Help in writing Nurs 4060 for Capella university

 Help in writing Nurs: 4060 for Capella university

NURS 4060 Capella University Tobacco Use Health Promotion Plan Essay  Help in writing Nurs: 4060 for Capella university

Question Description

I’m working on a Nursing project and need support to help me learn.

Develop a hypothetical health promotion plan, 3-4 pages in length, addressing a specific health concern for an individual or a group living in the community that you identified from the topic list provided.

• Bullying.
• Teen Pregnancy.
• LGBTQIA + Health.
• Sudden Infant Death (SID).
• Immunization.
• Tobacco use (include all: vaping, e-cigarettes, hookah, chewing tobacco, and smoking) cessation.

Historically, nurses have made significant contributions to community and public health with regard to health promotion, disease prevention, and environmental and public safety. They have also been instrumental in shaping public health policy. Today, community and public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. The goal of community and public health nursing is to optimize the health of individuals and families, taking into consideration cultural, racial, ethnic groups, communities, and populations. Caring for a population involves identifying the factors that place the population’s health at risk and developing specific interventions to address those factors. The community/public health nurse uses epidemiology as a tool to customize disease prevention and health promotion strategies disseminated to a specific population. Epidemiology is the branch of medicine that investigates causes of various diseases in a specific population (CDC, 2012; Healthy People, n.d.).

As an advocate and educator, the community/public health nurse is instrumental in providing individuals, groups, and aggregates with the tools that are essential for health promotion and disease prevention. There is a connection between one’s quality of life and their health literacy. Health literacy is related to the knowledge, comprehension, and understanding of one’s condition along with the ability to find resources that will treat, prevent, maintain, or cure their condition. Health literacy is impacted by the individual’s learning style, reading level, and the ability understand and retain the information being provided. The individual’s technology aptitude and proficiency in navigating available resources is an essential component to making informed decisions and to the teaching learning process (CDC, 2012; Healthy People, n.d.).

It is essential to develop trust and rapport with community members to accurately identify health needs and help them adopt health promotion, health maintenance, and disease prevention strategies. Cultural, socio-economical, and educational biases need to be taken into consideration when communicating and developing an individualized treatment and educational plan. Social, economic, cultural, and lifestyle behaviors can have an impact on an individual’s health and the health of a community. These behaviors may pose health risks, which may be mitigated through lifestyle/behaviorally-based education. The environment, housing conditions, employment factors, diet, cultural beliefs, and family/support system structure play a role in a person’s levels of risk and resulting health. Assessment, evaluation, and inclusion of these factors provide a basis for the development of an individualized plan. The health professional may use a genogram or sociogram in this process.

What is a genogram? A genogram, similar to a family tree, is used to gather detailed information about the quality of relationships and interactions between family members over generations as opposed to lineage. Gender, family relationships, emotional relationships, lifespan, and genetic predisposition to certain health conditions are components of a genogram. A genogram, for instance, may identify a pattern of martial issues perhaps rooted in anger or explain why a person has green eyes.

What is a sociogram? A sociogram helps the health professional to develop a greater understanding of these factors by seeing inter-relationships, social links between people or other entities, as well as patterns to identify vulnerable populations and the flow of information within the community.

References

Centers for Disease Control and Prevention. (2012). Lesson 1: Introduction to epidemiology. In Principles of Epidemiology in Public Health Practice (3rd ed.). https://www.cdc.gov/csels/dsepd/ss1978/lesson1/sec…

HealthPeople.gov. (n.d.). https://health.gov/healthypeople

Demonstration of Proficiency

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

• Competency 1: Analyze health risks and health care needs among distinct populations.
  • Analyze a community health concern that is the focus of a health promotion plan.
• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Explain why a health concern is important for health promotion within a specific population.
  • Establish agreed-upon health goals in collaboration with participants.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
  • Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

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

Preparation

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a hypothetical clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment is the foundation for the implementation of your health promotion educational plan (Assessment 4).

You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assessment (Assessment 4).

To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan from the topic list provided, the populations potentially affected by that concern, and hypothetical individuals or groups living in the community. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.

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

For this assessment, you will propose a hypothetical health promotion plan addressing a particular health concern affecting a fictitious individual or group living in the community. The hypothetical individual or group of your choice must be living in the community; not in a hospital, assistant living, nursing home, or other facility. You may choose any health issues from the list provided in the instructions.

In the Assessment 4, you will simulate a face-to-face presentation of this plan to the individual or group that you have identified.

Please choose one of the topics below:

• Bullying.
• Teen Pregnancy.
• LGBTQIA + Health.
• Sudden Infant Death (SID).
• Immunizations.
• Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.

In addition, you are encouraged to:

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

Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Health Promotion Plan

• Choose a specific health concern as the focus of your hypothetical health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
  • Bullying.
  • Teen Pregnancy.
  • LGBTQIA + Health.
  • Sudden Infant Death (SID).
  • Immunizations.
  • Tobacco use (include all: vaping e-cigarettes, hookah, chewing tobacco, and smoking) cessation.
• Describe in detail the characteristics of your chosen hypothetical individual or group for this activity.
• Discuss why your chosen population is predisposed to this health concern and why they can benefit from a health promotion educational plan.
• Based on the health concern for your hypothetical individual or group, discuss what you would include in the development of a sociogram. Take into consideration possible social, economic, cultural, genetic, and/or lifestyle behaviors that may have an impact on health as you develop your educational plan in your first assessment. You will take this information into consideration when you develop your educational plan in your fourth assessment.
• Identify their potential learning needs.
• Identify expectations for this educational session and offer suggestions for how the individual or group needs can be met.
• Health promotion goals need to be clear, measurable, and appropriate for this activity.

Document Format and Length

Your health promotion plan should be 3–4 pages in length.

Supporting Evidence

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources published within the past five years, using APA format.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

• Analyze the health concern that is the focus of your health promotion plan.
  • Consider underlying assumptions and points of uncertainty in your analysis.
• Explain why a health concern is important for health promotion within a specific population.
  • Examine current population health data.
  • Consider the factors that contribute to health, health disparities, and access to services.
• Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
• Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
• Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.
  • Write with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

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

Discussion: NURS 4060 Capella University Professional ePortfolio and Resume

Question Description
Develop a professional ePortfolio and resume.

This is your final assessment for the course.

For this assessment, you will create a professional ePortfolio and resume to showcase your achievements and competence in various areas for job search or advancement conversations.

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

Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain how at least 2 chosen artifacts illustrate personal growth and achievements in leading people and processes to improve patient, systems, and population outcomes.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Explain how at least 2 chosen artifacts illustrate personal growth and achievements in transforming processes to improve quality, enhance patient safety, and reduce the cost of care.
Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
Explain how at least 2 chosen artifacts illustrate personal growth and achievements in interprofessional collaboration to improve patient and population outcomes.
Competency 8: Integrate professional standards and values into practice.
Explain how chosen at least 2 artifacts and a professional resume illustrate personal growth and achievements in the area of integrating professional standards and values into practice.
Present a well-organized ePortfolio in a clear and professional manner, using correct grammar, spelling, and APA style.
You should complete this assessment last.

PROFESSIONAL CONTEXT
A portfolio is a great way to for nurses to “record and provide evidence of skills, achievements, experience, development and learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers” (Green, Wyllie, & Jackson, 2014, p. 8). As you collect the artifacts that best showcase your strengths, you begin to track, reflect on, and evaluate your own learning and growth over time.

PREPARATION
For this assessment, you will be creating a professional ePortfolio and resume to take with you after completing your program. To help you complete this assessment, review the following resources as needed:

ePortfolio.
Getting Started with Pathbrite ePortfolio [PDF].
Capella University Career Center – Building an Effective Resume.
INSTRUCTIONS
For this assessment, your ePortfolio will focus on showcasing your growth and accomplishments in the context of the following course competencies:

Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
Competency 8: Integrate professional standards and values into practice.
For each competency, complete the following in your ePortfolio:

Create an area in your ePortfolio for the competency and label it with the course competency number or the competency language.
Select the two artifacts (assessments) that you feel best showcase your accomplishments or growth relative to the competency and place them in the corresponding ePortfolio area.
For each competency, write 2–3 paragraphs detailing the ways in the artifacts illustrate your accomplishments or growth in the competency so reviewers can easily understand your achievements and strengths. Place this in the corresponding ePortfolio area with your chosen artifacts.
For the Competency 8 section of your ePortfolio, include a professional resume that highlights your professional standards and values. Consult the resources in the Capella University Career Center, such as the Capella Career Center: Resume Rubric.

Please study the scoring guide carefully so you will know what is needed for a distinguished score:

Explain how at least two chosen artifacts illustrate personal growth and achievements in the area of leading people and processes to improve patient, systems, and population outcomes.
Explain how at least two chosen artifacts illustrate personal growth and achievements in the area of transforming processes to improve quality, enhance patient safety, and reduce the cost of care
Explain how at least two chosen artifacts illustrate personal growth and achievements in interprofessional collaboration to improve patient and population outcomes.
Explain how at last two chosen artifacts and a professional resume illustrate personal growth and achievements in the area of integrating professional standards and values into practice.
Communicate ePortfolio in a clear and well-organized manner, using correct grammar and spelling.
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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NURSFPX 4050 Capella University Care Coordination Plan Assignment

NURSFPX 4050 Capella University Care Coordination Plan Assignment

Question Description
Develop a 3-4 page preliminary care coordination plan for a hypothetical individual in your community. Identify and list available community resources for a safe and effective continuum of care.

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care.

As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.

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

Competency 1: Adapt care based on patient-centered and person-focused factors.
Analyze a health concern and the associated best practices for health improvement.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient.
Competency 3: Create a satisfying patient experience.
Identify available community resources for a safe and effective continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Write clearly and concisely in a logically coherent and appropriate form and style.
PREPARATION
Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents.

As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular individual within the community. You decide to prepare a preliminary care coordination plan and proceed by identifying the patient’s three priorities for health and by investigating the resources available in your community for a safe and effective continuum of care.

To prepare for this assessment, you may wish to:

Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
Allow plenty of time to plan your patient clinical encounter.
Be sure that you have a hypothetical patient in mind.
Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

INSTRUCTIONS
Note: You are required to complete this assessment before Assessment 4.

Develop the Preliminary Care Coordination Plan
Complete the following:

Identify a health concern as the focus of your care coordination plan. Possible health concerns may include, but are not limited to:
Stroke.
Heart disease (high blood pressure, stroke, or heart failure).
Home safety.
Pulmonary disease (COPD or fibrotic lung disease).
Orthopedic concerns (hip replacement or knee replacement).
Cognitive impairment (Alzheimer’s disease or dementia).
Pain management.
Mental health.
Trauma.
Identify available community resources for a safe and effective continuum of care.
Document Format and Length
You can use the linked templates as a guide for the needs of your hypothetical patient who has a selected health care problem.

For your care coordination plan, you may use the Care Coordination Plan Template [DOCX], choose a format used in your own organization, or choose a format you are familiar with that adequately serves your needs for this assessment.

Your preliminary plan should be 3–4 pages in length. In a separate section of the plan, identify the hypothetical person you have chosen to work with.
Document the community resources you have identified using the Community Resources Template [DOCX].
You can use real or fictitious names/addresses for the community resources you identify
The type of resource, not the name, is what you need to pay attention to for this assessment.
Supporting Evidence
Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

Grading Requirements
The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Analyze your selected health concern and the associated best practices for health improvement.
Cite supporting evidence for best practices.
Consider underlying assumptions and points of uncertainty in your analysis.
Identify a hypothetical individual who would benefit from a care coordination plan.
Document goals for the care coordination plan.
Identify available community resources for a safe and effective continuum of care.
Write clearly and concisely in a logically coherent and appropriate form and style.
Write with a specific purpose with your patient in mind.
Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.
Additional Requirements
Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents.

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: NURSFPX 4050 Capella University Care Coordination Plan Assignment  Help in writing Nurs: 4060 for Capella university

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Help in writing Nurs: 4060 for Capella university

NURS-FPX – Nursing FlexPath

NURS-FPX4010 Leading People, Processes, and Organizations in Interprofessional Practice
NURS-FPX4020 Improving Quality of Care and Patient Safety
NURS-FPX4030 Making Evidence-Based Decisions
NURS-FPX4040 Managing Health Information and Technology
NURS-FPX4050 Coordinating Patient-Centered Care
NURS-FPX4060 Practicing in the Community to Improve Population Health
NURS-FPX4900 Capstone Project for Nursing
NURS-FPX5003 Health Assessment and Promotion for Disease Prevention in Population-Focused Health
NURS-FPX5005 Introduction to Nursing Research, Ethics, and Technology
NURS-FPX5007 Leadership for Nursing Practice
NURS-FPX6011 Evidence-Based Practice for Patient-Centered Care and Population Health
NURS-FPX6016 Quality Improvement of Interprofessional Care
NURS-FPX6020 Biopsychosocial Concepts for Advanced Nursing Practice 1
NURS-FPX6021 Biopsychosocial Concepts for Advanced Nursing Practice 1
NURS-FPX6025 MSN Practicum
NURS-FPX6026 Biopsychosocial Concepts for Advanced Nursing Practice 2
NURS-FPX6030 MSN Practicum and Capstone
NURS-FPX6103 The Nurse Educator Role
NURS-FPX6105 Teaching and Active Learning Strategies
NURS-FPX6107 Curriculum Design, Development, and Evaluation
NURS-FPX6109 Integrating Technology into Nursing Education
NURS-FPX6111 Assessment and Evaluation in Nursing Education
NURS-FPX6210 Leadership and Management for Nurse Executives
NURS-FPX6212 Health Care Quality and Safety Management
NURS-FPX6214 Health Care Informatics and Technology
NURS-FPX6216 Advanced Finance and Operations Management
NURS-FPX6218 Leading the Future of Health Care
NURS-FPX6410 Fundamentals of Nursing Informatics
NURS-FPX6412 Analysis of Clinical Information Systems and Application to Nursing Practice
NURS-FPX6414 Advancing Health Care Through Data Mining
NURS-FPX6416 Managing the Nursing Informatics Life Cycle
NURS-FPX6610 Introduction to Care Coordination
NURS-FPX6612 Health Care Models Used in Care Coordination
NURS-FPX6614 Structure and Process in Care Coordination
NURS-FPX6616 Ethical and Legal Considerations in Care Coordination
NURS-FPX6618 Leadership in Care Coordination
NURS-FPX8010 Executive Leadership in Contemporary Nursing
NURS-FPX8012 Nursing Technology and Health Care Information Systems
NURS-FPX8014 Global Population Health
NURS-FPX8030 Evidence-Based Practice Process for the Nursing Doctoral Learner
NURS-FPX8045 Doctoral Writing and Professional Practice
NURS-FPX9100 Defining the Nursing Doctoral Project
NURS-FPX9901 Nursing Doctoral Project 1
NURS-FPX9902 Nursing Doctoral Project 2
NURS-FPX9903 Nursing Doctoral Project 3
NURS-FPX9904 Nursing Doctoral Project 4
NURS-FPX9980 Doctoral Project Development