As a professional nurse, you are expected to apply your expertise to patient care. On occasion, you will also be expected to share that expertise.
With evolving technology and continuous changes to regulations designed to keep up these changes, there is usually a need to share information and expertise to inform colleagues, leadership, patients, and other stakeholders.
In this Assignment, you will study a recent nursing informatics-related healthcare policy, and you will share the relevant details via a fact sheet designed to inform and educate.
To Prepare:
- Review the Resources on healthcare policy and regulatory/legislative topics related to health and nursing informatics.
- Consider the role of the nurse informaticist in relation to a healthcare organization’s compliance with various policies and regulations, such as the Medicare Access and CHIP Reauthorization Act (MACRA).
- Research and select one health or nursing informatics policy (within the past 5 years) or regulation for further study.
The Assignment: (1 page not including the title and reference page)
Create a 1-page fact sheet that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:
- Briefly and generally explain the policy or regulation you selected.
- Address the impact of the policy or regulation you selected on system implementation.
- Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
- Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific.
- Use APA format and include a title page, in-text citations, and reference page.
- Use the Turnitin Drafts to check your match percentage before submitting your work.
NURS_5051_Module06_Week11_Assignment_Rubric
7/21/25, 8:13 PM Module 6: Week 11: Assignment
https://waldenu.instructure.com/courses/173824/assignments/2297015?module_item_id=6934320 1/4
Criteria Ratings Pts
Create a 1-page fact sheet that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:· Briefly and generally explain the policy or regulation you selected.· Address the impact of the policy or regulation you selected on system implementation.
25 pts
· Address the impact of the policy or regulation you selected on system implementation.· Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
25 pts
25 to >22.0 pts Excellent A fully developed and detailed Fact Sheet is provided for the Assignment….Using the literature and course resources:…The response accurately and thoroughly explains in detail the policy and regulation selected….The response accurately and thoroughly explains in detail the impact of the policy or regulation selected on system implementation.
22 to >19.0 pts Good A developed Fact Sheet is provided for the Assignment….Using the literature and course resources:…The response explains the policy or regulation selected….The response explains the impact of the policy or regulation selected on system implementation.
19 to >17.0 pts Fair The response is missing one or two of the required topics or topics are superficially addressed.
17 to >0 pts Poor The response is missing three or more required topics or the topics are superficially addressed.
25 to >22.0 pts Excellent Using the literature and course resources:…The response accurately and thoroughly explains in detail the impact of the policy or regulation selected on system implementation….The response accurately and thoroughly explains in detail the impact of the policy or regulation selected on clinical care, patient/provider interactions, and workflow.
22 to >19.0 pts Good Using the literature and course resources:…The response explains the impact of the policy or regulation selected on system implementation….The response explains the impact of the policy or regulation selected on clinical care, patient/provider interactions, and workflow.
19 to >17.0 pts Fair The response elements are superficially addressed.
17 to >0 pts Poor The response is incomplete or missing.
7/21/25, 8:13 PM Module 6: Week 11: Assignment
https://waldenu.instructure.com/courses/173824/assignments/2297015?module_item_id=6934320 2/4
Criteria Ratings Pts
· Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific. 25 pts
Resources
10 pts
Written Expression and Formatting – Fact Sheet:The Fact Sheet is professional; images are appropriately attributed; images are clear. The Fact Sheet text is readable. Fact Sheet flows well and is presented in a logical order.
5 pts
25 to >22.0 pts Excellent Using the literature and course resources:…Specific and accurate response thoroughly highlights in detail the organizational policies and procedures that are/will be in place at a healthcare organization to address the policy or regulation selected.
22 to >19.0 pts Good Using the literature and course resources:…Accurate response highlights the organizational policies and procedures that are/will be in place at a healthcare organization to address the policy or regulation selected.
19 to >17.0 pts Fair The response elements are superficially addressed.
17 to >0 pts Poor The response is incomplete or missing.
10 to >8.0 pts Excellent Assignment includes: 3 or more peer-reviewed articles and 2 or more course resources.
8 to >7.0 pts Good Assignment includes: 2 peer- reviewed articles and 2 course resources.
7 to >6.0 pts Fair Assignment includes: 1 peer- reviewed article and 1 course resource.
6 to >0 pts Poor Assignment includes: 1 or no resources.
5 to >4.0 pts Excellent Fact sheet is professional with proper attribution, clear images and readable text presented in a logical manner.
4 to >3.0 pts Good Fact sheet is professional with proper attribution, clear images and readable text presented in a logical manner 80% of the time.
3 to >2.0 pts Fair Sixty to seventy nine percent of the Fact Sheet follows these guidelines: Fact sheet is professional with proper attribution, clear images and readable text presented in a logical manner.
2 to >0 pts Poor Sixty percent or less of the Fact Sheet follows these guidelines: Fact sheet is professional with proper attribution, clear images and readable text presented in a logical manner.
7/21/25, 8:13 PM Module 6: Week 11: Assignment
https://waldenu.instructure.com/courses/173824/assignments/2297015?module_item_id=6934320 3/4
Criteria Ratings Pts
Written Expression and Formatting – English writing standards:Correct grammar, mechanics, and proper punctuation
5 pts
Written Expression and Formatting – APA:The reference list and image attribution list follow correct APA format.
5 pts
Total Points: 100
5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors.
4 to >3.0 pts Good Contains a few (1- 2) grammar, spelling, and punctuation errors.
3 to >2.0 pts Fair Contains several (3-4) grammar, spelling, and punctuation errors.
2 to >0 pts Poor Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
5 to >4.0 pts Excellent Uses correct APA format with no errors.
4 to >3.0 pts Good Contains a few (1- 2) APA format errors.
3 to >2.0 pts Fair Contains several (3-4) APA format errors.
2 to >0 pts Poor Contains many (≥ 5) APA format errors.
7/21/25, 8:13 PM Module 6: Week 11: Assignment
https://waldenu.instructure.com/courses/173824/assignments/2297015?module_item_id=6934320 4/4
Reflect on The Essentials of Baccalaureate Education for Professional Nursing Practice. How have you previously met Essentials V through IX in nursing practice based on your undergraduate experience?
Reflect on The Essentials of Baccalaureate Education for Professional Nursing Practice. How have you previously met Essentials V through IX in nursing practice based on your undergraduate experience?
Provide a brief practice example for the Essentials V through IX.
Describe how this relates to the DNP scientific underpinnings for practice and the relationship to advanced nursing practice.
Journal Response Expectations
Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.
Wilson, G. (2021, January 16). A brief history
of reflective practice [Video]. YouTube.
https://www.youtube.com/watch?v=W_r1
EVzecNI
The American Association of Colleges of Nursing, (n.d.). Baccalaureate Essentials Tool
Kit.https://www.aacnnursing.org/EducationResources/Tool-Kits/BaccalaureateEssentials-Tool-Kit
,
NURSE FACULTY TOOL KIT FOR THE IMPLEMENTATION OF THE BACCALAUREATE ESSENTIALS
February 19, 2009
Table of Contents Page Overview 2 Integrative Learning Strategies 3 Essential I 4 Essential II 4 Essential III 5 Essential IV 6 Essential V 6 Essential VI 7 Essential VII 8 Essential VIII 8 Essential IX 10 Opportunities for Program Enhancement 11 Helpful Web links, including Stakeholders 19 AACN Presentations 22 References/Bibliography 23
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OVERVIEW
The purpose of the Baccalaureate Essentials Tool Kit is to provide resources and exemplars to assist faculty with the implementation of the Essentials of Baccalaureate Education for Professional Nursing Practice (2008). The tool kit provides integrative learning strategies, opportunities for program enhancement, and resources that will assist faculty with the integration of the Baccalaureate Essentials throughout the nursing curriculum. This tool kit includes a review of the nine Baccalaureate Essentials followed by Integrative Learning Strategies, Opportunities for Program Enhancement, Web Links, AACN Presentations, and References. Baccalaureate Essentials Essentials I through IX delineate the outcomes expected of graduates of baccalaureate nursing programs. Achievement of these outcomes will enable graduates to practice within complex healthcare systems and assume the roles: provider of care; designer/manager/coordinator of care; and member of a profession. The nine Essentials are: • Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
o A solid base in liberal education provides the cornerstone for the practice and education of nurses.
• Essential II: Basic Organizational and Systems Leadership for Quality Care and Patient Safety
o Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality health care.
• Essential III: Scholarship for Evidence Based Practice o Professional nursing practice is grounded in the translation of current
evidence into practice. • Essential IV: Information Management and Application of Patient Care
Technology o Knowledge and skills in information management and patient care technology
are critical in the delivery of quality patient care. • Essential V: Healthcare Policy, Finance, and Regulatory Environments
o Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice.
• Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
o Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care.
• Essential VII: Clinical Prevention and Population Health o Health promotion and disease prevention at the individual and population
level are necessary to improve population health and are important components of baccalaureate generalist nursing practice.
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• Essential VIII: Professionalism and Professional Values o Professionalism and the inherent values of altruism, autonomy, human
dignity, integrity, and social justice are fundamental to nursing. • Essential IX: Baccalaureate Generalist Nursing Practice
o The baccalaureate-graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments.
o The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients (AACN, 2008).
INTEGRATIVE LEARNING STRATEGIES
Achievement of outcomes delineated in the Essentials of Baccalaureate Education for Professional Nursing Practice (2008) is enhanced through the intentional use of active, collaborative, and integrative learning strategies. The American Association of Colleges & Universities (AAC&U 2004) defines Integrative Learning Strategies as powerful, active, and collaborative instructional methods that thread general education concepts throughout the major. Integrative learning strategies, as used in this document, expand on this definition and includes the integration of:
• liberal education throughout the nursing curriculum • practice with theory • practice knowledge and theory across essentials • active learning strategies throughout the curriculum • interprofessional learning opportunities; and • learning activities across academic disciplines
The purpose of this document is to provide nursing programs with examples of educational approaches that actively engage the learner and integrate liberal education, nursing science, clinical reasoning, and ethical considerations into both classroom and clinical learning. These examples are provided as a starting point to develop learning activities for the preparation of entry-level professional nurses and may be relevant to more than one essential. The learning strategies include a variety of methods, such as unfolding case studies, simulation, and reflective practice exercises to assist with implementation of a well-integrated curriculum based on the AACN’s Baccalaureate Essentials. By their nature, integrative learning strategies listed in this document may address more than one of the Baccalaureate Essentials. The following integrative learning strategies were developed by the American Association of Colleges of Nursing (AACN) Task Force on the Revision of the Essentials of Baccalaureate Education for Professional Nursing Practice with input from participants at regional meetings held across the Unites States in 2007-2008. These strategies are consistent with the work of the AAC&U (2007) and the Carnegie Foundation’s (In press) ongoing work on education in the professions.
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Examples of Integrative Learning Strategies Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
• Provide local, national, and international experiences, framed by reflective questions, in a variety of cultures, organizations, and communities.
• Promote activities and projects with students from the arts, humanities, and sciences to address community issues or problems.
• Use collaborative learning projects to build communication and leadership skills.
• Engage in community-based activities to promote ethical reasoning, advocacy, collaboration, and social justice.
• Provide opportunities to reflect on one’s own actions and values to promote ongoing self-assessment and commitment to excellence in practice.
• Provide guided exploration of diverse philosophies, ways of knowing, and intellectual approaches to problem solving.
• Use simulation exercises and case-based scenarios with students from other academic disciplines such as history, religion, business, and engineering.
• Provide direct experiences integrating artistic ways of knowing such as the arts, cinema, poetry, literature, and music to enhance the practice of nursing.
• Provide opportunities to observe and participate in various cultures through study abroad.
• Participate in interprofessional service learning activities such as health promotion and disease prevention projects for diverse populations.
• Use writing intensive assignments to promote reflection, insight, and integration of ideas across disciplines and courses.
Essential II: Basic Organizational and Systems Leadership for Patient Safety and Quality Care
• Provide leadership experiences in a variety of organizations and communities. • Provide opportunities for students to:
o Engage in practice settings to build communication and leadership skills.
o Communicate with recognized leaders to solve healthcare practice problems.
o Develop a leadership or quality improvement project that spans several courses (e.g., review literature about a practice problem in one course, propose a practice change based on an evidence-based model in a second course, and then present the practice change to appropriate stakeholders in a third course).
o Shadow a leader and reflect on the experience. o Engage in quality improvement/patient safety activities to promote an
understanding of the organizational process, unit application, and evaluation process.
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o Participate in quality improvement activities and/or required regulatory reporting systems.
o Participate in interprofessional performance improvement team currently working on implementation/evaluation of national patient safety goals.
o Propose an innovative solution to a system-related patient care problem identified in one’s clinical practice.
o Conduct a mock root cause analysis on a near miss and share results with staff or shared governance council.
o Participate in an actual Root Cause Analysis (RCA) and/or Failure Mode Effects Analysis (FMEA).
o Role-play with nursing and medical students using Situation, Background, Assessment, Recommendation (SBAR) communication
o Attend a professional nursing organization meeting and identify personal development opportunities.
o As students examine various microsystem committees, identify one for more in-depth exploration.
Essential III: Scholarship for Evidence-Based Practice
• Ask students to select a clinical topic, search for evidence, and identify the level of evidence for each sample of evidence.
• Create journal clubs where students critique a primary nursing research article and its relevance to their clinical practice.
• Group students according to a clinical issue of interest, conduct a systematic review, and debate the rigor of selected research studies.
• Use controversial case studies to promote discussion about decision making and the evidence that supports those decisions (e.g., If you dropped the patient's last pill, and each pill costs $35 …would you use it? or if a terminally ill patient asks you if he is dying, would you be truthful?).
• Collaborate with librarians to conduct comprehensive and efficient searches on clinical topics.
• Provide a sample of nursing journals and ask students to identify a research article and determine the type and level of evidence included.
• Assign student peer review of a student colleague’s paper. • Provide opportunities/assignments for student to:
o Identify clinical questions in PICO (Patient problem, Intervention, Compare, Outcome) format and conduct searches for current evidence using the PubMed PICO search feature.
o Examine the evidence for an existing policy or procedure using multiple sources (e.g. Cochrane, AHRQ, CINAHL, PubMed).
o Apply specific criteria to evaluate health information resources for lay and professional use as well as to discuss the ethical implications of commercial sources that target laypersons.
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o Collaborate with clinical partners to identify practice problems, formulate evidence-based conclusions and recommendations, and present findings in poster format to staff and class.
o Apply evidence-based practice models to assess the applicability and feasibility of new findings to practice.
o Cite sources of evidence for planned interventions. o For assigned patients, compare observed practices with published practice
standards. o Link how individual nursing actions are related to recognized nurse
sensitive quality indicators. Essential IV: Information Management and Application of Patient Care Technology
• Provide opportunities/assignments for students to: o Use information and patient care technology to communicate
effectively with members of the healthcare team. o Use clinical evidence and research to base and validate practice
decisions related to information management and patient care technology.
o Participate in quality improvement activities and required regulatory reporting through information systems.
o Employ a range of technologies that support patient care, such as electronic health and medical records, patient monitoring systems, and medication administration systems.
o Use simulation and electronic medical records to access and analyze data relevant to the patient situation.
o Use information technology resources such as Wiki, Second Life simulation, or SkyScape.com to communicate with other healthcare professionals or students in other disciplines regarding a joint project.
o Develop a professional e-portfolio. Essential V: Healthcare Policy, Finance, and Regulatory Environments
• Provide opportunities/assignments for students to: o Observe a state board of nursing hearing and reflect on how the state
practice act protects the welfare and safety of the citizens. o Participate with national or state nursing associations in activities such as
“lobby day”. o Review proposed legislation affecting health care and provide written
comments. o Attend national or state congressional hearings on healthcare issues. o Observe testimony at a state legislative or regulatory hearing on a
healthcare issue focusing on access to care or patient advocacy.
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o Provide written or verbal feedback on the ethical, financial, and social implications of the testimony observed and recommended policy changes.
o Compare the costs of common diagnostic tests, procedures, and medications charged to insurance companies vs. self-pay patients.
o Explore the costs and availability of care options for patients with dementia or a psychiatric/mental health illness in your local community. (What does private health insurance cover? Medicaid? Medicare?).
o Develop a lobbying plan for an identified issue that includes a concise (30 seconds or less) oral synopsis for a decision maker and a one-page policy memo.
o Participate in advocating for change in policy related to a selected healthcare issue at the local, state, or national level.
o As an interprofessional group, role play a legislator, proponent and opponent for a healthcare or professional issue.
o Analyze a hospital bill for one day of care in an acute setting and identify where nursing services are embedded.
o Compare one or more healthcare systems in other countries with the U.S. system, including costs, services provided, and outcomes, (e.g., pre-and postnatal care, role of midwife and other healthcare professionals/workers, insurance coverage, maternity/paternity leave).
o As an interprofessional group, develop a policy (new or revised) to address an issue identified in a practice setting. Delineate processes for getting policy adopted and implemented within that practice setting.
Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
• Provide opportunities/assignments for students to: o Engage in case study discussions/dialogue with a variety of healthcare and
other professionals. o Participate in interprofessional collaboration (e.g., grand rounds,
community coalition meetings). o Work in interprofessional and intraprofessional teams on course
projects/assignments. o Engage in interprofessional and intraprofessional care in simulation labs. o Develop interprofessional community projects. o Assess group dynamics of an interprofessional or intraprofessional group . o After attending a professional meeting of another healthcare profession,
compare and contrast professional perspectives. o Participate on interprofessional teams at national competitions (e.g.,
Clarion Interprofessional Team Case Competition at the University of Minnesota, National Student Nurses Association).
o Participate in campus-wide student governance and committees. o Organize activities for National Primary Care Week as a student
ambassador.
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Essential VII: Clinical Prevention and Population Health for Optimizing Health
• Provide opportunities/assignments for students to: o Analyze health behavior(s) of self or others using models or theories. o Participate in individually-focused clinical prevention activities such as:
teaching about and providing immunizations improving adherence to tuberculosis chemoprophylaxis through
health teaching and directly observed therapies providing health counseling regarding smoking cessation, stress
management, exercise, and diet teaching about and encouraging cancer screening conducting basic environmental exposure history regarding
pesticides conducting basic genetic health screening and referring high risk
individuals to genetic services assessing a home environment and health counseling to prevent
falls in older adults identifying and intervening in elder abuse;
o Use clinical practice guidelines for planning and/or evaluating clinical prevention interventions.
o Participate in community or population-focused assessment. o Participate in development of plans and policies to effectively prepare a
community for disasters or to protect vulnerable populations during disasters.
o Help organizations and communities create healthy environments such as smoke- free workplaces.
o Teach vulnerable populations about avoiding environmental risks. o Collaborate with institutions, such as day care centers or homeless
shelters, to develop and implement policies to minimize transmission of communicable diseases.
o Participate in a community disaster drill. o Develop a policy memo to address a health issue identified in the
community. o Advocate for policy change regarding a health issued identified in the
community. o Initiate an interprofessional going-green campaign to improve
environmental health. Essential VIII: Professionalism and Professional Values
• Provide opportunities/assignments for students to: o Write a letter to the editor or opinion editorial about the role of nursing in
improving health care and submit the letter to a local newspaper for publication.
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o Observe and respond to focused questions about the proceedings of ethical review committees, IRB, nursing practice councils, and state board of nursing meetings and/or hearings.
o Participate in professional or community-based organizations that advocate for quality and access to care.
o Use simulated vignettes that address ethical, legal. and moral patient care situations such as:
provider abandonment of a patient decision-making about reporting to work in the event of a disaster reporting sexual assault or abuse suspected drug use by a colleague end-of-life decision-making identification of a spiritual crisis withdrawal of life support
o Participate in interprofessional service-learning projects such as student visits to secondary schools, school career days, summer health camps, or vulnerable populations in homeless shelters or homes for battered women and children.
o Partner with a nursing school from another country to gain global perspective; use the internet for global experiences.
o Engage in legislative state house visits to articulate professional nursing role/perspective.
o Work with legislative staff at various levels. o Participate in values clarification exercises, using poems, literature, and
video clips that illustrate bias, such as the “See Me Nurse” video on aging (Southern Region Coalition).
o Participate in rounds with chaplains or other spiritual care professionals. o Develop a self-care improvement plan. For example, use a tool such as the
“Circle of Human Potentials” (Dossey & Keegan, 2009) ) to conduct a self-assessment and develop a self-care improvement plan that includes measurable outcomes.
o Conduct a self-assessment in one or more of the following areas: physical, emotional, spiritual, cultural, relationships, communications, and learning style. Based on this assessment, develop an improvement plan that includes measurable outcomes.
o Analyze the media’s portrayal of nurses and other aspects of health care. o Discuss cultural and ethical variables in patient care scenarios using
software, such as The Neighborhood (Gidden, 2007) in interprofessional and intraprofessional learning groups.
o Use reflective writing to discuss student use of moral agency and/or patient advocacy.
o Create a student honor code to be adopted. o Engage with a nurse actively involved in professional nursing practice for
more than 30 years to explore changes within the profession.
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Essential IX: Baccalaureate Generalist Nursing Practice • In a group of students, plan, provide and evaluate nursing care for a patient with
multiple co-morbidities and symptoms in a simulated or patient care environment. • In a group of interprofessional students, provide care that reflects patient preferences
and values in a simulated or patient care environment. • Arrange cultural immersion care giving experiences in settings such as homeless
shelters, migrant clinics, correctional facilities, and corporate health settings. • Provide opportunities/experiences for students to:
o Provide evidence-based, patient-centered end-of-life care to a dying patient and their significant others.
o Interview volunteers with complex problems, such as HIV, psychiatric conditions, tuberculosis, or substance abuse to explore patient preferences and values.
o Provide care to a group of patients that incorporates delegation, supervision, and outcomes evaluation.
o Administer and document administration of medications to groups of patients in a patient care or simulated environment.
o Perform patient assessment and evaluation of a patient’s response to pharmacological agents in a simulated or patient care environment.
o Use unfolding case study analysis to correlate a patient’s medical condition and pathophysiology and design appropriate therapeutic interventions.
o Use a constructed genetic pedigree from collected family history information to identify a risk profile and develop a plan of care, including patient education and referral.
o Use simulation, case studies and patient assignments to make decisions about the organization, prioritization, and appropriate delegation of care.
o Consult with other professionals to improve transitions of elderly patients across care settings.
o Evaluate patient education materials for cultural and linguistic appropriateness.
o Elicit a spiritual history and integrate a patient’s spirituality into the care plan.
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OPPORTUNITIES FOR PROGRAM ENHANCEMENT
The following indicators of quality serve to guide baccalaureate nursing programs as they strive for excellence. These suggestions are intended to go beyond required program standards and to build upon the program components identified in AACN’s The Essentials of Baccalaureate Education for Professional Nursing Practice (2008). In the pursuit of continuous improvement, programs may use these indicators of quality to develop action plans appropriate to their mission, philosophy, and core values. This culture of continuous quality improvement fosters inquiry and creativity. While all accredited programs engage in quality improvement processes, the indicators of quality discussed in this document identify elements which can further enhance the quality of the program. These indicators were not developed to be used as accreditation standards. This document identifies elements believed to increase excellence in baccalaureate nursing programs and offers strategies that are most promising for moving programs forward in their quest for excellence. Academic Infrastructure Infrastructure refers to the platform of support provided by an institution to promote the success of its academic programs. Attention to best practices in regards to infrastructure can facilitate a program’s progress to a higher level of excellence. A strong academic infrastructure provides a variety of learning opportunities for students to achieve the Baccalaureate Essentials. Baccalaureate nursing programs moving toward excellence invest in sufficient financial, personnel, instructional, and academic resources as well as facilities to incorporate successful practices into their programs. In addition, programs allocate resources to provide opportunities beyond those necessary for successful program completion. Best practices include providing opportunities for students to attain maximum potential for a successful career trajectory and professional successes, in addition to fostering innovation, creativity, and new ways of thinking and doing. The academic infrastructure reflects the unique qualities of the program and includes exemplary student life and academic support services such as honors programs, opportunities for student involvement in faculty research, internships, student organizations, remediation, and other enhancement programs. Quality programs support enrichment opportunities such as international study, service learning, and career planning. Students have local or international experiences with diverse populations, second-language immersion opportunities, or other experiences indicating involvement in cultural or global issues. Student access to resources, such as scholarships and support for scholarly projects or activities, is an additional indicator of quality. Resources and opportunities are developed to support student goals and the needs of a diverse student population. The presence of institutional resources for research, development, business operations, public relations, marketing, and human resources reflects quality in baccalaureate nursing programs. For example, exceptional programs develop processes to expand and sustain resources in the areas of information technology, library holdings, clinical laboratories and equipment, and space provided for student learning and faculty scholarship.
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Institutional support for faculty development is evidenced by written policies and budget allocations. Benchmarks for faculty development are established and evaluated for quality improvement initiatives. Best practices may include strategies to attract faculty with outstanding academic preparation and experience to enhance the program’s unique mission or to serve a specific community of interest. Academic Environment Principled leadership is an important indicator of quality. This leadership supports and rewards faculty collaboration for teachi
Review the article: Lost in Translation: Impact of Language Barriers and Facilitators on the Health Care of Asian Americans Living with HIV by Chen, Wei-Ti;Sun, Wenxiu;Huang, Feifei;Shiu, Cheng-Shi;Kim, Boram;Candelario, Jury;Toma, Lance;Wu, Gilbert;Ah-Yune, Judy.
1. Discuss a health disparity found in the Asian American.
2. Discuss your findings.
3. Discuss the impact APNs can make to eliminate these disparities.
Document this in a 2-page Word document. Include a minimum of 3 references published in last 5 years.
The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.
In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.
To Prepare:
- Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
- Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
- Consider the best method of disseminating the results of your presentation to an audience.
The Assignment: (Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide narrated PowerPoint presentation in which you do the following:
- Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
- Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
- Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
- Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
- Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
- Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
- Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
- Add a lessons learned section that includes the following:
- A summary of the critical appraisal of the peer-reviewed articles you previously submitted
- An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
References:
- Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision makingLinks to an external site.. Journal of the American Medical Association, 312 (13), 1295–1296. doi:10.1001/jama.2014.10186
- Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statementLinks to an external site.. Critical Care Medicine, 44 (1), 188–201. doi:10.1097/CCM.0000000000001396
- Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practiceLinks to an external site.. Journal for Nurses in Professional Development, 32 (4), 176–184. doi:10.1097/NND.0000000000000483
- Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision makingLinks to an external site.. Health Expectations, 17 (1), 27–35. doi:10.1111/j.1369-7625.2011.00730.xThe Ottawa Hospital Research Institute. (2019). Patient decision aidsLinks to an external site.. https://decisionaid.ohri.ca/
NURS_6052_Module06_Week10_Assignment_Rubric
7/21/25, 8:33 PM Module 6 : Assignment
https://waldenu.instructure.com/courses/174419/assignments/2278313?module_item_id=6876439 1/4
Criteria Ratings Pts
Part 4: Disseminating ResultsCreate a, 8-9- slide narrated PowerPoint presentation of your Evidence-Based Project:Briefly describe the following: your healthcare organization and culture, current opportunity for change, scope of issue, and EBP best practice recommendation.Explain how you would plan knowledge transfer and dissemination.Describe measurable outcomes with the implementation of EBP best practice.Summarize lessons learned.
75 pts75 to >67.0 pts Excellent The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence- based project. …The narrated presentation accurately and clearly describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation. …The narrated presentation accurately and clearly describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples. …The narrated presentation clearly and accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.
67 to >59.0 pts Good The narrated presentation adequately summarizes the evidence-based project. The narrated presentation is professional in nature and adequately addresses the components of the evidence- based project. …The narrated presentation accurately describes in detail the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation. …The narrated presentation accurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples. …The narrated presentation accurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.
59 to >52.0 pts Fair The narrated presentation vaguely, inaccurately, or incompletely summarizes the evidence-based project. The narrated presentation may be professional in nature and somewhat addresses the components of the evidence- based project. …The narrated presentation inaccurately or vaguely describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation. …The narrated presentation inaccurately or vaguely describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing specific and relevant examples. …The narrated presentation vaguely or inaccurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.
52 to >0 pts Poor The narrated presentation vaguely and inaccurately summarizes the evidence-based project or is missing. The narrated presentation is not professional in nature and inaccurately and incompletely addresses the components of the evidence- based project or is missing. …The narrated presentation vaguely and inaccurately describes the healthcare organization and culture, current opportunity for change, scope of the issue, and EBP best practice recommendation, no examples are provided, or it is missing. …The narrated presentation vaguely and inaccurately describes how to plan for knowledge transfer, disseminate the results of the project to an audience, citing no specific and relevant examples. …The narrated presentation vaguely or inaccurately describes measurable outcomes with the implementation of the EBP best practice and summarizes lessons learned.
7/21/25, 8:33 PM Module 6 : Assignment
https://waldenu.instructure.com/courses/174419/assignments/2278313?module_item_id=6876439 2/4
Criteria Ratings Pts
Resource Synthesis
5 pts
Presentation Narration 10 pts
PowerPoint Presentation:The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
5 pts
5 to >4.0 pts Excellent The narrated presentation fully integrates at least two outside resources and two or three course- specific resources that fully support the presentation.
4 to >3.5 pts Good The narrated presentation integrates at least one outside resource and two or three course- specific resources that may support the presentation.
3.5 to >3.0 pts Fair The narrated presentation minimally integrates resources that may support the presentation.
3 to >0 pts Poor The narrated presentation fails to integrate any or presents minimal resources to support the presentation.
10 to >0.0 pts Excellent Narration is present.
0 pts Poor Narration is missing.
5 to >4.0 pts Excellent The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
4 to >3.0 pts Good Eighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
7/21/25, 8:33 PM Module 6 : Assignment
https://waldenu.instructure.com/courses/174419/assignments/2278313?module_item_id=6876439 3/4
Criteria Ratings Pts
Written Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation.
5 pts
Total Points: 100
3 to >2.0 pts Fair Sixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
2 to >0 pts Poor Less than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order.
5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors.
4 to >3.0 pts Good Contains a few (one or two) grammar, spelling, and punctuation errors.
3 to >2.0 pts Fair Contains several (three or four) grammar, spelling, and punctuation errors.
2 to >0 pts Poor Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
7/21/25, 8:33 PM Module 6 : Assignment
https://waldenu.instructure.com/courses/174419/assignments/2278313?module_item_id=6876439 4/4
**Write FOUR 50-100 word replies to the Four (4) individual discussion responses ** There should be 4 different posts. Each post is numbered and has a name.
APA 7 format.11 pt. Calibri font., with proper in-text citations- if needed. Please provide a copy of all references, A.I., and plagiarism reports.
The primary post(s) are provided as an attached file.
Assignment Details:
To help you with your discussion, please consider the following questions:
What clarification do you need regarding the posting?
What differences or similarities do you see between your posting and other classmates' postings?
What additional questions do you have after reading the posting?
What item you found to be compelling and enlightening.
PART 1
Initial Question: Read this article about brand equity .
The article provides an overview of this concept. It also presents two examples of companies with high brand equity near the end of the article.Please discuss the following with your fellow classmates:
· Select 1 of the brands from the article that has the highest brand equity (the most important) to you.
· What made you select that brand?
Respond to at least 2 of your fellow classmates with at least a 50–100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
· What did you learn from your classmate's posting?
· What additional questions do you have after reading the posting?
· What clarification do you need regarding the posting?
1. Student Post to Respond to: Sandi Roberts
When I did a google search about companies that have brand equity I decided to choose Starbucks. I feel like Starbucks is a good example of a company that has a high brand equity. They are the largest coffee chain internationally. They have built their brand with a great atmosphere, constant new limited-edition drinks, new cups. They went through many changes over the years. Most I will honestly say I do not even remember what happened. Like for instance before 2018 they were Starbucks Coffee. During 2018 They changed the logo to just Starbucks. A change that never even crossed my mind. The company did it in a way that no one was confused by the change so some like me may not have noticed the change. The reason they did that was because they did not want to be locked down by the word coffee. Which is a very smart move on their part. You do not have to be a coffee drinker to enjoy Starbucks. With the non-coffee drinks, pastries, breakfast croissants, cake pops and let us not forget about the good ole Pup Cup if you are someone who brings your dog with you.
I cannot really say that Starbucks was the most important to me necessarily, but it was fitting for this assignment and had all the info I needed in one article I found. Yes, I do love Starbucks, but I also do not go there all the time either. Maybe if I ever could leave for work early I would lol. They are a good brand with good customer service. They check all the boxes in my opinion.
2. Student Post to Respond to: Tristan Riffe
This discussion board we are talking about brand equity. A quick summary of brand equity is how recognizable your brand is and what the general experiences associated with your brand or company. I have had some really good experiences with several brands in my life, but most recently I nave been shopping at Costco and wanted to talk about Kirkland Signature. Kirkland's mission statement is "we believe in providing customers with everything they need to create inspirational living spaces, but we also believe in living inspirational lives." If you have ever been to Costco you would know just how many products Kirkland offers. They have everything from food products all the way to baby essentials.
The reason I picked Kirkland Signature was because of their variety, but also because of their ability to compete with big name brands and offer more affordability. At my local Walmart for a 70 Fl. oz bottle of dish soap costs 9.94$. At my Costco I can buy a 90 Fl. oz bottle of dish soap for the same price! and it goes further than just cleaning essentials. I don't buy my dog food at a big name store but comparing the prices of 35 lbs of dog kibble at Walmart it cost 74 $ to Costco's cost of 53$. Although you need a membership to shop at Costco I find the 65 $ annual cost to be very worth it, and don't get me started on the chicken bake.
PART 2
1 . Initial Question: Review and reflect on the knowledge that you have gained from this course. Based on your review and reflection, write at least 3 paragraphs on the following:
· What were the most compelling topics learned in this course?
· How did participating in discussions help your understanding of the subject matter? Is anything still unclear that could be clarified?
Respond to at least 2 of your fellow classmates with at least a 50–100-word reply about their Primary Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following question:
3. What did you learn from your classmate's posting?
4. What additional questions do you have after reading the posting?
5. What clarification do you need regarding the posting?
1. Student Post to Respond to: Melissa Hurley
In Introduction to Marketing, I feel it covered fundamental concepts related to promoting products and services. Marketing is much more than that. It encompasses a variety of channels, tactics, and formats.
Content Marketing: This strategy involves creating valuable content to engage your audience naturally. It's a long-term investment that builds brand awareness and nurtures customer relationships.
The entire premise of content marketing is to provide valuable content to your audience. This can be blog posts, videos, podcasts, e-books, and more. Unlike a pop-up ad, this type of marketing isn't disruptive. It's supposed to feel natural, organic, and helpful. Content marketing is a long-term investment. But with patience and the right strategy, you can drive brand awareness and nurture customer relationships without significant financial strain.
Email Marketing: Reach people who’ve already shown interest in your business. Set up trigger emails based on actions (purchases or content downloads) to promote products and share offers.
Email marketing is relatively affordable compared to other marketing channels. Many email service providers offer free plans or tiered pricing to appeal to different budgets. With email marketing, you reach people who’ve already expressed an interest in your business. This puts you in a great position to build relationships, promote your products, and share offers. You can also set up trigger emails when someone completes an action, such as making a purchase or downloading a content offer.
Social Media Marketing: Establish a presence by sharing content on platforms like Facebook, Instagram, and LinkedIn. Interact with customers and leverage user-generated content to foster relationships and build brand loyalty.
These days, consumers expect brands to have an online presence so if you haven't already, sign up for a business profile on a few social media sites. Once you're up and running, you can begin to share content. Experiment with different types of content until you have a better idea of what gets the most traction. Remember that social media is all about connection, so interact with customers, initiate conversations, and leverage user-generated content. These tactics can help you foster relationships and build loyalty around your brand without spending a dime. However, if you decide to run paid ads, social media offers incredible reach that can generate immediate results. Platforms like Facebook, Instagram, Twitter, and LinkedIn provide advanced ad targeting, enabling you to narrow down your audience based on demographics, interests, and behaviors. With flexible budgeting options, you can allocate your budget strategically and maximize your ROI.
I feel that participating in discussions helped me to understand the subject matter by gaining other points of view. This course covered a major of learned topics in our discussions, in one form or another. I feel each discussion gave me another viewpoint to learn from. We all learn and see topics differently. The discussions gave me more learning with each post I read.
2. Student Post to Respond to: Kathleen Harris
For me one of the more interesting explorations was finding out about the four P's of marketing-product, price, place, and promotion, also known as a marketing mix. When the concept was introduced, it helped companies overcome physical barriers that could hamper widespread product adoption. Now today we have the Internet availability which has helped businesses to overcome those barriers. A successful marketing strategy must be revisited from time to time, it, needs to be adjusted and tweaked as a product grows and a customer base changes. I love that the marketing campaign starts with an understanding of the product. Who needs it and why. What special features might it have that a competitor company is lacking? Earlier I told about the stove that my sister and I purchased and what features it had. The two things that won us over were number one it had a built in air fryer, and number two, a warming spot on it. It didn't hurt it that is also uses steam to clean itself instead of harsh chemicals being used. As of this evening we have not yet clean it so I'm really not sure yet how that will go. I enjoyed my classmates stories and it helped toward motivating me to do well. Thank you everyone.
For this assignment, list the parts of a comprehensive mental status examination (MSE) for mental health patients. Give examples of each and describe the significance to the advanced practice nurse.
