Stakeholder Involvement

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Stakeholder Involvement

 For a program to be effective, it is essential for members of the target population to be involved in developing the mission, goals, and objectives.
 

Who would you reach out to for developing your program? Are there other community organizations or business partners that you would like to connect with during this process? How would you facilitate the involvement of various stakeholders? What challenges do you think you might encounter?
 

In this Discussion, you and your colleagues address the myriad issues related to stakeholder involvement during the creation of a program’s mission, goals, and objectives.
 

To prepare: Review      the information presented in this week’s Learning Resources and conduct      additional research of your own to learn about programs that have      successfully involved various stakeholders in the target population.

 

By tomorrow Wednesday 12/26/18 2 pm, write a minimum of 550 words essay in APA format with at least 3 references from the list of required readings below (Please also refer to previous attached paper). Include all headers as numbered below:

Post a cohesive scholarly response that addresses the following:

1) Why is it important for representatives from the target population (breast cancer in African American women in the USA) to be involved in developing the goals and objectives for the program?

2) How could you involve the representatives from the target population in designing the program?

3) What strategies could be used to navigate disagreements or lack of interest?

Required Readings

Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.

· Chapter 7, “Identifying and Writing Mission Statements, Goals, and Objectives”

The authors provide guidance for developing a mission statement, program goals, and objectives in this chapter.

Kettner, P. M., Moroney, R. M., & Martin, L. L. (2017). Designing and managing programs: An effectiveness-based approach (5th ed.). Thousand Oaks, CA: Sage.

· Chapter 6, “Selecting the Appropriate Intervention Strategy”

· Chapter 7, “Setting Goals and Objectives”

Chapter 6 introduces the notion of developing the program hypothesis as a critical feature of program design and a precursor to setting goals and objectives, which is addressed in Chapter 7. Both of these topics serve as a critical link between the earlier phases of problem analysis and needs assessment and the forthcoming design of services and program evaluation.

De-Regil, L.M., Pena-Rosasa, J.P., Flores-Ayala, R., & Jefferds, M.E. (2013). Development and use of the generic WHO/CDC logic model for vitamin and mineral interventions in public health programmes. Public Health Nutrition, 17(3), 634–639 doi:10.1017/S1368980013000554

Gervais, C., de Montigny, F., Lacharite, C., & Debeau, D. (2015). The father friendly initiative within families: Using a logic model to develop program theory for a father support program. Evaluation and Program Planning, 52, 133–141 doi.org/10.1016/j.evalprogplan.2015.04.006 0149-7189/Crown 

Huye, H. F., Connell, C.L., Crook, L.B., Yadrick, K., & Zoellner, J. (2014). Using the RE-AIM framework in formative evaluation and program planning for a nutrition intervention in the lower Mississippi delta. Journal of Nutrition Education and Behavior 46(1), 34–42 doi.org/10.1016/j.jneb.2013.09.006

Fawcett, J., & Ellenbecker, C. H. (2015, JUNE). A proposed conceptual model of nursing and population health. Nursing Outlook, 63(3), 288–298. http://dx.doi.org/10.1016/j.outlook.2015.01.009.

Optional Resources

National Institute of Mental Health. (2007). The National Institute of Mental Health strategic plan. Retrieved from http://www.nimh.nih.gov/about/strategic-planning-reports/index.shtml

The National Institute of Mental Health conducts research to help work toward the treatment and prevention of mental illnesses. Its strategic plan offers an example of the importance and intricacies of vision, mission, goals, and objectives.

I have a term paper due on Mentoring new nurses

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Can some one help me with this paper? It’s due by Monday 

Order 1186776: Mental Illness

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  ype of paperResearch Paper SubjectEnglish Number of pages6 Format of citationMLA Number of cited resources8 Type of serviceWriting

I need a research paper on mental illness and health. I would like it to explain what is mental illness, how many people suffer from it, an in-depth review of depression, anxiety, and bipolar disorder and how it can be treated.

Dq4/1

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What are the methods a nurse can use to gather cultural information from patients? How does cultural competence relate to better patient care? Discuss the ways in which a nurse demonstrates cultural competency in nursing practice.

Health Policy, Politics, and Perspectives (Field Experience Log)

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GUIDELINES FOR THE 4th FIELD EXPERIENCE REQUIREMENT:
You must “attend” 1 policy event, at least approximately 1 hour in length. 

The event may be online and it must have a health policy focus. Online health policy events/ webinars will be posted from which you may choose.  Event must be health-related. 

GENERAL GUIDELINES:
1.  At the event, take notes, and then write up an account and analysis of the event, using the template for field experience logs (below), and the Field Experience Rubric.

FIELD LOG GUIDELINES:

As a way of demonstrating completion of this course requirement, you must submit, in writing, field logs that detail certain aspects of the event. The template for field experience logs is below.

·  Each event log should be three to five double-spaced pages of text.

·  Provide only a brief summary of the event itself.

·  The analysis section should be 550 to 800 words, and be the most developed component of the report. In the analysis section, you can write about the process of policy being made at this event, and/or you can write about the actual health policy issue being discussed/considered.

·  Your analysis should reference at least two sources. They can be from the learning materials in this course or other sources, but should be current (within the last 3 months).

·  Use APA format for citations and references.

TEMPLATE FOR FIELD EXPERIENCE LOGS :
·  The name of the event/meeting and who has sponsored it.

·  Describe the steps taken in preparation for the event (beyond listening or attending the event).

·  Place, date, time, and length of hearing/meeting/event.

·  Topic under discussion.

·  Names of participants and their titles (to the extent you can get them).

·  Brief description of the testimony/meeting/event. (If more than one issue is presented, discuss a sampling of issues.)

·  Analysis of the health policy issue and its implications for healthcare. Integrate course content and readings in your analysis. This section should be approximately 500 to 750 words.

TURNITIN ASSIGNMENT (FREE OF PLAGIARISM)!!!

Note: Attached, you will find a Field Experience Log work that you may use as a Reference for this new 4th Field Log assignment. 

Discussion#2

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Respond to at least two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources.

at least 2 references in each peer responses! 

To craft research papers, the research to support the topic must be research articles should be quality, peer-reviewed from a credible source. Above is an example of a research article that meets criteria to be incorporated into a graduate-level body of work. To obtain the peer-reviewed article above, I utilized the Walden Library database search. The article titled “Trends in Pediatric Emergency Department Visits for Mental Health Conditions and Disposition by Presence of a Psychiatric Unit” comes from Academic Pediatrics, which is a peer-reviewed publication. The research presented in this article used a cross-sectional survey to identify patterns of mental health-related visits of youth populations to pediatric emergency departments (Rodean et al., 2019). A cross-sectional survey is a qualitative study that aims to identify patterns, behaviors, actions, and experiences with the use of self-administered interviews (Smith, 2009, p. 7). Since I plan to focus on the pediatric population once I obtain my Psychiatric Mental Health Nurse Practitioner (PMHNP), this journal article is relevant to my career path. Using the Walden library search has been advantageous as it is user-friendly and had many choices to choose from when I searched for “pediatric mental health.”

Because of the reasons mentioned above, I did not find it difficult to find related material to my subject of choice. I believe because of the ease of use and the ability to use the “ask a librarian” tool to help find resources, the Thoreau search through Walden University Library is a collection of databases that would be useful to my colleagues. Overall, I would recommend the Thoreau search through the Walden University Library, as it has an expansive variety of peer-reviewed, reputable resources and articles as it searches many databases all in one place (Walden University, n.d.). Incorporating articles and resources that are reputable and peer-reviewed is essential when creating bodies of work that are credible (Laureate Education, 2018). By evaluating resources this week, I am gaining a better understanding of what resources to utilize to create reliable resources that are full of integrity.

Humanities Credit by Assessment 03 – Analyzing the Humanities

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 Part 1

Competency
Formulate, express, and support individual perspectives on diverse works and issues.

For this assessment task, you are asked to act as a critic for one of the various subjects under the umbrella of the subject Humanities. Through a series of critiques, you will be demonstrating your background knowledge on these subjects and the themes studied in the Humanities. In general, a critic evaluates a work or piece based on a common language of a subject. For example, certain terminology is used in the film industry for aesthetic, whereas other terminology is used in architecture. Aside from a common language of art, each subject usually includes a history of influence-how a work was influenced by other works and how a work influence aspects of today’s art and culture. Critics use this common body of history and aesthetic to offer critiques, or judgements on the validity of the importance of aesthetic (it’s representation of beauty).

Please watch the video below (02:33 – 16:32) as a refresher on this deliverable’s content. The video will not tell you everything you need to know to pass this test-out, but it should serve as a refresher.

https://rasmussen-kanopystreaming-

com.ezproxy.rasmussen.edu/video/humanities-approach-living-modern-world

part 2

 

Deliverable 03 – Humanities (Test-Out Sophia Replacement)

Competency

Formulate, express, and support individual perspectives on diverse works and issues.

Instructions

You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows: Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film. Imagine you had known Plato and Aristotle and you had a conversation about how we fall in love. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love. Compare and contrast the two poems below:

LOVE’S INCONSISTENCY

I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.

Petrarch

After great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?

The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.

This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go

Emily Dickinson. 

4. Compare and contrast these two pieces of music:
Beethoven’s Violin Romance No. 2
Scott Joplin’s Maple Leaf Rag

5. Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.

4060 Assessment 1: Health Promotion Plan

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Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies.

For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community. Professional Context

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze health risks and health care needs among distinct populations.  Analyze a community health concern that is the focus of a health promotion plan. Competency 2: Propose health promotion strategies to improve the health of populations.  Explain why a health concern is important for health promotion within a specific population. Establish agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.  Write clearly and concisely in a logically coherent and appropriate form and style.

Note: Assessment 1 must be completed first before you are able to submit Assessment 4. Preparation

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course.

To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and individuals or groups in your community who may be willing to take part in a presentation about that concern and suggested strategies for health improvement.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.

Consider inviting a community member or group to participate. Possible health concerns include, but are not limited to: Bullying. Medication reconciliation to prevent readmission. Individual or family disaster preparedness. Medication safety. Home safety. Depression management. Fall prevention. Pain management. Immunizations. Heart disease prevention (high blood pressure, stroke, heart failure). Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.

In addition, you are encouraged to: Complete the Vila Health: Effective Interpersonal Communications simulation. Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete. Review the MacLeod article, “Making SMART Goals Smarter.” Instructions

Complete this assessment in two parts. Part 1: Health Promotion Plan Choose a specific health concern as the focus of your health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence. Identify populations potentially affected by this health concern. Determine what their related concerns may be and explain why addressing this health concern is important for health promotion. Part 2: Individual or Group Activity Participant Recruitment Identify an individual or group among the affected population who may be willing to participate in an educational session about your chosen health concern and associated health improvement strategies. Then, research and document their potential learning needs and health promotion goals. Participants may include individuals, groups, or other community members. Contact the selected individual or group and secure their agreement to participate in the educational session.  Meet with the individual or group to describe the session and collaborate in setting expectations for session outcomes, establishing agreed-upon goals, and suggesting possible revisions to the plan. Confirm, with the individual or group, a date and time for the educational session and document the name and contact information (e-mail or phone) of the individual or group representative. Document Format and Length

Your health promotion plan should be 2–3 pages in length. In a separate section of the plan, identify any participants and be sure to include their contact information. Supporting Evidence

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources. Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Analyze the health concern that is the focus of your health promotion plan.  Consider underlying assumptions and points of uncertainty in your analysis. Explain why a health concern is important for health promotion within a specific population.  Examine current population health data. Consider the factors that contribute to health, health disparities, and access to services. Establish agreed-upon health goals in collaboration with participants. Write clearly and concisely in a logically coherent and appropriate form and style.  Write with a specific purpose and audience in mind. Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

Oliva Pepper

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  Assignment Description

Your Comprehensive Case Study should cover the initial assessment through the evaluation of active treatment, as well as available resources and possible interventions for after counseling has ended (in other words, a client follow-up plan). Assignment Instructions

Use the Comprehensive Case Study outline below to compile your current and previous work into one Microsoft Word document: Title page. Abstract. Table of contents. Introduction. Engagement (revised case study of individual/family history from Unit 2). Assessment plan. Intervention plan (revised treatment plan from Unit 8). Evaluation plan. Client follow-up plan (the plan for follow-up and continued treatment for this client/individual through a systems-based perspective). Conclusion/summary. References. Additional Requirements

Your final paper must also meet the following requirements: Number of pages: The body of the paper should be 15–20 pages, not including the title page, abstract, table of contents, or reference page. Written communication: You must present accurate written communication that conveys the overall goals of the project and does not detract from the overall message. Formatting: Use APA current edition formatting, including proper punctuation, double-spacing throughout, proper headings and subheadings, and page numbers. Please refer to the Writing Center’s APA Style and Format page for more information. References and style: You should have a minimum of 10 references from books or peer-reviewed journals written within the past five years. Your references must adhere to APA current edition format to receive full credit.

Health Behavior SLP2

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By now, you have identified and done some literature search on  your Module 1 Session Long Project (SLP) topic/health behavior and  target population. In short, you have assessed the need for a program or  intervention to address the health behavior you previously identified.

For Module 2 SLP, you will again conduct a literature search  utilizing peer-reviewed journal articles, books, professional  organization articles, etc., to help you identify evidence-based  strategies to best address the health behavior in your target population  and create a program/intervention plan.

Write a paper (3 pages in length) summarizing your findings on  evidence-based strategies and a workplan to address the health behavior.  A workplan sample can be found at http://www.cdc.gov/OralHealth/state_programs/pdf/workplans.pdf

The following items will be assessed in particular: Using the same topic you have chosen from Module 1 SLP, develop a  program goal and at least two objectives (1 learning objective and 1  behavioral objective) for your target population. Your objectives must  be specific, measureable, achievable, realistic, and time-phased  (SMART). Make sure that you have read the required readings on SMART  objectives before developing your goal and objectives. Based on your literature search, provide a summary of evidence-based  strategies that have been shown effective in promoting or reducing the  behavior in your target population. Identify two evidence-based strategies that you will use to  implement your program or intervention. Provide an explanation why you  have chosen these strategies and defend your choices. For now, include a workplan table with your goals, objectives, and  activities/strategies. NOTE: Other parts of the workplan such as the  data measurement tools, timeframe, responsible person, and measures of  success will be completed in the next module SLP.