attended._

    **The paper should be no less than 3 pages in length (not including cover page), 12 pt New Times Roman font, and double spaced.**

    MEETING NOTES (use as reference for paper)

    Narcotics anonymous

    Name: Tradition Three Group

    Date: July 23rd 12:00-1PM

    Location: 605 North Maryland Street

    · A lot of moving and leaving while others were reading

    · Welcoming environment

    · Committed. Started with three members, two other members showed up a bit late

    · They displayed great team work (hugs and helping each other with readings)

    · Very religious based

    · All members were misunderstood

    · Amazed at how an hour could help each member

    · 12 tradition of NA

    · 12 steps of NA

    · Members relied on the meeting to stay sober

    Alcoholic anonymous

    Tradition Three Group at First Christian Church

    AA Meeting-

    · Welcoming environment- a member talked to us after the meeting to show us some pamphlets and give more information on there group.

    · The rapport between the members before the meeting started felt like a family. You can tell they were comfortable with one another.

    · Predominantly white members

    · Had a stand of pamphlets dealing with AA

    · The meeting was structured — started and ended on time.

    · All members were able to speak and share. They mainly shared their background and how they ended up in this place today.

    · One members story stuck out to me that for 3 weeks, his body wouldn't obtain anything but whiskey

    · At the end they had a prayer & they say a little chant to encourage them to keep coming back

    · It felt like a judgement free zone

    · Every time someone speaks they start off with Hi my name is _ and I'm an addict. — I've realized that brings self awareness and accountability to them

    · They celebrated the little wins such as not partaking into their addiction for that current day

    · "if you did not take a drink today, clap"

  • [Solved] Week 10 Discussion Response- Improving Business Performance

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    **Colleague 1** **Maria Espenida,** **“Putting the ME in Leadership”** **“What is our goal’—not as individuals, but as managers.” (Goldratt, E. M. & Cox, J., 2024, p.123)** It tells about “Personal Mastery,” as the leader, what is his personal vision and purpose? Personal Mastery is about the idea o…

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    Assignment Prompt & Instructions

    **Colleague 1**
    **Maria Espenida,**
    **“Putting the ME in Leadership”**
    **“What is our goal’—not as individuals, but as managers.” (Goldratt, E. M. & Cox, J., 2024, p.123)**
    It tells about “Personal Mastery,” as the leader, what is his personal vision and purpose? Personal Mastery is about the idea of leadership that starts within oneself, regardless of leadership level, roles, and goals, associated with personal empowerment, emotional intelligence, and self-awareness (Cropper, n.d.).
    **“Every plant in our company, has already launched at least four or five of those pain-in-the-neck improvement projects. If you ask me, they lead only to indigestion problems. You go down there, to the floor, and mention a new improvement project and you’ll see the response. People have already developed allergies to the phrase.” (Goldratt, E. M. & Cox, J., 2024, p.123)**
    This just tells that employees were not satisfied with the management’s improvement projects. Even though the company has plans for improvement, the stakeholders are having trouble executing them. The philosophy of companies about successful continuous improvement is maximum improvement with minimum investment, but eliminating all waste does not result in an increase in revenue automatically (Iona, 2018). Management should determine which part of the system needs to be prioritized and involve stakeholders, such as the employees, in planning.
    **We were dealing with physical constraints, with bottlenecks, that’s easy. But at the divisional level we’ll have to deal with measurements, with policies, with procedures. Many of them are cast already into behavioral patterns (Goldratt, E. M. & Cox, J., 2024, p.138)**
    In “Personal Mastery,” as a leader, you focus on your own behavior, being mindful of choices and how it affects others and the company. There are challenges in policies and procedures that may need to be changed, even if it creates hard feedback for the leader. But staying open to hard feedback enables the leader to behave differently, try out new ways, and replace dysfunctional patterns of thinking, feeling, and behaving (Cropper, n.d.).
    **“Putting the ME in Leadership”**
    My experience as a leader, I often just focus on what is happening outside and not on myself. I tend to focus on what tasks need to be done rather than focusing on my energy or being mindful to get a clearer view and different angles around me. As a nurse, I tend to focus on the tasks for my patients to get the utmost care they need, even when I am juggling. This drains my energy and leaves me burned out. The demands in healthcare can be very stressful. Stress and anxiety can affect performance and can cause medical errors that can affect patient outcomes. To avoid stress and anxiety, studies have shown that reflection and mindfulness allow better concentration, less reaction to stimuli, and enable the person to become more focused and in tune with oneself and surroundings (Flatekval, A. M. 2022). A company that fosters self-management, self-responsibility, self-awareness, and choice is a key operating principle, allowing personal and cultural transformation to make better choices and achieve more results; thus, leaders need to become models, mentors, and coaches for personal mastery to achieve this kind of transformation. (Cropper, n.d.).
    **References**
    Cropper, B. (n.d.). Personal mastery—putting the “me” in leadership. The Change Forum. https://www.thechangeforum.com/Personal_Mastery.htm
    Flatekval, A. M. (2022). Utilizing a mindfulness application in the nursing classroom. _Reflective Practice_, _24_(1), 113–123. [https://doi.org/10.1080/14623943.2022.2143342Links to an external site.](https://doi.org/10.1080/14623943.2022.2143342)
    Goldratt, E. M. & Cox, J. (2024). _The Goal: A Process of Ongoing Improvement_ (40th Anniversary Edition). North River Press. [https://bookshelf.vitalsource.com/books/9780884272755Links to an external site.](https://bookshelf.vitalsource.com/books/9780884272755)
    Ioana, B. R. (2018). TOC, lean, six sigma are complementary? _Ovidius University Annals, Economic_ _Sciences Series_, _18_(2), 389–394.
    **Colleague 2**
    India Holmes,
    _**A Reflection on The Goal and Strategic Practice in AML Leadership**_
    In Chapters 29 through 40 of The Goal, Goldratt and Cox (2014) delve into the emergent power of systems thinking as it applies to organizational transformation. These chapters underscore that true operational improvement requires leaders to transcend local optimization efforts and instead prioritize systemic constraint identification and resolution. This insight has profound implications for enterprise-level compliance environments such as Bank of America’s Anti-Money Laundering (AML) division, where siloed thinking often impedes throughput and innovation. Below, I critically engage with three passages that illuminated essential truths about effective management and discuss their relevance to both theoretical leadership and my applied experience.
    Passage 1: “A bottleneck is any resource whose capacity is equal to or less than the demand placed upon it.”
    (Goldratt & Cox, 2014, p. 237)
    This deceptively simple definition was revelatory in reframing the operational challenges I encountered in the AML space. Historically, investigative backlogs were often interpreted through a deficit lens attributed to analyst inefficiency or inadequate staffing. However, this passage compels a more systemic interpretation: that inefficiency often emerges from structural imbalances in capacity relative to flow. Recognizing the investigative triage system as a bottleneck, rather than the investigative personnel themselves, reoriented our performance management strategies. We transitioned from punitive productivity metrics toward process diagnostics and root-cause interventions, such as intelligent automation and workload forecasting.
    Passage 2: “Every minute lost at a bottleneck is a minute lost for the entire system.”
    (Goldratt & Cox, 2014, p. 247)
    This insight articulates a fundamental systems principle: that the constraint determines the upper boundary of system performance. Within the AML department, delays in SAR approvals particularly at the compliance sign-off stage often halted case progression. Despite efforts to increase speed elsewhere in the process, these gains were rendered null if the constraint was not addressed. This passage pushed me to champion upstream reforms (e.g., template-based SARs, legal pre-review algorithms) to alleviate the pressure on bottlenecks rather than diffuse energy across unconstrained areas. Goldratt’s axiom served as a corrective to our habitual firefighting mentality, redirecting leadership focus from activity to leverage.
    Passage 3: “Utilization and activation of a resource are not the same thing.”
    (Goldratt & Cox, 2014, p. 283)
    This distinction is especially salient in environments where resource saturation is equated with effectiveness. In my early tenure, I measured AML productivity through volume metrics alerts touched, cases opened. However, this passage challenges that notion by suggesting that activation (being busy) is not inherently productive unless it contributes to increased throughput. Consequently, we recalibrated our KPIs to align with strategic value creation: fewer but higher-quality escalations, reduced false positives, and improved conversion rates to SARs. This redefinition not only elevated performance but also enhanced analyst morale by aligning effort with impact.
    Reflective Statement: “If I had only known this back when…”
    If I had only known this back when I was promoted to lead compliance operations, I would have resisted the allure of linear performance improvements and localized quick fixes. I would have examined the entire AML function as an interconnected value stream, where constraints not effort dictated performance. Had I internalized this earlier, I would have challenged silo-based budgeting, centralized decision-making authority at constraint points, and advocated more effectively for integrated metrics. This shift in perspective from functional oversight to systemic stewardship has since redefined my approach to leadership.
    Personal Mastery and Systemic Leadership
    Senge (2006) frames personal mastery as the continuous pursuit of personal growth and alignment with one’s vision. This discipline, when embraced by organizational leaders, becomes a catalytic force for change. In complex regulatory environments such as AML, personal mastery is indispensable for navigating ambiguity, resisting reactive behavior, and modeling reflective inquiry. According to García-Morales et al. (2007), personal mastery fosters innovation and adaptability, creating a feedback-rich environment conducive to learning and transformation.
    Gregg Learning (2018) articulates that leaders who cultivate personal mastery exhibit emotional intelligence and clarity of purpose qualities essential for leading systems change. At Bank of America, where compliance rigidity often stifles innovation, leaders who demonstrate self-awareness and resilience are more capable of resisting institutional inertia and challenging unproductive paradigms.
    Moreover, Stroh (2014) emphasizes that systems change requires conscious, long-term investment in stakeholder alignment and collective learning. By integrating personal mastery with systems thinking, leaders can better discern leverage points, reduce unintended consequences, and foster sustainable transformation. Stroh and Zurcher (2012) further underscore the importance of identifying interconnections and feedback loops, arguing that meaningful change rarely emerges from isolated interventions.
    The Goal provides more than a narrative on manufacturing efficiency it offers a strategic paradigm shift in organizational leadership. For compliance leaders at institutions like Bank of America, the text challenges conventional metrics, hierarchical power dynamics, and localized control. Through the lens of systems thinking and personal mastery, I now appreciate that effective leadership lies not in command but in comprehension understanding the system, recognizing the constraint, and aligning resources accordingly.
    References:
    Cropper, B. (n.d.). Personal mastery putting the “me” in leadership. The Change Forum. https://www.thechangeforum.com/Personal_Mastery.htm
    García-Morales, V. J., Lloréns-Montes, F. J., & Verdú-Jover, A. J. (2007). Influence of personal mastery on organizational performance through organizational learning and innovation in large firms and SMEs. Technovation, 27(9), 547–568. https://doi.org/10.1016/j.technovation.2007.02.013
    Goldratt, E., & Cox, J. (2014). The goal: A process of ongoing improvement (4th ed., pp. 237–337). North River Press.
    Gregg Learning. (2018, February 9). Personal mastery in leadership [Video]. YouTube. https://www.youtube.com/watch?v=5KrKgjAbxpw
    Senge, P. M. (2006). Personal mastery. In The fifth discipline: The art and practice of the learning organization (pp. 129–162). Doubleday.
    Stroh, D. P. (2014). Systems thinking for social change: Making an explicit choice. Reflections, 14(3), 35–42.
    Stroh, D. P., & Zurcher, K. (2012). A systems approach to increasing the impact of grantmaking. Reflections, 11(3), 31–43.
    \
    Week10LearningResources-ImprovingBusinessPerformance.docx](https://www.sweetstudy.com/files/week10learningresources-improvingbusinessperformance-docx-10363909 "Week10LearningResources-ImprovingBusinessPerformance.docx")

  • [Solved] Nursing homework assist

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