Category: Nursing

Lifestyle Risk Assessment and Reduction Plan: PART I

Due: Sun Feb 8, 2026 11:59pm

Due: Sun Feb 8, 2026 11:59pm

Ungraded, 100 Possible Points

100 Points Possible

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Lifestyle Risk Assessment Assignment Overview

In this assignment, you will use free Health Risk Assessments provided through MyMichigan Health to evaluate the health status of a family member or friend. You will complete three assessments with them, review their results, analyze areas of concern, evaluate readiness to change, and compare findings to Healthy People 2030 (HP2030) objectives.

Purpose

This assignment helps you:

• Understand health risks faced by someone close to you using evidence-based assessment tools.
• Connect their assessment findings to national health priorities outlined in HP2030.
• Reflect on lifestyle factors and potential areas for improvement.

Instructions

Step 1: Access the Health Assessments

Go to

.

You will see the following assessments:

• Heart Health Assessment
• Joint Pain Assessment
• Weight Loss Assessment
• Depression Assessment
• Stroke Risk Assessment

Step 2: Complete Assessments

Complete any THREE of the assessments for a family member or friend. Work with them to answer all questions accurately.

Step 3: Save Their Reports

At the end of each assessment, a personalized report will be generated summarizing your family members or friends health risks. Print or save each report for your records. You do not need to submit these reports.

Step 4: Identify Additional Areas of Concern

Using the assessment resultsand your knowledge of this personidentify additional concerns related to:

• Their personal health perceptions
• Past or current medical conditions
• Medications
• Family history
• Other lifestyle or behavioral risk factors

Step 5: Evaluate Readiness to Change

Review the following article on the Stages of Change Model:

Determine your family members/friends readiness to change in the areas you identified.

Step 6: Compare to Healthy People 2030 Goals

Review national objectives listed in Healthy People 2030 and compare your family member or friends health concerns to relevant national priority areas.

Part I: Initial Development of the Health Plan

Your written submission (23 pages) should include:

1. Summary of the Health Risk Assessment Results

• Briefly summarize results from all three assessments.

1. Areas Needing Change (35 items)

• Identify specific health risks or behavioral concerns

1. Readiness to Change

• Determine their stage of change according to the Stages of Change model.

1. Comparison to Healthy People 2030

• Explain how the identified health issues align with HP2030 objectives.

1. Plan of Action (4+ weeks)

• Provide a concrete, realistic plan including measurable steps.

1. Facilitators, Barriers, and Challenges

• Identify what may support or hinder progress.

Formatting Requirements

• The written paper should be 23 pages.
• APA 7th edition formatting and citations are required.
• Do not submit the risk assessment reports.
• Confidentiality must be maintaineduse initials or pseudonyms, not full names.

Rubric :

Lifestyle Risk Assessment Part 1CriteriaRatingsPts

Completion of risk assessment data, identification of areas of concern, and readiness to change (20%)

20 pts

Exemplary

20 points: Clear explanation of findings from personal lifestyle risk assessment, AND thorough identification of at least 3 areas of concern AND discussion of ones readiness to change for at least one area of concern

16 pts

Developing

16 points: Explanation of personal lifestyle risk assessment findings, but lacking detail OR identification of only 1-2 areas of concern OR omission of ones readiness to change for at least one area of concern

10 pts

Acceptable

10 points: Personal lifestyle risk assessment findings minimally reviewed, OR identification of only one area of concern AND omission of ones readiness to change

0 pts

Unacceptable

0 points: No risk assessment findings discussed AND no area of concern discussed. Readiness to change not discussed

/ 20 pts

Relationship to priorities of Healthy People 2030 (10%)

10 pts

Exemplary

10 points: Clear discussion of ones own need to change/health priority, and correlation of this area of concern to a relevant HP2030 goal, AND discussion of HP2030 data surrounding the prevalence of the health concern

7 pts

Developing

7 points: Discussion of ones need to change/health priority, AND correlation to a relevant HP2030, BUT discussion lacking depth or data to support the relationship

5 pts

Acceptable

5 points: Brief mention of a related HP2030 goal, but no discussion of how this relates to ones own health priority

0 pts

Unacceptable

0 points: No discussion of HP2030 priorities or goals

/ 10 pts

Plan for Change (40%)

40 pts

Exemplary

40 points: Thorough explanation of at least 3 identified areas for change AND planned interventions discussed in detail for each area of change AND SMART goals used in developing plan

30 pts

Developing

30 points: Explanation of at least 3 identified areas of change BUT lacking detail specific to planned interventions for each, OR no inclusion of SMART goals in plan. OR Thorough explanation of areas for change BUT less than 3 discussed.

20 pts

Acceptable

20 points: Explanation of only 2 identified areas of change, but lacking detail OR lacking significant detail specific to planned interventions AND no use of SMART goal in intervention.

10 pts

Unacceptable

10 points: Explanation of only 1 identified area of change, OR no identified area of change, AND lacking planned intervention and SMART goals

/ 40 pts

Identification of expected facilitators, barriers, challenges (20%)

20 pts

Exemplary

20 points: Detailed explanation of expected facilitators, AND barriers AND challenges anticipated. AND how you will attempt to mitigate these barriers and challenges

15 pts

Developing

15 points: Explanation of expected facilitators, barriers and challenges, but lacking detail. OR no discussion of how to mitigate the anticipated barriers and challenges OR Missing one of the three (facilitators, barriers, challenges)

10 pts

Acceptable

10 points: Minimal discussion of expected facilitators, barriers and challenges, OR Missing two of the three (facilitators, barriers, challenges)

0 pts

Unacceptable

0 points: No discussion of expected facilitators, barriers and challenges.

/ 20 pts

APA formatting (7th Edition: title page, in-text citations, reference list), and spelling, grammar (10%)

10 pts

Exemplary

10 points: 0-1 APA errors and spelling errors

7 pts

Developing

7 points: 2-4 APA and spelling errors

5 pts

Acceptable

5 points: 5-9 APA and spelling errors

0 pts

Unacceptable

0 points: 10 or more APA and spelling errors

/ 10 pts

Total Points: 0

In this assignment we will examine how priority healthcare issues should be examined by nursing. We will select a key healthcare priority issue and a population. You will find articles that describe nursing interventions designed to improve patient outcomes for your population and healthcare priority issue. Finally, you will discuss why Quality Improvement is important for patients and then you will describe how nursing values can be used to help improve patient care. A minimum of three scholarly references will be required. Access the Healthy People 2030 Objectives. Select ONE objective (priority healthcare issue) and identify a population you would like to explore. Conduct research to locate information to write about the following: Specifically, the submission should include the following components: Health Care Objective Identifies a healthcare objective. Describes the healthcare objective, the population it involves, and significance of the healthcare issue by using specific facts and details. Ends with a clearly worded purpose statement. Rationale and Importance to Nursing Discuss the rationale for choosing the healthcare objective and describe why this issue is important to nursing. Provides details. Nursing Interventions and Outcomes Clearly identify two nursing actions or interventions designed to improve care that is measured in patient outcomes. From two nursing articles, select a total of two (no more or less than two) key nursing interventions that improved patient outcomes and explain how the nursing interventions improved each of the two patient outcomes. Provide details. Quality Improvement Initiative and Patient Care Using the interventions from the articles/studies, describe how you would recommend a Quality Initiative (QI) to improve patient care within a healthcare facility (hospital) and explain why this QI would be important to implement for patients. Provides details. Nursing, Quality, and Outcomes Discuss why it is important for nursing to be involved in quality initiatives and explain how two professional nursing values can help to improve patient care. Provides details Conclusion Summarize key points in the submission. Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of three scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines.

Read the following about integrating emotional intelligence (EI) and Crucial Conversations into Quality and Safety Education for Nurses (QSEN) competencies for licensed practical nurses (LPN) students. Follow the writing prompt and grading rubric to complete the assignment.

Integrating Emotional Intelligence and Crucial Conversations into QSEN Competencies for LPN Students

Licensed practical nurses (LPNs) are essential members of the healthcare team who must deliver safe, effective, patient-centered care in fast-paced and often emotionally charged environments. As LPN students prepare to enter the workforce, they must develop both technical and interpersonal skills to meet the challenges of modern nursing. The Quality and Safety Education for Nurses (QSEN; 2020) initiative identifies six core competenciespatient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informaticsthat are essential for ensuring quality healthcare. Integrating emotional intelligence (EI) and skills for engaging in crucial conversations enhances LPN students ability to embody these QSEN competencies, improving patient outcomes, fostering collaboration, and reducing workplace conflict.

Emotional Intelligence and Its Relevance to Nursing

Emotional intelligence refers to the ability to recognize, understand, and manage ones own emotions while also being sensitive to the emotions of others (Goleman, 2006). In nursing, EI supports compassionate communication, de-escalation of tense situations, and decision-making under stress. Research indicates that nurses with high emotional intelligence are more likely to provide patient-centered care, experience lower levels of burnout, and demonstrate greater empathy and ethical sensitivity (Codier et al., 2010). For LPN students, developing EI is foundational to cultivating professional relationships with patients, families, and interdisciplinary teams.

Crucial Conversations and Communication in Nursing Practice

Crucial conversations are discussions where stakes are high, opinions vary, and emotions run strong (Patterson et al., 2012). Examples in nursing include reporting medication errors, addressing safety concerns, or advocating for patients whose needs are being overlooked. LPN students who are trained to navigate these interactions with clarity, confidence, and respect are more likely to promote safe, transparent healthcare environments. Developing these skills aligns directly with the QSEN competencies of teamwork and collaboration, safety, and patient-centered care.

QSEN Competencies and the Integration of Emotional Intelligence and Crucial Conversations

Patient-Centered Care

LPN students who practice emotional intelligence can recognize verbal and nonverbal cues from patients, enabling them to respond to physical and emotional needs more effectively. Engaging in crucial conversations with patients and families helps ensure that care is aligned with patient values, beliefs, and preferences. For instance, an LPN with strong EI can recognize a patient’s anxiety about a procedure and initiate a compassionate discussion to address concerns, reinforcing the QSEN goal of individualized, respectful care.

Teamwork and Collaboration

QSEN emphasizes open communication and mutual respect within healthcare teams. Emotional intelligence enhances teamwork by promoting self-regulation, active listening, and conflict resolution. When crucial conversations are neededsuch as addressing miscommunication with a peer or reporting unprofessional behaviorLPNs who are equipped with EI skills can speak up respectfully and effectively, maintaining team cohesion and patient safety.

Evidence-Based Practice

Although evidence-based practice (EBP) primarily focuses on the integration of clinical evidence, patient preferences, and clinical expertise, the process of discussing research findings and implementing changes often involves emotionally charged conversations. EI helps LPNs manage resistance or skepticism when introducing new practices. A student nurse who understands the emotional impact of change can better facilitate dialogue that bridges the gap between research and real-world application.

Quality Improvement

Engaging in quality improvement often involves identifying and discussing systems issues or errors. Emotional intelligence allows LPNs to address these situations constructively without blame. For example, initiating a crucial conversation about an unsafe workflow practice requires both courage and sensitivity. LPN students with EI skills are more likely to be proactive participants in safety initiatives and continuous improvement.

Safety

Creating a culture of safety requires open communication about errors, near misses, and risky behaviors. EI supports a non-punitive approach to error reporting, while crucial conversation skills enable LPNs to escalate safety concerns even in hierarchical environments. A student nurse who practices EI may recognize a preceptors frustration and approach a safety concern in a way that encourages collaboration rather than defensiveness.

Informatics

While informatics may seem primarily technical, EI and communication play key roles in patient education and interdisciplinary communication using electronic health records. For example, when documenting sensitive patient information or responding to electronic alerts, EI can guide a nurse’s tone and decision-making. Likewise, difficult electronic messagessuch as clarifying physician orderscan benefit from principles of crucial conversations to maintain professional clarity and tone.

Conclusion

As LPN students transition into professional practice, integrating emotional intelligence and crucial conversations into the QSEN competencies prepares them to navigate the complexities of healthcare with professionalism, empathy, and effectiveness. These interpersonal skills do more than enhance communicationthey reinforce the values of safety, quality, and patient-centered care at every level. Nurse educators and students alike should prioritize the development of EI and communication skills as essential components of nursing competence and patient safety.

References

Codier, E., Muneno, L., Franey, K., & Matsuura, F. (2010). Is emotional intelligence an important concept for nursing practice? Nursing Administration Quarterly, 34(1), 8799.

Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ. Bantam Books.

Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are high (2nd ed.). McGraw-Hill.

Quality and Safety Education for Nurses. (2020). QSEN competencies.

Writing Prompt

Assignment Instructions: In a well-organized essay of approximately 500 words, reflect on how the development of emotional intelligence and crucial conversation skills can enhance your ability to meet the QSEN competencies as an LPN student and future nurse.

Your essay should follow APA format and include the following elements:

Title Page

Introduction:

Briefly describe the QSEN competencies and explain why they are important for LPN practice. Introduce the concepts of emotional intelligence and crucial conversations and how they relate to the QSEN framework.

Body Paragraphs:

Discuss how emotional intelligence and crucial conversations help nurses:

• Provide patient-centered care
• Maintain empathy and professionalism in emotionally charged situations
• Engage in crucial conversations to support teamwork, collaboration, and safety
• Support participation in evidence-based practice and quality improvement, particularly in situations involving resistance or change
• Use informatics responsibly, especially when interacting with physicians and team members through electronic communications.

Include an example or scenario to illustrate your point(s), and reflect on a situation (real or hypothetical) where clear, respectful communication guided by emotional intelligence could prevent a problem or improve outcomes.

Conclusion:

Summarize how emotional intelligence and crucial conversation skills are not just soft skills but essential tools for achieving the goals of QSEN. Describe how you plan to develop and apply these skills during your nursing education and clinical practice.

Writing Requirements:

Length: 500 words

Format: Microsoft Word documents ONLY! Typed, double-spaced, 12-point font, Times New Roman

Citation: If you refer to outside sources (such as Goleman, Codier et al., or QSEN.org), use APA format for in-text citations and reference list

rubric attached

rubric attached

Identifying Data: Age, Gender, Occupation, and Marital Status Source and Reliability: Subjective Chief complaint or appropriate health screening visit: The one or more symptoms or concerns causing the patient to seek care. Need not be the patients complete statement may be a brief summary of reason patient wanted to be seen for this visit HPI: Complete subjective description of problem, including OLDCARTS findings or similar, including location, quality severity, duration, timing, context, modifying factors, associated signs/symptoms, relieving and aggravating factors, related systems. Medications, including OTC and Herbals Preparation Past Medical History: Allergies medications, food, environmental or seasonal Childhood Illnesses Chicken pox, Rheumatic fever, Rubella, Measles, and Mumps Adult Illnesses Injuries Surgeries Hospitalizations Obstetric/Gynecologic Psychiatric Health Maintenance Immunization status DPT, MMR, Influenza, Hepatitis, Polio, and Pneumovax Dental Exams (frequency and treatment) Last eye exam (include results) SBE/Pap/GYN (include results) Testicular/rectal exam (include results) Family History: Include presence or absence of specific illnesses in family such as hypertension, diabetes, or cancer Personal and Social History: Educational level Personal interests Lifestyle exercise and diet Older Adults ADLs and iADLs Review of Systems: Pertinent positives and negatives in the differential diagnosis Objective Vital Signs Blood Pressure Temperature Pulse Respirations Height Weight BMI including normal, overweight, obese, morbidly obese Physical Examination specific systems as appropriate Assessment and Plan (This section should process for the reader, should be based on current literature/guidelines. This should be organized and succinct.) Differential diagnoses including ICD 10 and Rationale: List the other diagnoses that should be considered in light of the history and physical findings. Rationale: Articulate a rationale for the most likely diagnosis and for each differential diagnosis. In this discussion, include pertinent positives and pertinent negatives which help to rule out or rule in each diagnosis. Most likely diagnosis: (if more than one diagnosis, number each in order of priority) Include: Pathophysiology of the problem Explanation of the diagnosis Diagnostic Testing Lab testing Radiology testing Cardiac or Neurologic testing Evaluations Physical Therapy, Occupational Therapy, Speech Therapy, or Mental Health Evaluations Medications and Treatments pharmacological and non-pharmacological treatments. Should include at least 2 evidenced based references Motivational Interviewing

Prepare training material for a new assistant nurse manager that the nurse leader will use as part of the mentoring process. Use your assigned readings and the literature related to budgeting for nurse managers to prepare the educational material. Compare & contrast incremental budget, zero-based budget, and performance budgets as related to healthcare departments/units Explain the revenue budget, the operating budget, and how staff can affect both. Describe the type of budgeting used in your nursing setting or unit. Explain how a nurse manager should monitor for budgeting issues or concerns with this type of budgeting. Objectives: Students will compare and contrast three types of budgets. Students will explain staff effects on budgeting Students will describe ways a nurse manager should monitor for issues or potential problems with budgeting.

this essay has to be about an ethical dilemma I have encountered personally. as an OR nurse I would like you to make it about the dilemma we face whenever we are to perform surgery on a patient with problems such as dementia and they dont have a power of attorney. Family and surgeon agrees to the surgery and so dos the patient but without an actual power of attorney it is complicated for us as nurses to proceed legally. we need to advocate for our patients and if the patient is not capable of making their own sane decisions there has to be a power of attorney or someone legally in charge of their decisions. I also sent the rest of the instructions attached as documents.

this essay has to be about an ethical dilemma I have encountered personally. as an OR nurse I would like you to make it about the dilemma we face whenever we are to perform surgery on a patient with problems such as dementia and they dont have a power of attorney. Family and surgeon agrees to the surgery and so dos the patient but without an actual power of attorney it is complicated for us as nurses to proceed legally. we need to advocate for our patients and if the patient is not capable of making their own sane decisions there has to be a power of attorney or someone legally in charge of their decisions. I also sent the rest of the instructions attached as documents.