Weight: 4 % Max. Points: 100 Due Date: February 5, 2022 11:55

Weight: 4 % Max. Points: 100

Due Date: February 5, 2022 11:55 pm

(Late submissions with 10% penalty each day till February 8, 2022, 11:55 pm)

Solution to the assignment problem should be developed using the concepts and technologies discussed in the class and used in the class examples.

A solution developed using concepts and technologies not discussed in the class will not be accepted for grading and grade zero will be given for the work.

No email submissions will be accepted.

Solution to the assignment problem should be developed using the concepts and technologies discussed in the class and used in the class examples.

A solution developed using concepts and technologies not discussed in the class will not be accepted for grading and grade zero will be given for the work.

No email submissions will be accepted.——————————————————————————————————————————————

Employee Directory Management

Company intends to develop an “Employee Directory Management System”. First phase of the application is to collect employee data that includes employee number, employee name, employee email address, and employee cell phone number.

Problem

Develop a three-page web application that takes employee data as input and displays the employee data as a table with proper column headings for confirmation.

Requirements

Develop a design for the Employee Directory Management application. Include the design in the word document along with the screenshots.

Architect the application using MVC design pattern.

Code the application using best coding practices to implement the design developed in step 1.

Test the application for each possible flow of control.

Submission

Please create a new Spring Boot project. Name the project as Assign1

Test each link and input field for correct performance and completeness of the application.

Submit two documents: Zipped Spring Boot project and a word document with the design and the required screenshots.

For the design and the screenshots, create a new word document and name it as lastNameFirstName-Assign1-Screenshots. Enter your name, student number, and the date in the beginning of the document.

Write the design of the application.

Add the following screenshots to the document:

Run the application from Eclipse (i.e., Right click the project Run As Java Application), take the console screenshot showing the Spring Boot deployment of the application on Apache Tomcat. Use print screen (prt sc) button to take the screenshot and then paste the screenshot in the word document.
Note: Please make sure that the screenshot shows the port# where the application is deployed.

Open a browser, type localhost:port# in the URL window of the browser, and hit return. It should show the first page of the application. Take a screenshot and paste to the word document.

Take screenshot of each web page of the application and paste to the word document.

Include the screenshot even if there is an error.

Save the word document.

Note: Please make sure that

The URL window in the screenshot shows the port# from where the application is executed.

The screenshot should not be edited

Zip the project folder. Upload the .zip folder and the word document with screenshots to Assignment 1 folder in Assignments tab on SLATE.

Assignment 1 is due on Saturday February 5, 2022 11:55 pm

Assessment

Max. points

Score

Comments

1

Design

15

2

Architecture

15

3

Model

15

4

View (webpages)

15

5

Controller

15

6

Code quality

10

7

Functionality

15

Total

100

Always stamp your work with excellence!

(Assignment 1 developed by Dr. Muhammad Shafique: Thursday, January 27, 2022)[supanova_question]

Guiding Questions: Concept Map This document is designed to give you questions

Guiding Questions: Concept Map

This document is designed to give you questions to consider and additional guidance to help you successfully complete the Concept Map assessment. You may find it useful to use this document as a pre-writing exercise, as an outlining tool, or as a final check to ensure that you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment. Do not turn in this document as your assessment submission.

Part 1: Concept Map

Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Does your concept map fully illustrate the case study, the diagnostic and treatment connections for the condition in the case study, the specific metabolic or glucose-related aspects of the condition, and interprofessional strategies?

Does your concept map contain all the relevant sections and connections that are present in the example concept map that is most closely related to yours?

Does your concept map illustrate the desired high-quality outcomes of treatment in the context of your chosen case study?

Did you use at least 3–5 sources of scholarly or professional evidence as the basis for your concept map?

Note: You will need to further discuss the value and relevance of this evidence in your narrative. However, be sure to cite where specific evidence or sources were used in your concept map.

The evidence you cite should be no more than five years old.

Part 2: Additional Evidence (Narrative)

Justify the value and relevance of the evidence you used as the basis for your concept map.

Have you noted why the evidence you have presented in your concept map is valuable and relevant to the case study you are using as the basis for the concept map?

Have you explained why each particular piece of evidence is appropriate to the case study you are using?

Have you explained the linkage between the evidence and the specific metabolic or glucose-related aspects of the condition from your chosen case study?

Have you explained why the evidence you have used is the best available? In other words, how is it linked to best practices, professional or regulatory guidelines, et cetera?

Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.

What interprofessional strategies are most applicable to the context of the case study that you are using as the basis for the concept map?

Why are these interprofessional strategies appropriate in the context of the case study and your concept map?

What are the desired outcomes in your concept map (or for the case study that you are using)?

How will the interprofessional strategies you deemed appropriate and applicable help to achieve the desired outcomes?

What potential challenges might you need to address to best implement the interprofessional strategies and achieve the desired outcomes?

Remember, the evidence you cite should be no more than five years old.

Address Generally Throughout Both Parts

Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.

Is your concept map clearly presented?

Are the links between the evidence and your diagnostic, treatment, or other care decisions clear and justified?

Is your writing in both the concept map and the narrative clear and professional?

Is your writing free from errors?

Is your narrative submission 2–3 pages (not including the title page and reference list)?

Are you communicating in an ethical way?

Are you communicating honestly?

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Did you use 3–5 sources in your assessment?

Are the sources you used no more than five years old?

Are your sources cited in APA format throughout the concept map and narrative?

Have you included an attached reference list?

Did you use the APA Paper Template for the proper formatting and to include a running head and title page?

No abstract is needed for this assessment.

1

2[supanova_question]

Isaisha Curry January 19,2022 CJ499 Literature Review History of Exoneration In 1989,

Isaisha Curry

January 19,2022

CJ499

Literature Review

History of Exoneration

In 1989, David Vasquez, who had been convicted of homicide, became the first wrongfully convicted person in the United States to be exonerated on account of DNA testing (Gould, 2015). Shortly thereafter, several cases involving the wrongfully convicted, such as Gary Dotson who was convicted of sexual assault, Franklin Beauchamp who was convicted of child sex abuse, and Gayle Dove who was convicted of child sex abuse, resulted in exonerations. During this time, DNA testing became increasingly essential in restoring the rights and liberties of many individuals, particularly people of color, by absolving those sentenced to death (Glenn 2011). Since its first exoneration of a wrongfully convicted individual, DNA testing has also allowed several individuals all of whom were wrongfully convicted for crimes they did not commit to find justice, also allowing the victims and their families find justice for the crimes committed against them and their loved ones (Gould, 2015). Over the years, DNA evidence has been used to exonerate thousands of convicts in the United States. with the The National Registry of Exonerations has recorded recording up to 2,932 cases of exoneration since 1989. [See the Gross et al. 2005 article attached. On Pg. 527-529, the article speaks about historical trends in exonerations and crimes for exonerations. That information should be included in here to show how exonerations and the crimes people were exonerated for changed since 1989]. DNA evidence has since proven to be quite a powerful investigative tool providing factual and irrefutable evidence in several cases. As a result of DNA, testing more and more people are warming up to the idea that innocent individuals could possibly be wrongfully convicted for crimes they did not actually commit.

Theoretical Framework

The theory that applies to this paper is critical race theory (CRT). This theory seeks to explain how social institutions and their associated agencies oppress and hinder African Americans and other people of color through laws, policies, procedures, and practices (Howard, 2016). One of the tenets of critical race theory is that race is a social construction. This means that the meanings and understandings associated with different racial groups are based on how society defines them. For African Americans, society defines them as being criminals and presume African Americans to be guilty, regardless of the presence of evidence. When it comes to making the decision of who is exonerated and who is not, these stereotypes about African Americans could possibly influence the decision made by the judge on whether to exonerate or incarcerate an African American offender. Another tenet of critical race theory is the ideal of intersectionality, which argues that an individual’s experience in both society and the criminal justice system are shaped by more than just their racial identity. For example an African American individual who also happens to come from a poor background is automatically viewed to be a criminal even if evidence points otherwise simply because his a member of the African American community who are known to be criminals and comes from a poor background which is believed to be enough motive to commit a crime. When it comes to making the decision of who is exonerated and who is not, such stereotypes about African Americans are believed to possibly influence the decision made by the judge on whether to exonerate or incarcerate an African American offender. With intersectionality, you need to be sure that you speak about the various identities that define a person beyond just their race. Speak more to how crime type and gender, along with race, can determine the outcome of whether someone is exonerated or not.

It relates to the study because it shows that everyone has their own personal experience of discrimination that we must take in to consideration because it’s showing us the result in privilege. Another tenet speaks about the treatment of people upon racial classification. Intersectionality is yet another principle of Critical race theory which suggests that individuals and how they experience inequality in a society is not only as a result of their race, but also their class gender, and any form of disability as well (Jordan, 2021). For example an African American individual who also happens to come from a poor background is automatically viewed to be a criminal even if evidence points otherwise simply because his a member of the African American community who are known to be criminals and comes from a poor background which is believed to be enough motive to commit a crime. It is because of such belief that members from several marginalized groups in the society such as the racially and financially marginalized find themselves serving time in correctional facilities for crimes they did not actually commit.

Racial classification is yet another principle of Critical race theory (Jordan, 2021). According to Critical race theory racism in society is perceived to be normal however this is often misinterpreted as a license for whites in the United States to continue practicing racism. Racial classification also addresses the structure level in society which explains how racism works to influence an outcome. For example, African Americans make up 47% of exoneration even though they are just 13% of the population the American population. The highlighted figures highlight the plight of the African American community as they are more likely to be wrongfully convicted of murder compared to their white counterparts. (Equal Justice Initiative, 2019). Here, you might just want to focus on intersectionality and the social construction of race, as these tenets seem to be more applicable to your study. This might not be needed here.

Empirical Research on the DV

Using information obtained from various sources, this review is, therefore, aimed at highlighting ways exonerations affects those who are exonerated. According to the National Institute of Justice, exoneration could have negative effects on the original victims of the crime, often bringing about feelings of fear, devastation, guilt, and even depression (Brooks, 2021). However, victims of individuals who were wrongfully convicted and exonerated convictions are also believed to experience various negative effects (Brooks, 2021). For instance, according to a study by the National Center for Biotechnology Information (missing in-text citation), wrongfully convicted persons, even after exoneration, undergo severe and long-lasting psychological impacts which that result in changes to one’s self-identity as a result of incarceration, stigmatization as result of the damage to one’s reputation, and mental health issues, including gsuch as increased anxiety, depression, or even and Post Traumatic Stress Disorder (PTSD). Apart from the psychological impacts, individuals who have been wrongfully convicted and later exonerated victims of wrongful conviction also experience broken or strained relationships [what else?]….. As well you need an in-text citation here. with others which is a result of isolation, finical implications which are a result of employers not want to employ individuals who have served time regales of whether they were exonerated or not.

Race and Exoneration

Race plays a key role in exonerations. In the United States alone there exists a long list of wrongful convictions which also highlights the fact that wrongful convictions are more than merely rare anomalies but rather are a mirror into the society we live in (Gross, 2017). In several occasions wrongful conviction occurs as a result of several reasons such as evidence tampering, witness lying, or even mistaken eyewitnesses. However, even wrongful convictions could occur even in the absence of these reasons. Racial disparities amongst the judicial system are also believed to be amongst the leading reasons behind wrongful convictions. These racial disparities such as racial bias by judges, prosecutors, and even law enforcement officials also play a role in exoneration of individuals. The effects of the racial disparities in the judicial system in America can be witnessed through the tremendous numbers of African American individuals being exonerated for crime that they did not commit which currently stands at 1463 out of the 2937 cases of exoneration registered in the United States. It is due to the gender disparities that exist amongst the judicial system that a majority of the African American community has lost faith in not only the American Justice System but law enforcement agencies as well.

Gender and Exoneration

Of all the 2937 exoneration cases recorded within the United States, women only represent 8 per cent of these cases, a fact which highlights the existence of gender disparity when it comes to the exoneration process. In fact studies reveal that a majority of the cases where women were actually exonerated for crimes, 63 per cent, was mainly due to the fact that the crimes were not actually committed but a motive was initially fabricated, usually based on sexist stereotypes, with their male counterparts recording only 21per cent of cases with similar errors (Bettens, 2021). According to studies, gender-based discrimination especially in the Criminal Justice System makes it more difficult to achieve justice for all in the United States which also includes cases of exoneration. For example, women still find it difficult to find justice given the various obstacles they face in the criminal justice chain such as discrimination, lack of gender diversity in the criminal system, and impunity which explains the low numbers of women who have been exonerated for crimes in the United States over the years.

Crime Type and Exoneration

Ever since the introduction of DNA testing several individuals wrongfully convicted of crimes have been able to have their convictions overturned and being exonerated for their crimes. DNA exoneration works by having DNA recovered from a crime scene tested against the DNA of an accused party in order to prove that the accused had no involvement in the crime, and is usually used in crimes such as rape and homicide (LaPorte, 2017). However, studies reveal that that not all crimes can be exonerated through the use of DNA testing as not all crimes have DNA left behind to be tested (non DNA cases), such as cases of fraud (LaPorte, 2017).

Strength and Weakness

The study conducted is able to register a couple of strengths which are highlighted as follows. To begin with the study provides enough information on the concept of exoneration, highlighting how exoneration, especially DNA exoneration has been able to help thousands of wrongfully convicted victims gain justices over the years, highlighting the commitment to the criminal justice system to ensuring those serving time in correctional facilities actually deserve to be there. Secondly, the study also highlights the various flaws in the criminal justice system such as the lack of diversity in the criminal justice system as well as gender and racial disparities which have resulted in the wrongful incarceration of thousands of Americans playing a role in identifying areas within the criminal justice system that need to be reviewed and/or changed completely. Thirdly, the study also highlights the various technological advancements adopted by the criminal justice systems such as the introduction of DNA testing highlighting the criminal justice system’s use of technological advancements to ensure that everyone is entitled to fair justice.

However, despite its several strengths the study is also unfortunate to register a few weaknesses which it, therefore, aims to address. For example, the study is unable to provide enough information regarding the relationship between the types of crimes and exoneration.

Significance of the Study

Given the lack of theoretical explanation to the nature of exonerations, this study adds to this body of research by applying critical race theory to explain who gets exonerated. By applying Critical race theory to exonerated individuals the research is going to be able to reveal the extent of racial discrimination present within the American criminal justice department. Apart from revealing the prevalence of racial discrimination in the American criminal justice system, applying Critical race theory to exonerated individuals will play a significant role in identifying the extent of gender discrimination that exists within the criminal justice system allowing the research to suggest viable ways in which this issue of gender discrimination could be viably dealt with within the criminal justice system. This is a great improvement from your previous submissions. Nice job!

References

Gould, J., & Leo, R. A. (2015). The path to exoneration. Alb. L. Rev., 79, 325.

Howard, T. C., & Navarro, O. (2016). Critical race theory 20 years later: Where do we go from here?. Urban Education, 51(3), 253-273.

Jordan, K. A. (2021). Critical Race Theory, Wrongful Convictions and Disparate Exonerations of Minority and White Youths in the United States. J Ment Health Soc Behav, 3(2), 148.

Brooks, S. K., & Greenberg, N. (2021). Psychological impact of being wrongfully accused of criminal offences: A systematic literature review. Medicine, Science and the Law, 61(1), 44-54.

Gross, S. R., Possley, M., & Stephens, K. (2017). Race and wrongful convictions in the United States.

Bettens, T., & Warren, A. (2021). How Do Race and Gender Impact Perceptions of the Wrongfully Convicted?.

LaPorte, G. (2017). Wrongful convictions and DNA exonerations: Understanding the role of forensic science. NIJ Journal, 279, 250705.[supanova_question]

4 Homework 1. A core competency is a unique strength that allows

Writing Assignment Help 4 Homework

1. A core competency is a unique strength that allows a firm to compete based on differentiation or cost. A core competency can potentially erode over time as stronger competitors enter an industry. Give an example of a company whose core competency eroded over time. Explain what their core competency was and why it eroded in 3-4 sentences.

2. Do you believe that one resource alone could be the driving factor of a company’s core competency? Why or why not?

3a. Take a look at some of the fastest growing companies here: https://fortune.com/100-fastest-growing-companies/2021/search/. Pick one of the 100 companies on the list for 2021. List the company and a brief description of what they do below:

3b. Find the 10-K document of the company you selected. If you visit their website, this information can be found under “Investors” or you can Google the filing. In the first part of the 10-K, there is typically a business overview. Include the resources they mention in their overview in the chart below. If certain resources are not included, specify that in the table. Use Exhibit 4.5 in your textbook for the types of tangible and intangible resources.

Example:

Tangible Resources

Type of Resource

Description from 10-K

Labor

As of December 31, 2020, we had 1,545 full-time employees in 14 countries. Regionally, North America, APAC (Asia Pacific) and EMEA (Europe, Middle East and Africa) make up approximately 66%, 17% and 17% of our workforce, respectively.

Tangible Resources

Type of Resource

Description from 10-K

1

2

3

4

5

6

7

Intangible Resources

Type of Resource

Description from 10-K

1

2

3

4

5

3c. Which resources in the chart above would you consider to be the most valuable to the firm and their core competency? Pick two or three resources and explain why you believe they are the most valuable.

3d. Review what “resource immobility” means in the textbook. Which resources, if any, do you believe are immobile in the chart you included in 3b? Explain why.

3e. How important do you believe intellectual property protection is for the firm you selected in 3a. Explain why using information from your chart in 3b and your own reasoning.

4. Review Exhibit 4.8 in the textbook. For each of the activities listed, describe some of the resources necessary to complete those activities. Use the resources from your chart in 3b as well as additional resources you believe are necessary. You should have one or more resources in each box.

Primary Activities

Resources from 10-K

Additional Resources

1

2

3

4

5

Support Activities

Resources from 10-K

Additional Resources

1

2

3

4

5

5. How does a company make sure their resources are hard to replicate? Explain your answer and provide an example of a hard to replicate resource.[supanova_question]

Running head: CONCEPT MAP 1 Concept Map Learner’s Name University Biopsychosocial Concepts

Running head: CONCEPT MAP

1

Concept Map
Learner’s Name
University

Biopsychosocial Concepts for Advanced Nursing Practice I

Concept Map
February, 2022

CONCEPT MAP 2

Concept Map

INSERT CONCEPT MAP IN THIS PAGE

CONCEPT MAP

3

Introduction

This paper presents an evidence-based concept map that illustrates a nursing care plan to achieve high-quality outcomes for a patient experiencing SOB and difficulty breathing. The concept map contains urgent diagnoses, possible nursing interventions, and opportunities for interprofessional collaboration as well as rationales and possible high-quality outcomes. The narrative justifies the value and relevance of the evidence used in the concept map and provides additional evidence, conflicting data, and the scope of interprofessional collaborations in achieving high-quality outcomes.

Additional Evidence

Jane Doe is a 72-year-old female experiencing SOB and difficulty breathing. The suspected diagnoses are based on the patient’s medical history and physical examination. The evidence used in the concept map is a combination of subjective (patient- reported distress) and objective (symptoms or characteristics related to a condition observed in the patient) data obtained after an investigation. Doe also suffered from emphysema in the past. Fatigue, SOB, edema, and wheezing are common symptoms of COPD. The diagnoses in the concept map are related to various conditions related to COPD such as emphysema and chronic bronchitis. This evidence suggests that the client’s current distress could be related to COPD. However, symptoms such as wheezing, edema, SOB, and fatigue can also be observed in a person suffering from congestive heart failure (LeMone et al., 2015). Even though COPD and congestive heart failure have several risk factors and symptoms in common, the causes and treatments are different.

CONCEPT MAP

4

Interprofessional Strategies

An interprofessional collaboration between health care professionals, patients, and their caregivers is required for high-quality outcomes. Successful collaborations require positive reinforcement and mutual feedback in an objective and non-discriminatory setting (Amalakuhan & Adams, 2015). COPD will benefit from a combination of pharmacological and non-pharmacological interventions guided by an interprofessional collaborative practice. The concept map clearly identifies interventions that can be performed independently and those that need interprofessional collaboration. For instance, it is necessary to collaborate with a respiratory therapist to teach and assist a patient in coughing effectively. Similarly, referring the patient to a pulmonary rehabilitation program can help lower exertional dyspnea and the perceived intensity of breathlessness. The concept map also facilitates communication in an interprofessional team by identifying the types of nursing interventions required, thereby preventing conflict.

Health care professionals must collaborate with caregivers and COPD patients to achieve high-quality outcomes. This collaboration should effectively optimize non-pharmacological interventions such as providing smoking cessation counseling for patients who find it difficult to quit the habit, promoting pulmonary rehabilitation programs, and administering appropriate vaccinations. Interprofessional collaborations should also focus on helping patients gradually incorporate more physical activity into their lifestyles and managing comorbidities common in COPD in addition to the interventions discussed in the concept map. Health care professionals,

CONCEPT MAP

5

caregivers, and COPD patients must work together to deliver the prescribed pharmacotherapy (Amalakuhan & Adams, 2015).

Value and Relevance of Evidence

An evidence-based concept map with interprofessional strategies allows health care professionals to collaborate and analyze patient data as well as think critically (Aein & Aliakbari, 2017). According to Cook, Dover, Dickson, and Colton, concept map development is an alternative to a traditional nursing care plan for evidence-based practices. The traditional linear format of a nursing care plan may not have the scope to record a holistic picture of patients’ requirements. It does not facilitate visualization of the interrelated nature of patient data. On the other hand, a concept map allows for a systematic visualization of psychological, physiological, and pathophysiological relationships and interactions, which promotes quality analysis (as cited in Aein & Aliakbari, 2017). The findings of a study conducted by Gerdeman, Lux, and Jacko show that medical students approached concept mapping as an instrument to improve clinical judgment and make better clinical decisions. Finally, the minimal use of text in a concept map facilitates easy searching for terms related to the disorder or condition being treated (as cited in Aein & Aliakbari, 2017).

Conclusion

COPD is a group of progressive lung diseases such as emphysema and bronchitis. Interprofessional strategies to treat COPD can improve outcomes, and collaboration between

CONCEPT MAP

6

health care professionals can aid in providing comprehensive care to patients. Concept mapping is useful in improving critical thinking among professionals. A concept map helps in recording a holistic picture of the patient’s needs and facilitates visualization of the data. Therefore, a concept map is an essential tool to develop nursing care plans to achieve high-quality outcomes.

CONCEPT MAP

7

References

Ackley, B. J., Ladwig, G. B., & Makic, M. B. F. (2016). Nursing diagnosis handbook: An evidence-based guide to planning care (11th ed.). Retrieved from https://books.google.co.in/books?id=s3OKCwAAQBAJ&lpg=PP1&pg=PP1#v=onepage&q&f=false
Aein, F., & Aliakbari, F. (2017). Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course. Journal of Education and Health Promotion, 6(13).
Amalakuhan, B., & Adams, S. G. (2015). Improving outcomes in chronic obstructive pulmonary disease: The role of the interprofessional approach. International Journal of Chronic Obstructive Pulmonary Disease, 10(1), 1225–1232.

Boon, C.W. (2018). Oxygenation. In Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (Eds.), Essentials for nursing practice (9th ed., pp. 865–916). Retrieved from https://books.google.co.in/books?id=wDtRDwAAQBAJ&lpg=PP1&pg=PR3#v=onepage&q&f=false

Kazanowski, M. K. (2017). End-of-life-care concepts. In Ignatavicius, D. D., Workman, M. L., & Rebar, C. R. (Eds.), Medical- surgical nursing: Concepts for interprofessional collaborative care (9th ed., pp. 103–116). Retrieved from

CONCEPT MAP

8

https://books.google.co.in/books?id=Qzg1DwAAQBAJ&lpg=PA244&dq=incentivespirometerpreventpneumonia &pg=PA112#v=onepage&q&f=false

LeMone, P., Burke, K., Dwyer, T., Levett-Jones, T., Moxham, L., & Reid-Searl, K. (2015). Medical-Surgical nursing: Critical thinking for person-centred care (2nd Australian ed.). Retrieved from https://books.google.co.in/books?id=MDXiBAAAQBAJ&lpg=PP1&dq=LeMoneBurkeDwyerLev ett-JonesMoxhamReid- Searl2015&pg=PP1#v=onepage&q=LeMone,Burke,Dwyer,Levett-Jones,Moxham,Reid- Searl,2015&f=false

Linton, A. D. (2015). Introduction to medical-surgical nursing (6th ed.). Retrieved from https://books.google.co.in/books?id=o5jTBgAAQBAJ&lpg=PP1&pg=PP1#v=onepage&q&f=false

Rees, H. (2017). Care of patients requiring oxygen therapy or tracheostomy. In Ignatavicius, D. D., Workman, M. L., & Rebar, C. R. (Eds.), Medical-surgical nursing: Concepts for interprofessional collaborative care (9th ed., pp. 529–546). Retrieved from https://books.google.co.in/books?id=Qzg1DwAAQBAJ&lpg=PA244&dq=incentivespirometerpreventpneumonia &pg=PA529#v=onepage&q&f=false[supanova_question]

Create a concept map of a chosen condition, disease, or disorder with

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2-3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.

Introduction

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

The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.

The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.

The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interactions, and symptoms, as well as between emotional, personality, cultural, and socioeconomic considerations that impact health.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

The assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation.

What is the primary condition, disease, or disorder affecting the patient? 

What types of experience have you had working with patients with this condition, disease, or disorder?

How does this condition, disease, or disorder typically present?

What are the recommended treatment options? 

What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.

How have you used concept maps to help plan and organize care? 

What are the advantages of concept maps, from your point of view?

How could concept maps be more useful?

How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations? 

What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?

Scenario

You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well.

Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are:

Cancer.

Diabetes (type 2).

HIV/AIDS.

Hyperthyroidism.

Hypothyroidism.

Metabolic syndrome.

Obesity.

Polycycstic ovary syndrome.

Prediabetes.

Pregnancy.

Instructions

Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the  Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed.

Part 1: Concept Map

Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Attached is a Concept Map Template. You may choose to use this template for completing this component of the assignment.

Part 2: Additional Evidence (Narrative)

Justify the value and relevance of the evidence you used as the basis for your concept map.

Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.

Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Example Assessment

You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Additional Requirements

Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2-3 double-spaced, typed pages. Your narrative should be succinct yet substantive.

Number of references: Cite a minimum of 3-5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.

APA formatting: 

For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.

For the narrative portion of this assessment: use the APA Style Paper to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.

Competencies Measured

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

Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes. 

Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Justify the value and relevance of the evidence used as the basis for a concept map.

Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes. 

Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.

Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards. 

Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.[supanova_question]