#2: Medicine Wheel Reflection: Understanding Holistic Wellness One Page Creative Submission For this assignment, students will create a one-page visual representation of their understanding of the Medicine Wheel as a holistic Indigenous framework for wellness. Using any creative platform of their choice, such as Canva, students will design a single page that presents the four dimensions of the Medicine Wheel which are physical, emotional, mental, and spiritual. Students will select a common ailment and use the Medicine Wheel to describe how the ailment influences each dimension of wellness. The page should also include a brief reflection describing how balance among these dimensions can support healing and how this perspective connects to holistic nursing practice. The design should be visually clear, respectful of Indigenous teachings, and should integrate both visual elements and concise written explanations. Students will receive written, rubric based feedback on clarity, connection to the four dimensions, and integration of holistic nursing concepts. Audio feedback or a follow up reflection prompt may also be provided to support deeper engagement with the Medicine Wheel teachings. Please include citations as appropriate. Please use depression as the topic. Also use the medicine wheel depression final image for the poster. use all the same info just make a poster for it and so it is readable. Make sure to have a reflection. Make sure to use APA 7th edition references and intext citations. Scholarly sources only from 2019-2026 Criteria Exemplary 90-100 Proficient 75-89 Developing 60-74 Limited/Inadequate 0-59 Understanding of the Medicine Wheel-25% Thorough and accurate understanding of all four dimensions; clearly explains interconnections. Mostly accurate understanding with minor gaps. Limited understanding; some unclear or incomplete explanations. Minimal or inaccurate understanding. Application to the Chosen Ailment-25% Clearly explains how the ailment affects each dimension and provides strong strategies to restore balance. Explains effects on most dimensions with reasonable detail. Superficial explanation with limited connection to dimensions. Minimal or unclear analysis. Holistic Reflection-20% Strong, insightful reflection connecting the Medicine Wheel to holistic nursing and wellness. Reflection connects to holistic concepts with some detail. Surface-level reflection with partial connections. Brief or unclear reflection lacking holistic connection. One Page Creative Design-15% Clear, organized, readable, visually meaningful, and effective use of chosen platform. Organized and readable with minor issues. Meets basic requirements but lacks clarity or organization. Unclear, disorganized, or poor use of platform. APA, Software Disclosure, and Evidence of Originality-15% APA 7 followed accurately; creative formats include software/method disclosure; work is original with proper citations. Minor APA errors; partial disclosure of tools; originality maintained. Inconsistent APA use; limited disclosure; originality unclear or weak citation. Missing APA formatting; no disclosure; originality concerns or missing citations.

• How does a nurse know what (if any) knowledge in a research study is usable for clinical practice?
• What would a critical thinker look for in the evidence before deciding to change?
• What influence do credibility and clinical significance have on your decisions to integrate research-based evidence into your practice?

Responses need to address all components of the question, demonstrate critical thinking and analysis, and include peer reviewed journal evidence to support the students position.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Please review the rubric to ensure that your response meets the criteria.

there are 4 attachments. this assignment will be based on previous assignments – everything is uploaded. PLEASE FOLLOW THE DIRECTIONS CAREFULLY.

For this assessment, you will develop an 814 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audiences attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the healthcare environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONL (American Organization of Nursing Leadership) Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONL Nurse Executive Competenciesespecially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

For this assessment, build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the safety improvement plan you created.

Develop a PowerPoint presentation with detailed speaker’s notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so that you understand what is needed for a distinguished score.

• Describe the purpose and at least three goals of an in-service session for nurses.
• Include a one-line purpose statement followed by the goals.
• Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.
• Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.
• Explain to the audience their role and the importance of making the improvement plan successful.
• Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.
• Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.
• Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

• Part 1: Agenda and Outcomes.
• Explain to your audience what they are going to learn or do, and what they are expected to take away.
• Part 2: Safety Improvement Plan.
• Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.
• Explain why it is important for the organization to address the current situation.
• Part 3: Audiences Role and Importance.
• Discuss how the staff audience will be expected to help implement and drive the improvement plan.
• Explain why they are critical to the success of the improvement plan.
• Describe how their work could benefit from embracing their role in the plan.
• Part 4: New Process and Skills Practice.
• Explain new processes or skills.
• Develop an activity that allows the staff audience to practice and ask questions about these.
• In the notes section, brainstorm potential responses to likely questions or concerns.
• Part 5: Soliciting Feedback.
• Describe how you would solicit feedback from the audience on the improvement plan and the in-service.
• Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

• Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the speaker’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).
• For PowerPoint help, see and the .
• Speaker notes: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker’s notes.
• APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See .
• Number of references: Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the as needed to guide your research in the Capella library.

Develop an operating budget and a capital budget and analyze how they are designed and managed.

Collapse AllIntroduction

Effective financial management is a crucial aspect of maintaining the fiscal stability of healthcare organizations, with nurse leaders assuming a significant role in this endeavor. Nurse leaders must build on their knowledge of evidence-based practice to cultivate a broader use of evidence in their fiscal management decision-making. Most nurse leaders work with operating budgets but will also have input into capital budgets. The purpose of this assessment is to build a strong understanding of both operating and capital budgets and the differences between them in terms of fiscal management and the role of the nurse leader.

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

Scenario

You are the nurse leader at your organization. You have been tasked with creating an operating and capital budget. It’s your responsibility to consider the strategic plan you discussed in your previous assessment and apply it to the development of the capital and operating budgets.

Instructions

Using the provided , create both budgets and explain your decisions in an accompanying paper.

Budget Spreadsheet

Capital Budget (think long-term):

Create a capital budget with line items that are specific to the business needs.

• Buildings, equipment, and working capital.
• Cash flow in.
• Cash flow out.
• Utilities.

Operating Budget (think day-to-day operations):

Create an operating budget with line items that are specific to the business needs.

• Marketing materials.
• Direct labor.
• Salaries.
• Insurance.

Narrative Component

Capital Budget:

Explain how the capital budget was designed and created.

• Explains how costs were estimated.
• Justify the need for each expense or service.

Describe the process for calculating costs in the capital budget.

• Explain breakdown costs for each of the major cost categories (ie., salaries, fringe benefits, equipment, travel, supplies, other direct costs, and indirect costs), as well as any additional categories required by the organization.
• Considers the elements of indirect costs and how they were calculated.

Explain ongoing management of the capital budget.

• Explain the role of the nurse leader in ongoing budget management.
• Include considerations for the organization’s financial sustainability.

Operating Budget:

Explain how the operating budget was designed and created.

• Explains how costs were estimated.
• Justify the need for each expense or service.

Describe the process for calculating costs in the operating budget.

• Explain the breakdown costs for each of the major cost categories.
• Considers the elements of indirect costs and how they were calculated.

Explain ongoing management of the operating budget.

• Explain the role of the nurse leader in ongoing budget management.
• Include considerations for the organization’s financial sustainability.

Submission Requirements

• Files to submit: Submit the Excel file along with a budget narrative as a Word document.
• Format: Format your paper using the current APA style. Refer to for help. Use the to help you in writing and formatting your analysis. Be sure to include:
• A title page, reference page, and appropriate section headings.
• References: Include a minimum of five properly formatted citations and references. Refer to the for library research information.

Competencies Measured

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

• Competency 1: Develop an operating budget for a healthcare organization.
• Create an operating budget with line items that are specific to the business needs.
• Explain how the operating budget was designed and created.
• Describe the process for calculating costs in the operating budget. Explain ongoing management of the operating budget.
• Competency 2: Develop a capital budget for a healthcare organization.
• Create a capital budget with line items that are specific to the business needs.
• Explain how the capital budget was designed and created.
• Describe the process for calculating costs in the capital budget.
• Explain ongoing management of the capital budget.
• Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
• Integrate relevant and credible sources of evidence to support budget data and information, correctly formatting citations and references using APA style.

xplore the Healthy People 2030 website: o https://health.gov/healthypeople o https://health.gov/healthypeople/objectives-and-data/browse-objectives Students are to write a three page paper (not including the title and reference pages) and follow APA guidelines. o No less than 3 and no more than 4 pages Include at least 3 additional peer-reviewed research articles within the paper. The articles must come from scientific journals. No articles more than five years old. In addition to the research articles, the student may include textbooks or reputable Internet sources as references. All references are to follow APA guidelines. Students must address all prompts which are provided below. Review the rubric for grading/scoring guidelines. Prompts: 1. Community Data: Analyze the data obtained in Module 2 Windshield Survey and Community Assessment assignment. Utilizing the data from Module 2, describe the community, leading cause of death, and factors that contribute to the health issue identified within the community. 2. Discuss the importance of Healthy People 2030 initiative and how it can be utilized to improve health outcomes of the people living in the community you investigated. 3. Identify two objectives outlined in Healthy People 2030 that could improve the identified communities morbidity and mortality rates related to the leading cause of death. 4. For each identified objective from Healthy People 2030 apply all three levels of prevention (primary, secondary, and tertiary). Provide 2 interventions that could be implemented utilizing the identified community resources for each level of prevention. a. Example: The leading cause of death is tuberculosis. i. Objective 1: Reduce tuberculosis cases. 1. Primary prevention: 2 interventions a. Teach cough etiquette and hygiene b. Identify housing options for high risk individuals 2. Secondary prevention: 2 interventions a. TB screening in high risk population b. Healthcare workers wear N95 mask when TB is suspected 3. Tertiary prevention: 2 interventions a. Identify programs to offset finical burden of medication b. Transportation to doctors appointments. ii. Objective 2: ………… 1. Primary prevention: 2 interventions a. ………… b. ………… 2. Secondary prevention: 2 interventions a. ……….. b. ……….. 3. Tertiary prevention: 2 interventions a. ……….. b. ……….. *** This is an example of the information required for this section. Do not list information. This information should be written in paragraph form discussing the Healthy People 2030 objective, prevention strategies, and the interventions/resources available within in the identified community.

The purpose of this assignment is to identify a poorly designed human-technology interface in your practice setting that could risk patient safety.

Instructions

After identifying the issue, comment on the following two questions in a paragraph each (approximately 150-200 words total):

1. Describe in detail how your identified human technology interface problem could be improved to facilitate the human task requirements and improve patient safety.
2. Discuss the nurses responsibility in identifying and reporting problems versus creating workarounds.

Please watch the youtube video “Flighting for Safe Water in Flint”- (the youtube video is towards the bottom of the webpage)

Imagine you are a community health nurse-

1. What interventions would you provide for the people of Flint Michigan?
2. How would you mitigate or correct the situation?
3. What are the dangers to continue to monitor for and how long? (think across all age groups)

Please answer the 3 questions based off the video you have watched.

Chief Complaint

A 55-year-old female presents with a follow up visit for poorly controlled type 2 diabetes.

HPI: The patient reports feeling fatigued and experiencing increased thirst and frequent urination over the past two months. Her blood glucose readings have been consistently high despite adherence to her medication regimen. She has a history of hypertension and obesity.

Instructions:

1. Based on the chief complaint and HPI, what physical exams are you going to perform? List at least five physical exam components and justify their relevance.
2. Include at least one current clinical guideline as a scholarly reference in APA format.