You are admitting a 19-year old female college student to the hospital for fevers.  Using the patient information provided, choose a culture unfamiliar to you and describe what would be important to remember while you interview this patient. Discuss the health care support systems available in your community for someone of this culture. If no support systems are available in your community, identify a national resource.

 Instructions:

1. Log into Typhon and Watch the Student Entry Tutorial Video (70 minutes) in all entirely.

2. Then write a 1 paragraph summary about what you learned about typhon and the most important skills you will use in clinical rotation.

Login information (If required):

-Account number: 3111

-Username: [email protected]

-Password: Sandrita#1971

Link to the video: 

https://www3.typhongroup.net/np/videos/npst-datatutorial.asp

Purpose 

The purpose of this direct care project is for learners to apply the nursing process to a community health problem determined by their observations and data collected of vulnerable populations in their community. This is Part 2 of 4 in the Direct Care Project.

Direct Care Project Overview

1. There are four parts to the Direct Care Project. 
2. There will be graded Project Check-ins that correlate to each part.  
3. The topic selected in Part 1 will be the same one used in Parts 2 through 4.  
4. Review the table below for overview and due dates with each topic.  
5. Carefully review the instructions, templates, tutorials, and rubrics for each part. 
6. Contact your instructor with questions.  

OverviewPointsDue DateProjectsAir QualitySubstance UsePart 1: Assessment: Completed in Week 2Part 2: Planning: Check-In10Wednesday of Week 4Required, graded check-in on progress of assessing your communityPart 2: Planning the Presentation150Sunday end of Week 4Create a PowerPoint presentation on the use of the Air Quality Flag Program.Create a presentation on the use of Screening, Brief Intervention, and Referral to Treatment (SBIRT)Part 3: Implementing the PresentationRequiredSchedule presentation Saturday of Week 5 through Saturday Week 6Present to a local organization that serves the identified vulnerable population and could implement the Air Quality Flag Program; Includes participant(s) completing a Pre- and Post-surveyPresent to a group of healthcare professionals that serves the identified vulnerable population and could implement SBIRT; Includes participants completing a Pre- and Post-surveyPart 3: Implementation: Check-In10Wednesday of Week 5Required, graded check-in on progress of implementing your presentationPart 4: Evaluation: Check-In10Wednesday of Week 6Required, graded check-in on progress of evaluation of your presentation and projectPart 4: Evaluating the Project140Sunday end of Week 6Evaluate learning and reflect on project. Evaluate learning and reflect on project.

Course Outcomes

This direct care project enables the student to meet the following course outcomes:

• CO2 Assess the health of populations, aggregates, and communities (PO4)
• CO3 Apply the nursing process to vulnerable populations with professional clinical judgment and evidence-based practice (PO4 & 8)
• CO5 Utilize a collaborative approach to address factors that influence population health (PO2)
• CO6 Examine collaborative trends in community health nursing (PO2)

Part 2 enables the student to meet the following course outcome:

• CO3 Apply the nursing process to vulnerable populations with professional clinical judgment and evidence-based practice (PO4 & 8)

Due Date for Part 2

Sunday 11:59 PM MT at the end of Week 4

Points Possible for Part 2

150 Points

Late Assignment Policy

If the assignment is not submitted by due date, a late deduction will be applied. See rubric below.

Directions for Part 2

1. For this part of the direct care project, you will be creating a PowerPoint presentation based on the topic and problem identified in Part 1. If you chose air quality as your topic, you will present on the Air Quality Flag Program. If you chose substance use, you will present the SBIRT intervention model.

If you have chosen substance use, you will present to at least 3 practicing RN’s. You can present all at one time or individually. If you chose air quality, you will present to at least one organization leader. See the Direct Care Project module for FAQs.

1. Each topic has separate directions.

Download the Planning Your Presentation Directions for your corresponding topic.

Air Quality:

• Air Quality Flag Program: Planning the Presentation Instructions (Links to an external site.)

Substance Use:

• SBIRT : Planning the Presentation Instructions  (Links to an external site.)

1. View the Direct Care Project Part 2 Tutorial  (Links to an external site.)
2. Download the template below and create a PowerPoint presentation for your selected group.
3. Create speaker notes for the PowerPoint presentation. These will assist you as you present and will be part of your assignment submission.
4. Utilize your own words and paraphrasing for all presentation content.
5. The presentation should be no fewer than 8 and no more than 15 slides.This does not include the introduction and reference slides.
6. Submit presentation in PDF for instructor approval. See Submitting PowerPoint Notes Pages in PDF format (Links to an external site.)

• You will present the PowerPoint to your audience, not the PDF, as you do not want the speaker notes to show to your audience members.

1. Note: You may not present until your presentation has been approved by your instructor.
   • Review comments about your presentation from your instructor in Grades. Your instructor will indicate what (if any) revisions are needed in your presentation and if it is approved to present as-is or once revisions are made.

**You may be instructed to resubmit depending on the revisions needed.

1. After your presentation is approved, see Week 5: Direct Care Project Part 3: Implementing Your Presentation. This is where you will find:

• Attendance form
• Pre-survey
• Post-survey

***The surveys you will give your audience pre and post presentation are already developed. You will submit the attendance form with the Part 4 submission and utilize the survey data in the Part 4 assignment. ***

Templates and Links

Click on the links below to download and view the resources for your project.

PowerPoint Presentation Template (Links to an external site.)

Air Quality Flag Program (Links to an external site.) (website)

SBIRT (Links to an external site.) (website)

Best Practices

• Please use your browser’s File setting to save or print this page.
• Check for spelling and grammar errors prior to final submission.
• Use bullet points instead of long sentences or paragraphs
• Include graphics, photographs, colors, and themes.
• Use the rubric as a final check prior to submission to ensure all content is clearly addressed.

Scholarly Sources and Citations

• Minimum of 3 references. See Presentation Instructions for references needed.
• Cite all resources in APA format on the slide where content occurs. Cite in lower corner/footer as prompted on template.
• Reference slide is in template. Hanging indent is not required.

**Academic Integrity**

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

Week 4

This week discussion is about a 65-year-old male with chronic obstructive pulmonary disease. He is seen in a medical facility related to symptoms of fever and a cough lasting for 2 weeks. The patient denies chest pain and night sweats. With his age, I would ask the patient does he have any other chronic conditions. If so, what medications is he currently prescribed. With COPD, it is the third leading cause of death in the United States. Tobacco smoke is a key factor in the development and progression of COPD; with exposure to air pollutants in the home and workplace, genetic factors, and respiratory infections also play a major role (CDC, 2019).

            The objective findings I would assess is the patient’s lungs sounds which would display wheezing, a productive cough and shortness of breath with movement. Some may experience fatigue, edema to bilateral lower extremities, chest tightening and loss of appetite due to inability to breath. Increased respiratory rate will be observed with a decreased oxygen saturation level.

The diagnostic test used to diagnose COPD is a Lung (pulmonary) function tests. These tests measure the amount of air you can inhale and exhale, and whether your lungs deliver enough oxygen to your blood. During the most common test, called spirometry, you blow into a large tube connected to a small machine to measure how much air your lungs can hold and how fast you can blow the air out of your lungs. Other tests include measurement of lung volumes and diffusing capacity, six-minute walk test, and pulse oximetry. A chest X-ray can show emphysema, one of the main causes of COPD.

An X-ray can also rule out other lung problems or heart failure. A CT scan of your lungs can help detect emphysema and help determine if you might benefit from surgery for COPD. CT scans can also be used to screen for lung cancer. Arterial blood gas analysis measures how well your lungs are bringing oxygen into your blood and removing carbon dioxide (CDC, 2019). There are many chronic conditions that can affect the airway that has similar symptoms such as Upper Respiratory infections.

URI is a common viral infection that affects the nose, throat, and airways. The symptoms may include fever, fatigue, cough, headache and difficulty breathing. Adult onset-Asthma is a condition in which your airways narrow and swell and may produce extra mucus. This can make breathing difficult and trigger coughing and Shortness of breath. This condition will not occur until you are an adult. Symptoms include Coughing, especially at night, during exercise or when laughing, Difficulty breathing, Chest tightness, Shortness of breath and Wheezing.

Moreover, another chronic condition that can have similar symptoms is pneumonia. Pneumonia is an infection that inflames the air sacs in one or both lungs.  The symptoms an individual may experience with pneumonia are fever, a dry cough, headache, muscle pain, and weakness. The symptoms typically get worse within one or 2 days, with increasing cough, shortness of breath and muscle pain (Jarvis, 2016). A chest X-ray will be used to diagnose this disorder and based on your lab test, antibiotic therapy will be initiated.

References:

Centers for Disease Control and Prevention. National Vital Statistics System detailed mortality data at Wonder Database website. http://wonder.cdc.gov. Accessed July 3, 2019.

Jarvis, C. (2016). Physical Examination & Health Assessment (7th ed.). St. Louis, Missouri: Elsevier. ISBN: 9781455728107

PLEASE FOLLOW THE INSTRUCTIONS

ZERO PLAGIARISM

5 REFERENCES 

March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world.

When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP.

In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP.

To Prepare:

• Review the Resources and reflect on the definition and goal of EBP.
• Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).
• Explore the website to determine where and to what extent EBP is evident.

By Day 3 of Week 1

Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

 1-What is the importance of the legal system for nurses? 

2-3 paragraphs of 3 sentences each

3- APA style

4- 2 references not older than 2015

As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses as you choose.

Compose a 500-750-word paper which describes your plan to accommodate the learning styles of each student. This plan starts with defining course objectives; use the “A-B-C-D Method of Writing Objectives” resource as a guide. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Make sure to include the following:

1. An outline of the course content and agenda that will be covered. 
2. Descriptions of the learning activities and the rationale for the learning activities selected
3. Strategies to assess learning, based on the learner objectives
4. Use at least three scholarly, peer-reviewed resources less than 5 years old in addition to the course materials.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

Refer to “Learning Styles Rubric,” prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

AttachmentsNUR-647E-RS-A-B-C-DApproachtoObjectiveWriting.docx
NUR-647E-R-T6.docx 

Please use this reference To base the care plan.

The assignment has to be on a patient with uncontrolled hypertension and cardiac issues  This patient was re admitted to the hospital (cardiac/telemetry unit) because of the on going Controlled hypertension And possible heart attack.  

Developing a Care Plan—Continued

In a Microsoft Word document of 4-5 pages formatted in APA style, you will submit your final comprehensive care plan for the aggregate based on the health risks faced by the aggregate, incorporating feedback from your instructor on your Week 5 paper and your continued work.

In your paper, address the following:

• Propose two (2) priority-nursing diagnoses based on the major health risks identified during the risk assessment for the aggregate .
  • Include strategies to address the nursing diagnoses and identified risks of aggregate.
  • Support your strategies with at least two journal articles.
• Develop a disaster management plan with the following components:
  • List of disasters that might affect your aggregate (take into consideration the geographical location of the aggregate, past history, etc.).
  • Strategies for handling at least two disasters from the list.
  • Recommendations for a disaster supplies kit.

On a separate references page, cite all sources using APA format. Please note that the title and reference pages should not be included in the total page count of your paper.

Pathological conditions that might affect the sexual responses in the elderly population

Sexuality is a very vital component of physical and emotional intimacy that women and men experience throughout their active lives. Female sexual dysfunction and male erectile failure increase with an individual’s age.  About 30 percent of older adults have at least a single complaint with their sexual function. However, about three-quarters of the older adults still expresses their interest to maintain their proper sexual function. Certain normal transformation tends to occur with aging, for example, in older men requiring more time and stimulation to obtain a complete erection. (Robert C. Dean, 2005)

In as much as sexual dysfunction is related to aging, it is important not to rule out the possibility of disease conditions or medication side effects as being related to sexual dysfunction. The most prevalent pathological disorders related to sexual dysfunction include lower urinary tract symptoms, diabetes, depression, and cardiovascular disorders. It has been established that the occurrence of erectile dysfunction can be reduced through early control of cardiovascular risk factors that help in improving endothelial function. And that modification of lifestyle-related risk factors such as obesity and treatment of the predisposing disorders may help curb sexual dysfunction in the elderly. 

Both chronic and acute conditions cause sexual dysfunction and decreased sexual interest. Pathological disorders lower tolerance to physical activity and mobility thus minimizing sexual desire. Cardiovascular disorders are the main cause of morbidity in older adults and more often associated with sexual dysfunction. The vascular system and the neurological systems should be intact for normal arousal in women and erection in men, however, the elderly often experience neurological degenerations. (Robert C. Dean, 2005)

The pathophysiology of erectile dysfunction can then be classified into; psychogenic dysfunction which is the most common. Psychogenic dysfunction occurs through alteration of the brain areas that control sexual behaviors such as the limbic system, hypothalamus, and cerebral cortex. The other classifications include the neurogenic (affecting the pudendal and cavernous nerves, spinal cord, and brain.), endocrinologic as a result of hypogonadism that occurs with old age, and arteriogenic such as structural changes, impaired endothelium-dependent vasodilation, and vasoconstriction. Diabetes has also been massively associated with sexual dysfunction among the elderly since these conditions seriously affect the vascular system. (Robert C. Dean, 2005)

Nutritional factors that affect immune systems

Older adults tend to develop nutritional deficiencies due to poor appetite caused by chronic conditions, loneliness, depression, or multiple medications that cause interference with normal nutrient absorption. Nutrient deficiency even a single nutrient may lead to alteration in the body’s immune response. Studies have indicated that deficiencies in selenium, iron, zinc, folic acid, copper, and vitamins can cause alteration in the immune response. The poorly nourished are therefore at a greater risk of infections. (CHAN)

Psychological factors that affect immune response among the elderly.

Studies carried on brain behavior and immunity indicates the correlation between psychopathology and personality to immunity, changes in immune responses induced by stress, and the behavioral conditioning of immunity. Empirical evidence suggests that psychological processes can impinge upon modulating immune responses. This is shown by a revelation of the fact that immune competence is malleable, a fact validated by the differences in responsiveness of cell functioning in elderly and young people. Older adults’ unstable psychological conditions, therefore, predispose them to immune incompetency. (Christopher L. Coe, 2017)

How drugs and alternative and complementary medications affect the immune system.

It has been realized that Complementary and Alternative medicine (CAM) is effective in boosting immune response. CAM, curcumin, and polyphenolic compounds obtained from common food colorant turmeric can enhance the antibody’s responses even at low doses. some drugs can, however, cause considerable damage to many systems including the immune system through intoxication. (Nilashi, 2020)

References

Beers, M., Fink, A., & Beck, J. C. (2016). Screening Recommendations for the. American Journal of Public Health, 81(9), 1131-1139.

Burke, S. A. (2016). Influence through policy: Nurses have a unique role. Retrieved from Sigma Nursing: https://www.reflectionsonnursingleadership.org/commentary/more-commentary/Vol42_2_nurses-have-a-unique-role

CHAN, H. T. (n.d.). The Nutrition Source. HAVARD T.H. CHAN. Retrieved from https://www.hsph.harvard.edu/nutritionsource/nutrition-and-immunity/#:~:text=A%20deficiency%20of%20single%20nutrients,E%20can%20alter%20immune%20responses.

Choi, S., Cheung, K., & Pang, S. (2015). A field study of the role of nurses in advocating for safe practice in hospitals. Journal of Advanced nursing, 70(7), 1584-93. doi:10.1111/jan.12316

Christopher L. Coe, M. L. (2017). Psychosocial influences on immunity, including effects on immune maturation and senescence. HHS Public Health Access. doi: 10.1016/j.bbi.2007.06.015

Nilashi, M. (2020). Can complementary and alternative medicines be beneficial in the treatment of COVID-19 through improving immune system function? J Infect Public Health. doi:doi: 10.1016/j.jiph.2020.05.009

Robert C. Dean, M. a. (2005). Physiology of Penile Erection and Pathophysiology of Erectile Dysfunction. HHS Public Access. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1351051/

Torrey, T. (2020, March 09). End of Life and Advance Directive Documents. Retrieved from Verywell Health: https://www.verywellhealth.com/advance-directives-documents-2615080

REPLY 2

Cardiovascular diseases and osteoporosis as well as dementia are the common chronic conditions that occur in adults especially those at the age of above 85 years. There are many other conditions as well that affect adults even those not at old age. In this study, we will focus on those pathological conditions that affect that affect the sexual responses in older adults, whether or not the nutritional factors, psychological factors, drugs as well as complementary and alternative medications affect the immune system in older adults.

The sexual disorders include; one lacking sexual desires or not having any interest for sex. The person develops disorders in arousal process, meaning the person cannot be physical aroused or even get excited during sex. There is also a problem when it comes to orgasm, that is, the person can delay or even absence of orgasm. There are those who also experience pain during sex, a condition referred to as pain disorder. The conditions that affect the sexual response in adults are grouped into two categories, the physical causes and psychological causes.

There are many physical or medical conditions that can affect the sexual response in older adults; they include conditions such as diabetes, heart as well as vascular diseases, the neurological disorders, the hormonal imbalances, some chronic infections such as liver and kidney failure. Alcoholism as well as drug abuse can also affect the sexual conditions in adults.

  There are also some medications that may have side effects like the side effects of antidepressants that can affect the sexual function.  Some antidepressants can reduce the sexual desire and this can interfere with one’s ability to orgasm, examples of these drugs are Prozac and Zoloft. These same effects can as well occur with SNRI antidepressants such as cymbalta. Other medications that can as well affect the sexual desire are the drugs to curb anxiety like diazepam, the antifungal like ketoconazole, the blood for blood pressure like the atenolol as well as the heartburn drugs such as famotidine (Obos 2014).  

The psychological conditions are mainly the work related problems such as stress, being anxious, some are concerns on sexual performance, the marital as well as problems related to relationships, depression, the guilt feeling, having concerns on the body image and also being affected by the past sexual trauma can also lead to effects on sexual response among adults.

In the line of nutrition, there are also foods that can reduce ones sex drive, they make one to have a reduction in the level of sex demand. This foods include, processed food like bread, diet soda, the microwave popcorns, marijuana as a food and drug, shrimps, alcohol as a drug especially beer, edamame, cheese, sugar, canned soup, licorice and many others just to mention but a few (Stoddard 2017).

To conclude, from the research, it is clear that drugs, nutrition, the psychological factors as well as medications can affect the sex response of a person. The effects can be positive or negative effects, a person can either have high desire for sex or low desire for sex. One can even end up not in need of sex at all. The best way to know if what you eat or the medications you take affect your sexual desire is by continuous monitoring of what you take and the effects it’s having on you with time.  

References

Grant Stoddard, (2017), 27 Foods that Kill your Sex Drive.

Obos Sexuality and Relationship Contributors, (2014), Medications that can affect sexual desire and pleasure.

All replies must be constructive and use literature where possible.

Your assignment will be graded according to the grading rubric.

APA format, Reference (s) must be within 5yrs. zero plagiarism. This paper will be appoximately 3.5- 4 pages including CV template page.  

Week 2: Strengths and Strategies, Curriculum Vitae, and Action Plan

Purpose

The purpose of this assignment is to develop (a) a leadership strength-to-strategy plan, (b) a professional curriculum vitae (CV), and (c) an action plan for leadership formation. The strengths-to-strategy plan (from the Week 1 interactive) formulates a plan to guide leadership development. The CV provides the professional foundation for the DNP portfolio through documentation of professional and academic accomplishments. The action plan addresses gaps or developmental opportunities in the CV while applying strategies from the strength-to-strategy plan. The strengths-to-strategy plan, professional CV, and developmental action plan contribute to the student’s professional development of skills and competencies relevant to the DNP scholar as a leader.

1. The assignment will include the following components:

a. One title page 

i. Title: Strengths-to-Strategy, Curriculum Vitae, and Action Plan 

ii. Format the title page as shown in the APA Paper Template in the Resources tab of Canvas and as demonstrated below:

Strengths-to-Strategy, Curriculum Vitae, and Action Plan

Name

School: …………

NR722: ……

September Session [or applicable Session] 2020

In this assignment, You will submit One document with all three of these assignments included in the following organization:

Introduction

Strengths-to-Strategy Plan

Professional Curriculum Vitae

Action Plan

Conclusion

References 

Appendix: CV in Template-*******See attached template. Include it as is as an Appendix per instruction. Owner will make entry inside the CV template afterwards. So disregard the instructions for completing inside the template******

iii. Include an introduction and a conclusion paragraph.

vi. Use the following required level 1 headings:

1. Strengths-to-Strategy Plan

2. Professional Curriculum Vitae

3. Action Plan for Leadership Formation

4. Conclusion

2. Introduction (10 points)

a. Note: Do not use “Introduction” as a heading. Place the paper’s title on the first line.

b. Present a clear purpose statement.

c. Introduce the sections of the paper in a mini-outline in sentence format.

d. Establish the significance of the paper to you as a future practice scholar and DNP leader.

3. Strength-to-Strategy Plan (40 points): Complete the Week 1 Strength-to-Strategy Plan interactive exercise located in the Explore section of Week 1. Use the Strength-to-Strategy Plan interactive to provide the rough information for this section of the paper, written in a Microsoft Word document.  ******* See helpful rough information for the wk 1 strength-strategy plan interactive excercise at the end of this page to use in completing this section***** 

b. Create four (4) Level 2 headings that reflect the Week 1 interactive results

i. Leadership Strengths

1. Describe in a paragraph 3 strengths you discovered in the interactive in complete sentences.

2. Briefly explain the importance of each to your leadership development.

i. Leadership Opportunities

1. Describe in a paragraph 3 opportunities you discovered in the interactive in complete sentences.

2. Briefly explain the importance of each to your leadership development.

iii. Strategies for Turning Opportunities into Strengths

1. Describe in a paragraph 3 strategies for turning opportunities into strengths you discovered in the interactive in complete sentences.

2. Briefly explain the importance of each to your leadership development.

iv. Strategies for Leveraging Others’ Strengths

1. Describe in a paragraph 2 strategies for leveraging others’ strengths you discovered in the interactive in complete sentences.

2. Briefly explain the importance of each to your leadership development.

4. Professional Curriculum Vitae (40 points):

a. Use the required Professional CV Template  .This section of the body of the paper should introduce your CV, explain your impressions as you constructed it in the template, and note any insights or surprises you discovered. In this section, include the instructions to the reader to see the Appendix, either in the sentence or within parentheses.

**** CV Template is attached here.  Attach CV template (as is) as an Appendix after the paper.) Not- Please do not add anything in side the CV template. Owner will complete the information required  (inside) the CV template.b. The professional CV should include the following (NOTE: If there are no entries in a section, enter “None” or “N/A” but do not remove the section)***

i. Name and Contact Information

ii. Education

1. List all educational institutions attended in reverse chronological order.

2. Include date degree conferred, degree earned, institution, and location.

3. Include your DNP with the anticipated graduate date .

ii. Professional Licensure: RN licensure and APRN/Other Licenses

1. List state(s) of licensure.

2. Do not list license numbers.

ii. National Professional Certifications

1. Include the date(s) of certification, the certification name, and certifying organization.

iii. Professional Work History

1. List all employment in reverse chronological order.

2. Include ONLY dates of employment, position, institution, and location of the position held.

iv. Professional Associations and Activities

1. List dates, role, and organization.

v. Awards and Honors

1. List dates, awards, and granting organizations.

vi. Research and Grants*

1. List dates, role, title, sponsor, and monetary award.

vii. Publication: Books, Book Chapters, and Journal Articles*

1. Provide complete reference in APA format

2. Bold your name

viii. Presentations*: International, National, Regional, or Local

1. Include date, title, conference, sponsor, and city.

ix. Volunteer activities

1. Include dates, role, and organization.

x. References Available Upon Request

*There may be items in the CV that you have not done yet in your development, but it is appropriate to leave the headings and enter “None” or “N/A.” 

5. Action Plan (50 points) : Include 3 Level Two Headings with 1 paragraph each that support your leadership formation. The action plan should include the following three sections:

a. Analysis of Current CV : An analysis of your current CV, including your greatest accomplishments and what you are most proud of in your career journey.  *****May use the roguh entry below to assist with this section. 

*****In my most recent job I led a change project for improving the Utilization review process by centralizing the documentation collection location to reduce the time spent on collecting them from different locations and from different people. 

The project was successful, my organization has seen reduction in the time spent on utilization review process and increase in productivity has also been noted.  My manager was so pleased with the improvements. The chief executive officer  was also very pleased with the above accomplishment and he has requested that I select team members to form a process improvement team *****

b. Plan of Action for Strengthening CV : A plan of action for strengthening your CV by adding accomplishments to areas in which you may not have entries or have limited entries.

c. Plan of Action to Turn Opportunities into Strengths: A plan of action for using the strategies for turning your developmental opportunities into strengths noted on the Strength-to-Strategy Plan.

5. Conclusion (10 points):

a. Recaps the paper’s purpose statement and mini-outline criteria.

b. Draws major conclusions from the body of your paper.

c. Summarize the importance of professional development to you as a future practice scholar and DNP leader.

5. Writing Organization and Mechanics (10 points)

a. One document is created using the four Level 1 headings prescribed.

b. The standard CV Template is used for the CV section and placed as an Appendix.

c. Grammar and mechanics are free of errors. (Grammarly.com)

d. APA style and standard English language are used & abbreviations/ acronyms are explained.

5. You will submit one document with all sections included in the following organization:

a. Title Page

b. Introduction

c. Strengths-to-Strategy Plan

d. Professional Curriculum Vitae

e.  Action Plan for Leadership Formation

f. Conclusion

g. References (if used)

h. Appendix*

The document below if the item referenced on # 3 above. ****Please use the rough info  below to assist in completing the #3 section per the instruction.

Strengths-to-Strategy Plan

Leadership Strengths

Servant leader: Having the responsibilities of service to others and recognize that the role of organizations is to create people who can build a better tomorrow. Strengths-based leader: I strive to empower workers’ strengths rather than identify problems. Task-oriented leader: I would spend time to explain expectations and I reward good performance, correct departures from expectations, and I would attempt to prevent future problems.

Leadership Opportunities

1. Unmasking my weakness 2. Learning from my failures 3. Appreciate feedbacks. 4. Listen to those with more experience 5. Refuse to settle for mediocrity

Turning Opportunities into Strengths

1. Understanding my leadership style will opens the door for building managerial skills in harmony with my true nature. With a sense of where I fall in leadership style categories, I will be better equipped to develop leadership skills. 2. Setting concrete goals and executing them. Formulating the right plan and setting meaningful benchmarks along the way gives me a map to follow, a methodology that will guide me through my tasks. 3. Admit when I fail and move on. When I recognize an error, I should admit it openly and take action to correct it. I should be open about your failures; discuss them with myself/with your team and earn from them. 

Leveraging Others’ Strengths

Listening to those that I work with and examining and adopting their good skills/strengths that I may lack. Being supportive and engaging with others.