NURS 5051 Week 4 Assignment – Wisdom Continuum
NURS 5051 Week 4 Assignment – Wisdom Continuum
Using the Data, Information, Knowledge and Wisdom Continuum
Abstract
This paper reviews the importance of research and the data, information, knowledge and wisdom continuum as it relates to nursing care. The specialty of nursing care for elderly adults with developmental disabilities is a relatively new field, due to prolonged life expectancies for adults with developmental disabilities. The question, “how can healthcare professionals, specifically nurses, facilitate the process of obtaining DNR/DNI orders for adults with developmental disabilities, to allow for the focus to be put on end of life care? NURS 5051 Week 4 Assignment – Wisdom Continuum
NURS 5051 Week 6 Assignment (Walden University)
Assignment: Application: Adoption of New Technology Systems
Implementation of new EHR
NURS 5051 Week 6 Assignment (Walden)
Adaption of New Technology Systems
Preview:
Adaptation of New Technology Systems
Nurses are at the frontline of care when it comes to adaptation of new technology systems. They are used to change and are challenged everyday with trying to figure out how to optimize the use of their electronic health records at their facilities. According to Hamer and Cipriano, “nurses have been accepting of change and adapted to new ways of working. Despite this, nursing has a reputation of being obstructive to change, particularly around technology.” (Hamer, S., Cipriano, P., 2013).
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NURS 5051 Week 8 Assignment (Walden University)
Importance of Workflow in Utilization Management Nursing
Preview:
Importance of Workflow in Utilization Management Nursing
According to the Agency for Healthcare Research and Quality (AHRQ), workflow is defined as a sequence of physical and mental tasks performed by various people within and between work environments. It can occur at different levels and across organizations and can occur sequentially or simultaneously (U.S. Department of Health and Human Services, 2012). In order to improve workflow it begins at the clinical and administrative levels. Both sets of individuals must consolidate their feedback and help bring changes. In the utilization management aspect of nursing providing feedback on workflow is crucial to meet our goals for the program we work in.
NURS 5051 Week 8 Assignment 1 Creating a Flowchart (Walden University)
How to add a diagnosis to Vision
NURS 5051 Week 11 Assignment (Walden University)
Type II Diabetes
NURS 5051 Course Readings
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Other Readings
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Rubric – NURS 5051 Week 4 Assignment – Wisdom Continuum
NURS 5051/6051: Week 11, Application Assignment Rubric
Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
points)
This section demonstrates a fair understanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
In the Flyer:
Defines key terms in a way that is appropriate for the target audience.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
Describes the health issue using language appropriate for the audience.
(20 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(19–20 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(17–18 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(15–16 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–14 points)
Provides guidance on how to identify websites and resources with credible information on the issue.
(20 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(19–20 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(17–18 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(15–16 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–14 points)
Recommends 4-5 websites with clear, valuable, and reliable information on the issue.
(10 possible points)
This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.
(9–10 points)
This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.
(8 points)
This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
(7 points)
This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
(0–6 points)
Writing used in Introduction
(10 possible points)
Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Introduction contains multiple, appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.
(9–10 points)
Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.
(8 points)
Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).
(7 points)
Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.
(0–6 points)
Writing used in Flyer
(20 possible points)
Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with a health flyer writing style.
(18–20 points)
Flyer mostly uses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization, tone issues, and/or may contain a few writing and spelling errors.
(16–17 points)
Flyer is written in a tone that is somewhat above or below the intended audience, with multiple smaller or a few major problems. Flyer may be lacking in organization, appropriate tone, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing.
(14–15 points)
Flyer is well below graduate level work, expectations for organization, appropriate tone, and writing.
(0–13 points)
Instructor comments:
Up to 20 points may be deducted for lateness.
Total Score (100 possible points):
