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shireness-says · 6 years ago

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Playing the Part Epilogue: Superboy and the Invisible Girl (Reprise)

Summary: As a stage manager who’s clawed her way up from the bottom, Emma Swan can handle just about anything thrown her way. But does that include handsome lead actor Killian Jones? A CS Broadway AU. Rated T. Also on AO3. Prologue Ch. 1 Ch. 2 Ch. 3Ch. 4 Ch. 5 Ch. 6 Ch. 7 Ch. 8 Ch. 9 Ch. 10 Ch. 11 Ch. 12 Ch. 13 Ch. 14 Ch. 15 Ch. 16 Ch. 17 Ch. 18

A/N: We made it, guys! Thanks for sticking with me through the slowest slow burn ever. I like to think it paid off.

Title taken from “Next to Normal”. Full disclosure, there is not a reprise of “Superboy and the Invisible Girl” in the musical. However, a reprise oftentimes takes the original song and builds upon it, adding extra verses to show development in plot. It seemed appropriate for this chapter, which has echoes of Chapter 13 (Also called Superboy and the Invisible Girl).

One last round of thanks to @snidgetsafan for her beta services, and an extra thank you to everyone who’s reblogged, liked, commented, or messaged me about this!

Tags: @kmomof4, @winterbaby89, @thejollyroger-writer, @mythologicalmango, @onceuponaprincessworld, @idristardis, @teamhook, @courtorderedcake, @aerica13, @revanmeetra87, @snowbellewells, @searchingwardrobes, @mystrangedarkson

Thank you for reading, and I hope you enjoy this sappy conclusion!

Four years later

“Welcome back to Sign Off, everybody!”

Emma knows that Killian will do his ear scratch when he finds her watching his segment, but she wouldn’t miss this for the world. It’s like reliving a little bit of their history. Plus, it’s not every day that your spouse is on national television; skipping this would earn her “Bad Wife” points, or something.

He’s still bashful as he walks out, still kind of ducks his head when he waves and acts like he’s embarrassed to be there. You’d think after several years of magazine interviews and newspaper profiles and talk show appearances he’d lose some of that shyness and uncertainty, or at least get used to it, but some things never change. It’s a damn good thing she finds it cute.

Archie is as charming as ever, shaking Killian’s hand with an enthusiasm usually reserved for inside jokes. That’s just who the host is, though. “So, it’s been a while since we saw you last. I hear a few things have happened.”

“Oh, just a few.”

Hopper starts pulling out photos. “Pride and Prejudice was a hit.”

“Yes, a great group effort. They just closed a few months ago, congrats to everyone involved.”

The host shows a picture from his Tony speech. “You won a Tony for playing Mr. Darcy.”

“So they tell me. My brother kidnapped the statue.”

(That’s only halfway true. Yes, Liam had taken the statue for a while, setting up a popular Instagram account to display all the places he took the golden figure. One of those places had been Henry’s 6th grade English class, turning her son into a middle school celebrity for a couple of months. Though bringing Liam and Killian along with the award probably had something to do with that, too.)

Emma can just spot the Tony now from where she sits, bookending a cluster of novels on the top shelf of the bookshelf in her and Killian’s apartment. It had been a little bittersweet, leaving her old apartment where she and Henry had both grown and flourished, but she and Killian had both agreed that they would need more space. It’s worth it, anyways, to wake up next to Killian every day in a place that’s theirs. Emma misses living next door to Elsa some days, but now that Henry’s fifteen her supervision isn’t quite so needed anymore anyways. It would have come to an end regardless when Elsa had moved in with Liam in his fancy apartment. Emma instead contents herself with the knowledge that Elsa’s job at the Met - her dream job, really - means she and Liam will be based in New York for the foreseeable future, even if the latter occasionally does have to leave for filming in other locations. Killian likes to joke about his brother and Elsa “living in sin”, like they hadn’t done the same thing, but it does mean they still get to see Liam and Elsa fairly often.

Her real Killian walks back into the living room at that point. “Oh Christ, not this drivel. Emma, I’m embarrassed enough as it is, let’s find something else to watch.” He may gripe and groan, but he still collapses onto the couch beside her, letting out an appreciative and exhausted sigh.

“Oh, I’m watching this, babe,” she replies, smiling over at Killian before burrowing her head into his side. She knows by this point that he’s all bark; he’s a pushover, really, especially where his family is concerned.

She must have missed the introduction of his latest movie project – an interesting project portraying Pan as the villain of Neverland with Killian playing Captain Hook as a misunderstood rogue – because there’s publicity stills up on the screen when she redirects her attention back that way.

“My stepson’s a little upset, really, because he had the idea first,” the Killian on the screen explains. “Which, trust me, was not the reaction I was hoping for.”

“Hey, that was almost funny,” Emma comments, nudging him in the side as the audience laughs.

“It’s embarrassing, is what it is,” Killian grouses. It must be that thing where actors don’t like seeing their own work - Emma’s read about that before. It’s not going to stop her from affectionately picking at him, though, and it’s not going to keep her from watching the whole thing.

“And on a personal note, does everyone remember this moment from last time?” Archie asks, cutting to the clip of Killian talking about a certain prickly and dedicated stage manager. When the camera cuts back, she knows what’s coming, and smiles when she feels Killian press a kiss to her head as the host pulls out a copy of their wedding photo. “Well good news to all those shipping that on the internet, because you two tied the knot!” The audience cheers, and as Emma watches televised Killian grin widely, she thinks that’s the most comfortable she’s ever seen him in an interview. “Now, how long have you two been married now?”

“Coming up on two years, three months from now.”

He’d proposed one evening when Emma had least expected it. They’d talked about marriage before - considering that they were living together and in a committed relationship, having that conversation seemed like the responsible thing to do - but it had been a lovely surprise all the same. Killian had been waiting with the ring when she got home from work on a Wednesday, on bended knee and everything in their little foyer with Henry filming just around the corner. Killian had explained later, after the yes and the ring and an awful lot of kissing, that it had seemed important to make his proposal a family affair and include Henry. He loves her son, just as much as he loves her (albeit in a different way); Emma knows that, but it still means a lot that he’d included her son in their major life moment in that way. Henry had been a part of their love story, after all.

(Emma suspects that there may have been a conversation between Killian and Henry before the proposal as well where Killian had asked her son for her hand, but neither of them has ever fessed up to it, and she’s okay with leaving that as a man-to-man moment if they prefer it.)

The wedding had been a low-key affair, much to Mary Margaret’s dismay - just a little courthouse ceremony. Emma had never been the big white wedding type, though, had never had those dreams as a child. Now that she’s faced with the opportunity for all that, she finds that she doesn’t really want or need it. At the end of the day, they just want to be married; they love each other, almost to distraction, and waiting any longer than absolutely necessary feels like too great a burden.

Still, they’d done it up as much as the quick circumstances allowed. Emma had bought a clearance wedding dress that swished around her calves, and Killian had taken Henry to get a nice suit - his first, the sleeves and legs given extra length to be let out as the growth spurt from hell inevitably continued so they could get more than one use out of the damn thing. They had even arranged for a bouquet and boutonnières, even if Emma doesn’t know anything about flowers. As soon as Liam had arrived back in the city from filming in Atlanta, they had gathered all their friends and family on a dark Monday and made it official.

Henry stood as Best Man. Mary Margaret cried. Ruby wolf-whistled. And Emma had never been happier as Killian dipped her into a dramatic kiss.

“Are you happy, my love?” he’d whispered into her ear later at Granny’s. The older woman had gladly donated her diner for the reception, closing for the occasion so they could all eat cake and dance to jukebox hits.

“What do you think?” she’d quipped right back, before laughing and drawing him down into a kiss. It feels like they’ve come full circle; it feels like home.

(She may still be Emma Swan professionally, but there’s a certain thrill to hearing Mrs. Jones.)

“And one more thing…” Archie continues on the TV, drawing Emma’s attention back to the screen. If possible, televised Killian grins even wider: if what she thinks is about to happen is actually about to happen, she doesn’t blame him in the least. “… You two had a little girl.” The photo on the screen is a sweet one of her little fingers curled around Killian’s thumb. Emma knows it well; it hangs in the nursery, right next to the rocker where Emma’s lately been spending what feels like half her nights.

“We did. She just turned five months old last week.”

“And her name? If you guys are ok to announce it.”

“Hazel Elizabeth Jones.” The audience aws, which the tiny baby propped in her Papa’s arms here in their living room seems to find objectionable as she starts squirming and snuffling. “Emma and I thought it would be appropriate to pay homage to the show where we met.”

They’d had it in mind from the start, ever since they’d found out they were having a girl. There’d been a good bit of debate and waffling back and forth about the first name, but they’d always agreed on Elizabeth for the middle. Hazel hadn’t actually been on the shortlist, just something that’d they’d discussed and put aside, but then she’d arrived - six pounds four ounces, dark hair, loud cry, perfect, and it had just… fit. If there’s one thing Emma’s learned since Killian, it’s not to question a good thing.

Parenting now, 15 years after her first child, is both easier and harder. There’s an exhaustion that comes with age that’s only compounded by caring for an infant. It helps though, more than she can ever describe, to have a partner in this, not to mention a secure housing and financial situation. Killian’s a great dad - to both her children, really - and it’s a particular joy to watch him with their baby.

“You’re okay, lass, you’re okay,” he murmurs now, bouncing their daughter against his chest to attempt to calm her down. It works, thank God; Henry’s been great about all the changes in their lives and is lucky enough to sleep through almost everything, but Emma still doesn’t like taking that chance on a school night.

“Little drama queen,” Emma murmurs affectionately, tweaking a little sock-clad foot. She’d forgotten just how tiny everything about babies is somewhere in the decade and a half between Henry and Hazel, but has loved rediscovering it.

“Maybe she’ll be an actor like Papa one day,” Killian suggests, quirking a teasing eyebrow in Emma’s direction.

She snorts. “Not if Mom has any say in it.”

“What, you don’t think we need more actors in this family?” His tone conveys mock-insult, but Emma can see that twinkle in his eye that means he’s joking.

“Nah, she’s gonna be a techie. I can feel it.”

Emma can faintly hear Archie offerings his congratulations and asking about Killian’s upcoming turn as Harold Hill in a televised performance of The Music Man, but she’s not really paying attention anymore, too preoccupied with this moment with her little family. Maybe that was Killian’s devious plan all along - distract her from his talk show appearance with their very cute baby. She can’t really complain about that.

“Ah, well, I suppose I can’t argue that,” he concedes. “Not when her mother’s so brilliant at it.”

Even after all this time, a compliment from Killian can still make her blush. He knows it, too, which only makes him do it more. She loves that about him, though. Suddenly, it seems very important that she express that very fact.

“I love you, Killian.” She’s said it hundreds, thousands of times before, but it still strikes her with wonder every time, just how much she loves the man sitting next to her.

“I love you too, my Swan,” he replies, placing a careful kiss on her lips while trying not to jostle the baby.

Though Emma knew accepting that stage managing job almost five years ago now would change her life, she never imagined in a million years that she’d end up here, with a husband and baby and her son sleeping just down the hall in a life better than she ever could have fathomed.

She wouldn’t change a thing.

#cs ff #captain swan #my writing #Playing the Part #Superboy and the Invisible Girl (Reprise)#Broadway AU #stage manager!Emma #actor!Killian #and some major life developments #its bittersweet to see this one end #but i'm really proud of how its turned out

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indie-struggle · 5 years ago

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The Brass Tacks: 9 Billion Thoughts and Counting...

It looks long, but if you're a writer you should have no problem reading this. There are a lot of writers out there. A lot of writers out there. A lot. Think about how many writers you know and aspiring writers you come across and writers who are working on a script or even a novel, and then think about the fact you're only thinking in terms of your own country... maybe even just your state. Does the world need another fucking screenwriting book? No. There are both sides of the paradigm: McKee's Story, and O'Bannon's Guide to Screenplay structure. The only book on screenwriting that doesn't exist is the one that takes you from point A: as a complete amateur, and then helps you turn your script into a produced film for little to no budget at all, and finally to point B: a festival and distribution. Why doesn't this book exist? Because either they don't know how to do this or they're selfish and want to keep it to themselves. You think John Sayles or Jim Jarmusch wants everyone knowing point A-Z on how to go about doing what they do and get away with it? Actually, they'd probably be okay with it, but they'd never write a book. All the books out there are by hacks who never had anything produced, which is why they have the time and stamina to write them. Now back to the point. There are a fuck ton of writers out there. There are a fuck ton of filmmakers out there. Now I don't know if this is getting through yet, and I don't know if it all got more popular due to consumer product advancement and the internet, or it's always been this popular and I didn't know about it until the internet. Either way, there are way too many hacks. There is too much crap. Self-titled Youtube star: You've written 3 short scripts - not enough. You haven't put in the time it takes to understand wholly and completely the fantastically dreadful and agonizing world that writing is. You don't know shit yet. You need to put in your hours, your dues. You're not going to know enough by reading 5 screenplays and watching comic book movies over and over and over again. You're not - come to terms with that. What the hell do you have to draw from? It would be like a singer thinking they're ready to cut an album after 3 lessons, a show party, and an invite to a backstage orgy a of couple times. Here are my tips from a working, produced writer and director that has tried to help as many people as possible, but still can't seem to get it all through their thick fucking heads. And if you think I'm base or coarse, try working with James Cameron and you'll realize I'm the nicest fucking guy in the state of California - so here's 10 things: #1. Put in your hours. Like anything else, filmmaking: writing, directing, producing, budgeting, electric, gripping, etc, etc - even craft services must know how to cook the food you eat, they don't just flop the first thing they make onto a plate and say, "Well that looks edible. Good luck, everybody." But what does hours mean? It means writing, writing again, again and again and again. Taking breaks here and there, sure, thinking about story, figuring things out, reading, watching, being uncertain, and having zero to fall back on. I want to stress that last part. If you have something to fall back on you'll never get anywhere - you've already set your hindsight on a safety net so you'll never put your whole life and passion into your work. Put in the hours. Put in the years. Get film history and not just American films either - I've said this until I was blue in the face: every writer or filmmaker you idolize film history is soaked in foreign and American films dating to 1920 and possibly before. You’re not going to be like them without doing that. Period. Get to work. #2. You're going to be rejected. Say that to yourself. You... are going... to be... rejected. It is a fact of life. If there is one thing that Stephen King got right in his book to himself. It's that no matter where or who you are, or what you want to do, there will always be somebody who doesn't want you to do it. It's just a fact. Get over it, fuck them. Because if all it takes is someone to say, "I don't like it." to get you to fall to pieces, you never stood a chance to begin with. This is the only rule I know that's 100% true. You have to say fuck what anyone thinks, but still know where you lie, know your skill set, and know your place in the chain of command. #3. There is no how to do it book. If these motherfuckers like [removed] and [removed], [removed], [removed], [removed], and [removed], knew what they were talking about, they wouldn't be writing books or critiquing to make ends meet, they'd be working on the exact thing they're trying to give you advice on. Look at me for example. I've had over 5 feature films made - have I any desire to write a book about it? Do I want to write a book? Fucking no - why? It takes a staggering amount of arrogance to write a "Here’s the rules." book. Perhaps I'll do a seminar if I make it to 80, though. #4. Get offline. Leave, take a break from it. Disconnect. You need something to stimulate your mind. The internet does not stimulate your mind. This is why I hardly post, because I'm outside, doing shit, and stimulating my subconscious through conscious activities. Example: surfing, building puzzles, painting (poorly), walking around town and people watching, taking a class to learn something new, reading a novel and not falling asleep, trying to meet nice people, failing, etc. I was - and I'm going brag now - hugged by a woman who I told to get the fuck off facebook. Why? Because it's a poisonous environment. When you first wanted to do the things you did as a child - that great feeling and anticipation of doing it - did you check first to see what others might think? No, you just did it. People who spend their life on the internet, that's all they got, and it's all they'll ever have. Like assholes at the gym everyday. That's their life. And much like a book, there is no secrets that will plant you in the door to where you want to be out there that’s on the internet. You need to do the work that doesn't require anyone's opinion - especially not from a poisonous swamp. Disconnect. Trust me on this. No TV, no internet. No reading this. #5. No, you don't have a great idea for a TV show. Day after day after day I'm pitched TV show ideas, and they're all fucking terrible. "Well maybe Netflix will--" No, they won't. And if they do, great, fantastic, but what does that mean in the end? Netflix has an agenda. There are reasons you can't see things on there. Even 30 year comedians can't get specials released on there because they're too "risky" or "Dangerous" for this "climate" blah-blah-blah (Nick Di Paolo comes to mind). In the end you'll just be a stenographer pandering to smiling execs under a different logo, is that what you want? To be a tool for money? A whore? God, if my parents could only see me now. If you want to do that, then fine, have at it - but get out of my sandbox - because I bet you dollars to donuts, at the end of the day, you'll feel cheap, hollow, and empty inside if you have any insides left. Just because some random show got picked up, doesn't mean it has the weight or resilience to continue. You must know this. Even pros like David Milch have had shows ripped from his grasp by idiot studio executives that went to Brown and think they know what you want to see. It's bullshit. Netflix is even more brutal in cutting throats - they'll just stop the show, period. At least studios and production companies will say no beforehand, that's the only difference. What makes me so certain? I wrote for one of the shows on there, and I’ve worked with these people (if you can call it that). #6. You must realize that not every story is aimed at a Hollywood studio's idea of a universal audience. Just like not all music is aimed for Tower Records or EMI. Ambitions do not have to be at studio level production budgets. They don't. If that's what you like - making big action packed sci-fi what have you - then by all means have at it. But never (which is something I try never to say) judge someone else's work under a shallow pretense that it's written for the Hollywood studio system. Always keep an objective mind. And if you're not experienced enough to know what a certain story is aimed at, what budget it's written for, what audience it will appeal to (as if that's important), than ask or say nothing at all. Do not assume Sally's cute story about women and their troubles with men was aimed for a studio production, because it wasn't. And you pretending it was makes you look like an inexperienced ass. Avoid that. #7. Yes, no one owes you a read. But, just because someone read your work also doesn't entitle them to be a piece of shit for the sake of being a piece of shit. You're allowed to ignore. Personal preference is not the same as criticism. It's not - never has been. Didn’t I do an article on this? You must know how to dicern between the two. I'm on both sides of this. I've read a lot of crap, but I've read a lot of decent work as well. A lot of the crap was of stuff I liked and disliked, and same with the decent reads. It did not, however, effect my criticism - I set my personal preferences aside - and judged for what didn't work as a story. And you need to do this as well. Judge it for what it is, not what you want it to be, what you would like better, or what you think would sell to an audience - the writer doesn't give a shit anyway - so don't waste your breath on that, they want useful facts about what doesn’t work and why. You need to be explaining what you found that worked, and what you found that didn't work, or was confusing to you. This sets off light bulbs in the writer's head (one hopes), and your criticism becomes constructive. Think of it from another, power-structure perspective: you have little experience in cooking, you're an intern for a famous chef. You eat one of his meals and it's not so great, not your "cup of tea". So you decide to tell him what you would have done and what you think would be better. But, you're the intern - why should the chef give a shit? In fact, you're probably just seen as a fool giving advice to someone who knows what they're doing and instead of being helpful you’re a moron following a set of rules you picked up somewhere. Why? Because you’re not a chef yet. #8. No one is going to hold your hand through this. It's a tough, masochistic art, that sometimes isn't even art. Sometimes it's a slot machine with the idea of praying for a big winner. Fuck, I wish I could tell you it's not. I wish I could tell you that all your dreams are horrifically beautiful and fantastic and lovely and everyone cares about everyone else. But they don't. It's cold out here. You die at the end. You're going to get trampled on, spit at, kicked around, beaten and pushed until the only thing left of the person you used to be is ash with bad knees, a migraine, and a sore ego. That's the way it is. Have you ever wondered why people in the entertainment industry have astoundingly fragile egos? Why they constantly suck each other off? This is why. Things have always been separated between two things: good ones and bad ones. "I thought you were a good one.", "I was worried you were one of the bad ones." There is not enough space here to go into detail on what this means, and how it has effected and affected people just trying to live and make art since 1890, but it's awful and it's a disgrace (read Sidney Lumet’s book). In short, it's the business side. Frigid. Unless you can let things go, unless you have a great bullshit detector or can let it roll off your back. My advice to you is to be as solitary as possible, and work on what you want to work on. It may not pay, but damn it at least you'll be doing what you want to do, and you'll have no regrets in the end because it’s from the heart. #9. Everyone is different. Not everyone is into the same things as you. And not everyone sees orange as the same color you do. Only kids think this way. Doesn't matter what social media says, the media in general, or politically correct congregations. We're not all the same. The "fucks" in your dialogue will be taken by one person as anger or threatening, and another person as just normal speaking. Backgrounds are different, environments are different. Hair styles are different. White houses, or broken fences. Different. We are not homogeneous. Film is also not a soapbox, or podium for political causes and social agendas. If you want to push an agenda, make a documentary. Cinema is also not (regardless of what undeserving rich directors think) about money. Its lively hood and quality doesn't exist on whether or not a certain number of people bought a ticket. You have any idea how many geniuses over time died flat broke and are only now recognized for their feats? Anyone can feed peanuts to a hungry idiot if given the chance. They’ll gobble that shit up. But peanuts never stand the test of time.

“Nobody knows what the hell they’re doing“ - William Goldman

What cinema is about is simple: broadening minds, culturing people about things they've never seen through places they've never been, and reflecting human emotions. Real human emotions, not sentimentality. Fantasy is fun, and has its place, but nothing but fantasy is disillusionment. Ultimately, if you have nothing to say in the former regard, who or what are you doing it for? The money? The pain? Why? Cinema is not just about entertainment. That's what the circus is for - not film. If you're not trying to make an objective moral point, or reflect human nature as how it's seen in a way most can't see it, then what are you doing? What part of this is you? The money? These are the things that you will be asked by a producer or executive. #10. You're struggling, you don't know if you have it, you don't know if you've lost it. You're confused, puzzled, irritated, aggravated, disappointed, hate filled, self-loathing but polite to strangers for some reason... there is no path you can see through the forest. That’s because there isn’t one. But every creative person goes through this, you are not alone. You are not alone. I know it doesn’t help with the pain, but at least there’s that. Whether or not you keep going separates you from those who quit - as cliche as that sounds - it's goddamn true. Find your pace, and just keep going. You’ll know sooner or later if it’s in your blood. If that wasn't enough to motivate you, let me tell you a brief story: When I was a boy, I had one parent, I was emotionally abused on a daily basis by her because I looked like the man who left. My father was somewhere. I was abused by my classmates. Betrayed by so called friends. Chased by the police. Oppressed by my teachers. Sought after by gang members, beaten up daily, fought back daily. I wasn't liked. No idea why, confused. And this was all while dealing with just the growing up part, and puberty to boot. But, I escaped into a world that thankfully wasn't drugs, yet every analyst I've ever seen has told me that it normally should have been. But it wasn't. A lot of bad shit has happened to me, and I've met a lot of people. This is my personal well I draw from. If you don't have one, you usually make one just by living: being a player and not a spectator. I've lived a lot - too much, too soon. But the point I'm trying to make is that somehow I'm still alive. I am alive. I never thought I'd make it to 20. You hear that a lot, but I really didn't. I had 3 close friends, and 2 of them did not. The 3rd moved away, or ran, it doesn't matter - he forgot me, so I try hard to forget him. I had no college education, I had no picket sign with any anti-something on it. I had, and still have, whatever my pocket gives me. That's it. That’s all. And I'm damn happy to have it. Now, I'm long, long past 20. I can’t even remember it. And if someone like me who has been through the things that he's been through can heal from bruises, try to sew up wounds... then you can sit your fucking ass down and finish your goddamn script. I've finished plenty of mine. So knock off the bullshit and just do it. What are you worried about, failing? So what, get back on the bike.

#screenwriting #writing #film

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terabitweb · 5 years ago

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Original Post from Rapid7 Author: Wei Chen

Introduction

I remember the first time I attempted to exploit a memory corruption vulnerability. It was a stack buffer overflow example I tried to follow in this book called “Hacking: The Art of Exploitation.” I fought for weeks, and I failed. It wasn’t until months later that I tried a different example on the internet and finally popped a shell. I was so thrilled I got it to work.

More than 10 years later, I have some memory corruption exploits under my belt, from small-third-party applications to high-profile products such as Microsoft, Adobe, Oracle, Mozilla, and IBM. However, memory corruption for me is still quite a challenge, despite having a soft spot for it. And I don’t think I’m the only person to feel this way.

LiveOverflow, who is most well known for his hacking videos on YouTube, shares the same feeling about approaching browser exploitation in the early stage, saying:

I know the theory. It’s just a scary topic, and I don’t even know where to start.

My impression is that many people certainly feel this way about heap corruptions, which are indeed difficult because they are unpredictable in nature, and the mitigations are always evolving. About every couple of years, some major security improvement would be introduced, likely terminating a vulnerability class or an exploitation technique. Although a Black Hat talk may follow explaining that, those talks are probably overwhelming for the most part. People may get a grasp of the theory, it still remains a scary topic, and they still don’t even know where to start.

As LiveOverflow points out, there is a lot of value in explaining how you mastered something, more than just publishing an exploit. Being a former Corelan member, I know that some of the best exploit tutorials from Corelan started off this way, with Peter Van Eeckhoutte and his team researching the topic, documenting the process, and in the end, sharing that with the public. By doing so, you encourage the community to engage on the topic, and one day, someone is going to advance and share something new in return.

Learning by creating

Learning a vulnerability from a real application can be difficult because the codebase may be complex. Often, you may get away with examining a good crash, get EIP, add some shellcode, and get a working exploit, but you may not fully understand the actual problem as quickly. If the developers didn’t spend just a few days building the codebase, there certainly isn’t any magic to absorb so much internal knowledge about it in such a short amount of time.

One way that guarantees I will learn about a vulnerability is by figuring out how to create it and mess with it. That’s what we’ll do today. Since heap corruption is such a scary topic, let’s start with a heap overflow on Windows 10.

Heap overflow example

This is a basic example of a heap overflow. Clearly, it is trying to pass a size of 64 bytes to a smaller heap buffer that is only 32 bytes.

#include int main(int args, char** argv) { void* heap = (void*) malloc(32); memset(heap, 'A', 64); printf("%sn", heap); free(heap); heap = NULL; return 0; }

In a debugger, you will be presented with an error of 0xc0000374, indicating a heap corruption exception that is due to a failed inspection on the heap, resulting in a call to RtlpLogHeapFailure. A modern system is really good at protecting its heaps nowadays, and every time you see this function call is pretty much a sign that you have been defeated. Exploitability depends more on how much control you have on the application, and there is no silver bullet on the OS level like in previous years.

Client-side applications (such as a browser, PDF, Flash, etc.) tend to be excellent targets due to the support of scripting languages. It’s very likely you have indirect control of an array, a HeapAlloc, a HeapFree, a vector, strings, etc., which are all good tools you need to instrument a heap corruption—except you have to find them.

A difficult first step to success

In C/C++ applications, a programming error may create opportunities like allowing the program to read the wrong memory, writing to the wrong place, or even executing the wrong code. Normally, we just call these conditions crashes, and there is actually an industry out there of people totally obsessed with finding and controlling them. By taking over the “bad” memory the program isn’t supposed to read, we have witnessed Heartbleed. If the program writes to it, you have a buffer overflow. If you can combine all of them on a remote Windows machine, that’s just as bad as EternalBlue.

Whatever your exploit is, an important first step usually involves setting up the right environment in memory to land that attack. Kind of like in social engineering, you have this thing called pretexting. Well, in exploit writing, we have various names: Feng shui, massaging, grooming, etc. Every program loves a good massage, right?

Windows 7 vs. Windows 10

The Windows 10 internals seem significantly different from their predecessors. You might have noticed some recent high-profile exploits that were all done against older systems. For example, Google Chrome’s FileReader Use After Free was documented to work best on Windows 7, the BlueKeep RDP flaw was mostly proven in public to work on Windows XP, and Zerodium confirmed RCE on Windows 7.

Predicable heap allocations is an important trait for heap grooming, so I wrote a test below for both systems. Basically, it creates multiple objects and tracks where they are. There is also a Summerize() method that tells me all the offsets found between two objects and the most common offset.

void SprayTest() { OffsetTracker offsetTracker; LPVOID* objects = new LPVOID[OBJECT_COUNT]; for (int i = 0; i 0) { int offset = (int) objects[i] - (int) objects[i-1]; offsetTracker.Register(offset); printf("Object at 0x%08x. Offset to previous = 0x%08xn", (int) obj, offset); } else { printf("Object at 0x%08xn", (int) obj); } } printf("n"); offsetTracker.Summerize();

The results for Windows 7:

Basically, my test tool is suggesting that 97.8% of the time, my heap allocations look like this consecutively:

[ Object ][ 0x30 of Bytes ][ Object ]

For the exact same code, Windows 10 behaves very differently:

Wow, only 6%. That means if I had an exploit, I wouldn’t have any reliable layout to work with, and my best choice would make me fail 94% of the time. I might as well not write an exploit for it.

The right way to groom

As it turns out, Windows 10 requires a different way to groom, and it is slightly more complicated than before. After having multiple discussions with Peter from Corelan, the conclusion is that we shouldn’t bother using low-fragmentation heap, because that is what messing with our results.

Front- vs. back-end allocator

Low fragmentation heap is a way to allow the system to allocate memory in certain predetermined sizes. It means when the application asks for an allocation, the system returns the minimum available chunk that fits. This sounds really nice, except on Windows 10, it also tends to avoid giving you a chunk that has the same size as its neighbor. You can check whether a heap is being handled by LFH using the following in WinDBG:

dt _HEAP [Heap Address]

There is a field named FrontEndHeapType at offset 0x0d6. If the value is 0, it means the heap is handled by the backend allocator. 1 means LOOKASIDE. And 2 means LFH. Another way to check if a chunk belongs to LFH is:

!heap -x [Chunk Address]

The backend allocator is actually the default choice, and it takes at least 18 allocations to enable LFH. Also, those allocations don’t have to be consecutive—they just need to be the same size. For example:

#include #include #define CHUNK_SIZE 0x300 int main(int args, char** argv) { int i; LPVOID chunk; HANDLE defaultHeap = GetProcessHeap(); for (i = 0; i

The code above produced the following results:

The two loops do the same thing in code. The first iterates 18 times, and the second is five times. By observing those addresses, there are some interesting facts:

In the first loop:

Index 0 and index 1 have a huge gap of 0x1310 bytes.

Starting index 2 to index 16, that gap is consistently 0x308 bytes.

Index 16 and index 17 get a huge gap again with 0x3238 bytes.

In the second loop:

Index 0 is where LFH kicks in.

Each gap is random, usually far away from each other.

It appears the sweet spot where we have most control is between index 2 to 16 in the first loop, before LFH is triggered.

The beauty of overtaking

A feature of the Windows heap manager is that it knows how to reuse a freed chunk. In theory, if you free a chunk and allocate another for the exact same size, there is a good chance it will take over the freed space. Taking advantage of this, you could write an exploit without heap spraying. I can't say exactly who was the first person to apply this technique, but Peter Vreugdenhil from Exodus was certainly one of the first to talk about it publicly. See: HAPPY NEW YEAR ANALYSIS OF CVE-2012-4792.

To verify this, let's write another C code:

#include #include #define CHUNK_SIZE 0x300 int main(int args, char** argv) { int i; LPVOID chunk; HANDLE defaultHeap = GetProcessHeap(); // Trigger LFH for (i = 0; i

On Windows 7, it seems this technique is legit (both addresses are the same):

For the exact same code, the outcome is quite different on Windows 10:

However, our hope is not lost. An interesting behavior by the Windows heap manager is that apparently for efficiency purposes, it can split a large free chunk in order to service smaller chunks the application requests. That means the smaller chunks may coalesce (merge), making them adjacent from each other. To achieve that, the overall steps kind of play out like the following.

1. Allocate chunks not handled by LFH

Try to pick a size that is not used by the application, which tends to be a larger size. In our example, let's say our size choice is 0x300.

Allocate no more than 18 chunks, probably a minimum of five.

2. Pick a chunk that you want to free

The ideal candidate is obviously not the first chunk or the 18th chunk.

The chunk you choose should have the same offset between its previous one and also the next one. So, that means you want to make sure you have this layout before you free the middle one:

[ Chunk 1 ][ Chunk 2 ][ Chunk 3 ]

3. Make a hole

By freeing the middle chunk, you technically create a hole that looks like this:

[ Chunk 1 ][ Free chunk ][ Chunk 3 ]

4. Create smaller allocations for a coalescing miracle

Usually, the ideal chunks are actually objects from the application. An ideal one, for example, is some kind of object with a size header you could modify. The structure of a BSTR fits perfectly for this scenario:

[ 4 bytes (length prefix) ][ WCHAR* +

#Rapid7

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universallyladybear · 6 years ago

Text

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carlosnicholson-blog · 7 years ago

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Devry NR443 (all discussions and all assignments) Entire Course

https://homeworklance.com/downloads/devry-nr443-all-discussions-and-all-assignments-entire-course/

Devry NR443 (all discussions and all assignments) Entire Course

Devry NR443 week 1

Devry NR443 week 1 DQ 1

Core Functions of Public Health (graded)

Let’s start with a broad overview of public health nursing. The three core functions of public health are assessment, assurance, and policy development (Nies & McEwen, 2015, p. 6).

· Describe one of these core public health functions.

· Discuss how this core function relates to one intervention from the Public Health Intervention Wheel (Nies & McEwen, 2015, pp. 14–15).

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

Devry NR443 week 1 DQ 2

Determinants of Health (graded)

What makes some healthy and others ill? Healthy People 2020 identifies five determinants of health that influence the health of individuals and populations. Healthy People 2020 describes them as “A range of personal, social, economic, and environmental factors that influence health status are known as determinants of health” (U.S. Department of Health and Human Services, 2014, About Determinants of Health, para. 1). Determinants fall into five categories including: (a) policy making, (b) social factors, (c) health services, (d) individual behavior, and (e) biology and genetics.

· Go to the “Determinants of Health” link http://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health and click on each determinant to read about all of the determinants.

· Choose one of the five determinants. In your posting, describe this determinant and its importance.

U.S. Department of Health and Human Services. (2014) HealthyPeople2020: About Determinants of Health. Retrieved fromhttp://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health

Devry NR443 week 2

1 Windshield Survey (graded)

In this discussion thread, you will view a windshield survey video of a community called Iron Ridge to practice performing part of a windshield survey. Review the categories and questions in Box 6-2 on page 98 of your text (Nies & McEwen, 2015).

· Click HERE to view the windshield survey video.

· Click HERE to read a transcript of the video.

Next, choose one of the six assessment categories from Box 6-2, and discuss what you observed about Iron Ridge related to the questions in that category.

Also, discuss how a community health nurse might prioritize the identified needs to begin planning an intervention.

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier

Devry NR443 week 2 DQ 2

Demographic and Epidemiological Assessment (graded)

For this post, you will collect assessment data about your city or county. This post will include information about demographics (general characteristics) and epidemiological data (disease or health behavior rates) of your community. This data collection will help with two sections of your Week 4 Milestone 2 assignment.

1. Demographic data: Go online to the U.S. Census Bureau at http://quickfacts.census.gov/. Obtain information about the demographic characteristics of the population for your city or county of residence. You may have to look at county data if your city is not listed. Collect a range of demographic data about age, ethnicity, poverty levels, housing, and education.

2. Epidemiological data: Go to your city or county health department website (search the Internet) or County Health Rankings (http://www.countyhealthrankings.org/) to discuss epidemiological data about your area. Identify several priority health concerns for your area.

Here is a helpful tip sheet about the

Devry NR443 week 3

DQ 1 Caring for Vulnerable Populations (graded)

This week, you are learning about many different vulnerable populations. Choose one vulnerable population.

· Briefly describe this vulnerable population.

· Discuss several risk factors that may impact health outcomes for this group.

· Describe two priorities for community health nurses working with this population.

DQ 2

Assuring Resources for the Vulnerable (graded)

Review the Week 3 Case Study that may be found in Doc Sharing.

Assurance is one of the three core functions of public health. Find a resource in your community (other than WIC) that could assist Mary during her pregnancy. Start by searching the Internet for your local health department’s website. What services do they provide for pregnant women or those with mental health concerns? What about your local welfare office? Do they provide prenatal or mental health services? Are there any service organizations, crisis pregnancy centers, or churches providing help for pregnant women or those experiencing mental health concerns?

· Briefly describe the types of services that you found.

· Choose one agency and assess this agency in terms of the 4 As. Is it accessible, acceptable, affordable, or available for Mary or other pregnant women that you case-manage?

Devry NR443 week 4

DQ 1

Concerns for the School Nurse (graded)

As the school nurse role evolves, there are increasingly more health concerns for the school nurse. Does the locale make a difference in the problems, or are health problems in children and adolescents universal? In some inner-city areas, violence is a prevalent issue. What do you think are the biggest problems in your areas?

DQ 2

Healthy People Objectives for Community Settings (graded)

The federal government developed Healthy People as a set of national health objectives that are revised every 10 years. These objectives are very specific in order to guide and measure our nation’s progress related to public health.

Please visit http://www.healthypeople.gov/2020/topicsobjectives2020/. Click on a topic area that relates to a community health (CH) setting you are learning about. Click on the green Objectives area in that topic area to choose one Healthy People 2020 numbered objective.

· Describe the community health setting of interest (see Chapters 30–33).

· Discuss one specific numbered Healthy People 2020 objective (not a goal) related to this community health setting.

· How could a community health nurse help this setting meet this objective?

Here is a helpful “Introduction to Healthy People 2020 website” document to aid you in navigating the HP 2020 website.

U.S. Department of Health and Human Services. (2014). Healthy People 2020: 2020 Topics & Objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/

Devry NR443 week 5

DQ 1

Population Health Intervention Strategies (graded)

Review the Week 5 Case Study found in Doc Sharing.

You will continue in your role as a nurse with your local health department. Examine your online lesson, assigned readings, and visit The Community Guide website:http://www.thecommunityguide.org/ to explore interventions related to violence or excess alcohol use. Choose one evidence-based intervention that is recommended, and present this intervention to the task force.

· Summarize this intervention and and discuss the community health nurse’s role in implementing this strategy.

· Describe whether it is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention).

Community Preventive Services Task Force. (2014). The Community Guide. Retrieved fromhttp://www.thecommunityguide.org/

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

DQ 2

Disaster and Communicable Disease Preparedness (graded)

Preparing for disasters or communicable disease outbreaks is an important part of public health nursing. Visit the websitehttp://www.ready.govand http://www.ready.gov/pandemic. Review the steps for being prepared for a disaster or pandemic.

· As a community health nurse, what elements do you think are important to stress to the community?

· How well is your community prepared for a potential outbreak or disaster?

Federal Emergency Management Agency. (2014). Ready: Prepare. Plan. Stay Informed.Retrieved fromhttp://www.ready.gov/

Federal Emergency Management Agency. (2014). Pandemic.Retrieved from http://www.ready.gov/pandemic

Devry NR443 week 6

Affordable Care Act (ACA) (graded)

Please explore the healthcare marketplace website at https://www.healthcare.gov/. Choose the get answers tab towards the top of the page. Review several of the topics under this tab and share something that you learned about how the marketplace works and how this would apply to those in your community.

The Affordable Care Act is a controversial topic, and I’m sure there are many different viewpoints represented in our class. For this discussion, let’s focus on understanding the basics of the marketplace so that we can provide accurate information for our patients and communities.

Devry NR443 week 1 DQ 2

Environmental Health (graded)

Visit the U.S. Environmental Protection Agency’s MyEnvironment site athttp://www.epa.gov/myenvironment/howUsePage.html. Review the site overview and enter your city, zip code, or location into the MyEnvironment box. Explore the site to learn more about your environment and things that might be impacting the health of its citizens.

· Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know _____.”

· How could you, in the role of a community health nurse, address these concerns?

Devry NR443 week 7

This week, you were assigned to read and review Recommendation 8 of IOM’s Future of Nursing Recommendations. Recommendation #8 states:Build an infrastructure for the collection and analysis of interprofessional healthcare workforce data.

· Visit http://thefutureofnursing.org/recommendation/detail/recommendation-8

· Consider the problem you identified in your Caring for Populations Milestone. How could collaboration be improved to enhance outcomes?

The Institute of Medicine. (2010). The future of nursing leading change, advancing health: Recommendation 8. Retrieved fromhttp://thefutureofnursing.org/recommendation/detail/recommendation-8

Ethics and Diversity (graded)

Review the Week 7 Case Study found in Doc Sharing.

You will continue in your role as a nurse with your local health department. As part of the health department’s “Think Cultural Health” seminar, each team member will discuss oneof the 15 National Cultural and Linguistically Appropriate Services (CLAS) standards. Visithttps://www.thinkculturalhealth.hhs.gov/Content/clas.asp. Browse the site and click on the link to open the list of the National CLAS Standards.

· Describe one National CLAS Standard.

· Discuss one way that you could implement this standard for a specific cultural group in your community.

Office of Minority Health, Department of Health and Human Services. (2013). National standards for culturally and linguistically appropriate services in health and health care: a blueprint for advancing and sustaining CLAS policy and practice. Retrieved fromhttps://www.thinkculturalhealth.hhs.gov/Content/clas.asp

Devry NR443 week 8

<pclass=”msonormal”>Future Directions (graded)

Reflect on what you have learned in this course. What could you take from it and bring into your current practice? Please share specific examples.

week 2

Caring for Populations: Milestone1: Community Windshield Survey Form

Directions: Please refer to the Milestone 1: Community Windshield Survey Guidelines and grading rubric for specific instructions in order to complete the information below. This assignment is worth 150 points.

Type your name, date, and observations directly on this form. Click Save as and save the file with the assignment name and your last name; for example, NR443 Windshield Survey Form_Smith. When you are finished, submit the form to the Week 2 Caring for Populations: Windshield Survey Dropbox by the deadline indicated in your guidelines.

YourName: Date:

Criteria

Your response

1. Introduction of Community (20 points)

Identify the city and state of your community and briefly describe the community you will be using for this assignment. It should be the area where you live or the area surrounding your work setting but must include a residential area. Demographic data are not needed.

2. Windshield Survey (100 points)

a. Vitality:Use a majority of the questions from Box 6-2 in your text to describe your observations about the community vitality.

b. Indicators of social and economic conditions:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social and economic conditions.

c. Health Resources:Use a majority of the questions from Box 6-2 in your text to describe your observations about the health resources.

d. Environmental conditions related to health:Use a majority of the questions from Box 6-2 in your text to describe your observations about the environmental conditions.

e. Social functioning:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social functioning.

f. Attitude toward healthcare:Use a majority of the questions from Box 6-2 in your text to describe your observations about the attitudes toward healthcare.

3. Conclusion: (20 pts)

Provide a summary of your findings and your conclusion. What problems did you identify?

4. References:

optional: List in APA format any referencesthat you used. If you include any references here, you must also include an in-text citation (author, year).

week 4

Guidelines for Caring for PopulationsMilestone 2:

Assessment and Diagnosis

Purpose

The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of one community health nursing problem related to the community dynamics.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Due Date

Submit to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 4.

Points:225 points

Directions

Watch the Milestone 2 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 4 Assignments page.

This paper is expected to be no more than fourpages in length (not including the title page and reference list). Below are the requirements for successful completion of this paper.Please use the following categories as the first level headings on your paper. See the documents in the APA category in Course Resources for assistance with APA formatting.

· [Introduction:]This beginning of your paper should catch the reader’s attention with interesting facts about your communityand shouldinclude the purpose statement of the paper. This should be one paragraph.APA states that you should not title this as introduction; however, you are still expected to write a separate introduction. The title of the paper should be repeated at the top of page two and centered.

· Community Overview: Identify the community that you are assessingby name and stateand provide a generaldescription of the community. What is the general character of the community?Statistics should not be included here. Your community should be the area you live or workin and should include a residential area. It should be a large enough area to answer the questions in the text. This should be one paragraph.

· Demographic Data: Compile a range of demographic (population description) data for your community by examining U.S. Census Bureau reports. Using this data, describe yourcommunity. Compare your community data to state or national data. A summary of this data should beno more than two paragraphs.

· Epidemiological Data: Compile and summarize a range of epidemiological (illness, morbidity, and mortality) data for your community by examining data from sources such as city or county health department reports, County Health Rankings (countyhealthrankings.org), or the Centers for Disease Control to describe priority health problems in your area. See the Webliography for applicable sites to search. Compare your community to state or national data. This comparison will help to identify a priority community health problem specific to your community. A summary of this data should be no more than two paragraphs.

· Windshield Survey: Provide a summary of your observationsfrom your first milestone. Make sure to discuss observations related to your identified problem. This should be one to two paragraphs.

· Problem Diagnosis:

o Using the assessment data, identify one community health nursing problem that you consider to be a priority concern.

o Relate your choice to one of the Healthy People 2020specific numbered objectives (not just a goal).Healthy People objectives are located within a topic area under the Objectives tab.

o Your rationale should also include why this is a problem in your community and factors that contribute to the problem. Avoid discussion of interventions in this milestone.

o Include a discussion of your problem withinformation from at least two scholarly sources (such as professional journal articles).(Review the documents in the APA category in Doc Sharing for help in determining sources that are considered scholarly—hint, .com websites are not considered scholarly sources).This should beno more than three paragraphs.

· Summary:Summarize your community assessment and diagnosis findings and include a brief statement about the problemand the major factors that contribute to this problem. This information should be no more than two paragraphs.

· Reference Page: All references should be cited within the paperand should be included on the reference page.

Guidlines

· Application: Use Microsoft Word 2010 (or later)to create this assignment.

· Use the categories above as APA headings for the sections of your paper.

· Length: This paper is expected to be no more than four pages in length (not including the title page and reference list).

· Submission: Submit your file via the basket in the Dropbox: Milestone 2 Assessment and Diagnosis, by 11:59 p.m.MT Sunday of Week 4.

· Scholarly Writing: APA format is required. Review APA documents in the APA categoryin Course Resourcesand use the free resources of SmartThinking for writing tutors.

· Save your paper with your last name in the document title (e.g., Smith Assessment and Diagnosis).

· Late Submission: See the course policy on late submissions.

Best Practicesin Preparing the Paper

The following are best practices in preparing this project.

· Complete the demographic, epidemiologic, and windshield survey prior to choosing a problem to focus on.

· Choose onenursing problem specific to your community.

· Make sure all elements of the paper are addressed and headings for each category are included.

· Review directions thoroughly.

· Cite all sources within the paper as well as on the reference page.

· Proofread prior to final submission.

· Check for spelling and grammar errors prior to final submission.

· Use the A column of the rubric below to ensure that you have included all the needed elements.

· Abide by the CCN academic integrity policy. The paper must be your original work. Once submitted to the Dropbox, check back to ensure that your Turnitin similarity index is less than 24%, if not revise and resubmit prior to the deadline.

Grading Rubric:Milestone 2: Assessment and Diagnosis (225 points)

Criteria

(92–100%)

Outstanding or highest level of performance

(84–91%)

Very good or high level of performance

(76–83%)

Competent or satisfactory level of performance

(0–75%)

Poor or failing or unsatisfactory level of performance

Pts

Introduction

10 points

Includes the purpose of the paper and catches the reader’s attention with interesting facts

(9–10 points)

Missing purpose of paper orhook

(8 points)

Missing purpose of paperand hook

(7 points)

Introduction missing

(0–6 points)

/10

Community Overview

20 points

Community identified and adequately described

(18–20 points)

Community identified but description is inadequate

(16 points)

Community identified but description is missing

(15 points)

Community not identified or described

(0–14 points)

/20

Demographic Data

30 points

Describes a range of demographic data about your community fromU.S. Census Bureau reports with comparisons to state or national data

(28–30 points)

Adequate demographic data described butmissing state or national comparison

(25–27 points)

Little demographic data andmissing state or national comparisons

(23–24 points)

Lacks demographic data andmissing state or national comparisons

(0–22 points)

/30

Epidemiological Data (Disease or health behavior rates)

30 points

Describes a range of epidemiological data about community fromappropriate reports with comparisons to state or national data

(28–30 points)

Adequate epidemiological data described but missing state or national comparison

(25–27 points)

Little epidemiological data and missing state or national comparisons

(23–24 points)

Lacks epidemiological data and missing state or national comparisons

(0–22 points)

/30

Windshield Survey

20 points

Community windshield survey findings adequatelysummarized andfindings relate to identified problem

(18–20 points)

Windshield survey findings adequately summarized but not clearly related to identified problem

(16 points)

Windshield survey findings not adequately summarized and not related to the problem(15 points)

Windshield survey findings not described

(0–14 points)

/20

Problem Diagnosis

40 points

Assessment data used to identify one priority community healthproblem, Healthy People 2020 specific objective included, and rationale for problem selection stated with supportive data (such as factors that contribute to this problem) from two scholarly articles

(37–40 points)

Problem not related to Healthy People objectiveorlacks rationale with supportive data

(34–36 points)

Problem not related to Healthy People objectiveandlacks rationale with supportive data

(30–33 points)

Problem discussion missing

(0–29 points)

/40

Application of Evidence-Based Scholarly Resources

30 points

Two or more quality references from professional literature discussed with clear support of your problem rationale

(28–30 points)

Two references discussed, but information does not clearly support problem rationaleor references are not scholarly

(25–27points)

Only one reference discussed that is directly relevant to problem rationale

(23–24 points)

No references discussed

(0–22 points)

/30

Summary

20 points

Summary includes assessment and diagnosis findings, a brief statement about the problem, and factors that contribute to this problem

(18–20 points)

Lacks reiteration of assessment findings or problem identificationor contributing factors

(17 points)

Summary lacks two or more of:reiteration of assessment findings, problem identification, and contributing factors

(16 points)

Summary not completed

(0–15 points)

/20

Presentation

10 points

Discussion well organized and logical andstructure is clear and compelling to reader; paragraphs are linked together logically, and main ideas stand out

(9–10 points)

Discussion missing one of the organizational elements in column one and has some minor organizational concerns

(8 points)

Discussion missing two of the organizational elements in column one and overall flow is difficult to follow

(7 points)

Paper appears disorganized and is difficult to understand

(0–6points)

/10

Mechanics

15 points

Excellent mechanics with no more than two of the following errors:

– correct grammar, spelling

-complete sentences

-all sources cited in the text

-all references listed on the reference page and in APA format

-title page in APA format

-correct APA format of headings

-12 point font, double spaced, 1 inch margins

(14-–15 points)

week 6

Guidelines for Caring for PopulationsMilestone 3:

Intervention and Evaluation

Purpose

The purpose of this PowerPoint presentation is to provide an opportunity to develop a community health nursing intervention and evaluation tool for your identified community health problem (described in Milestone 2: Assessment and Diagnosis) and identify the components of the nursing process as they apply to a community or population.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO1: Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)

CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8)

CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)

Due Date

Submit your assignment to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 6.

Points:250 points

Scenario

You are a community public health nurse (C/PHN) working in your setting of choice. You have analyzed the data collected from your windshield survey and assessment and diagnosis assignments (the first two milestones) and identified one community health nursing problem. You have decided on onenursing intervention and need your organization’s approval for funding of this intervention. Your leadership team has agreed to listen to your proposal.

Directions

· Watch the Milestone 3 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 6 Assignments page.

· Choose a community health nurse setting.Some examples of settings are school nurse, parish nurse, home health nurse, nurse working in the health department (be specific to what area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.)

· Introduction:Introduce the identified problem, the purpose of the presentation, and reiterate at least one or two important findings that demonstrate this problem in your community (average of 1–2 slides)

· Proposed Intervention:Propose one community health nursing intervention that would address one or more of the major factors that contribute to the problem(average of 3–4 slides).

o Describe your specific nursing intervention relating it to the public health intervention wheel (Nies& McEwen, 2015, p. 14, Figure 1-3)

o Whois your target population?

o Where is this intervention taking place?

o Will it take place one time or multiple times?

o How will you reach out to your target population?

· How will you get your target population involved?

o What is the CH nurse’s role in this intervention?

o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.)

o Is anyone else involved besides yourself (C/PHN)?

· If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary, or tertiary prevention)?

· Intervention Justification:Justify why the problem and your nursing intervention should be a priority.

o Based on what you have found in the scholarly literature, discuss why these interventions are expected to be effective.

o Include summarized information from at least two professional scholarly sources from peer reviewed journals related to your intervention (average of 2–3 slides).

· Proposed Evaluation Methods: Your presentation must include at least oneproposed quantitative or qualitative evaluation method thatyouwould use to determine whether your intervention is effective. Outcome measurement is a crucial piece whenimplementing interventions(average of 2–3 slides)

o Describe at least one quantitative or qualitative method you would use to evaluate whether your intervention was effective. (There is a helpful tool found in Doc Sharing to assist you with understanding qualitative and quantitative methods of evaluation).

o Describe the desired outcomes you would track that would show whether your intervention was working.

o Include a discussion about the long-term and short-term impact on your community if the intervention issuccessful.

· Summary: The summary should reiterate the main points of the presentation and conclude with what you are asking to be accomplished; for example, “Based on ABC, it is imperative our community has XYZ. Thank you for your consideration.”

· In addition to the slides described above, your presentation should include a title slide with your name includedand a reference slide.Remember, you are presenting to your leadership team, so the slides should include the most important elements for them to know inshort bullet pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.

Guidelines

· Application: Use Microsoft PowerPoint 2010 (or later).

· Length:The PowerPoint slide show is expected to be no more than 20slides in length (not including the title slide and reference list slide).

· Submission: Submit your files via the basket in the Dropbox: Milestone 3 Intervention and Evaluation by 11:59 p.m. Sunday of Week 6.

· Savethe assignment with your last name in the filetitle:example: “Smith Intervention and Evaluation.”

· Late Submission:Seethe course policy on late submissions.

· Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this project.

· Be creative but realistic with your intervention and evaluation tool.

· Incorporate graphics, clip art, or photographs to increase interest.

· Slides should be easy to read with short bullet points and large font.

· Review directions thoroughly.

· Cite all sources within the slides with (author, year) as well as on the reference page.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the CCN academic integrity policy.

Grading Rubric: Caring for Populations: Intervention and Evaluation (250 points)

#Devry NR443 (all discussions and all assignments) Entire Course

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Devry NR443 (all discussions and all assignments) Entire Course

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Devry NR443 (all discussions and all assignments) Entire Course

Devry NR443 week 1

Devry NR443 week 1 DQ 1

Core Functions of Public Health (graded)

Let’s start with a broad overview of public health nursing. The three core functions of public health are assessment, assurance, and policy development (Nies & McEwen, 2015, p. 6).

· Describe one of these core public health functions.

· Discuss how this core function relates to one intervention from the Public Health Intervention Wheel (Nies & McEwen, 2015, pp. 14–15).

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

Devry NR443 week 1 DQ 2

Determinants of Health (graded)

· Choose one of the five determinants. In your posting, describe this determinant and its importance.

Devry NR443 week 2

1 Windshield Survey (graded)

· Click HERE to view the windshield survey video.

· Click HERE to read a transcript of the video.

Next, choose one of the six assessment categories from Box 6-2, and discuss what you observed about Iron Ridge related to the questions in that category.

Also, discuss how a community health nurse might prioritize the identified needs to begin planning an intervention.

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier

Devry NR443 week 2 DQ 2

Demographic and Epidemiological Assessment (graded)

Here is a helpful tip sheet about the

Devry NR443 week 3

DQ 1 Caring for Vulnerable Populations (graded)

This week, you are learning about many different vulnerable populations. Choose one vulnerable population.

· Briefly describe this vulnerable population.

· Discuss several risk factors that may impact health outcomes for this group.

· Describe two priorities for community health nurses working with this population.

DQ 2

Assuring Resources for the Vulnerable (graded)

Review the Week 3 Case Study that may be found in Doc Sharing.

· Briefly describe the types of services that you found.

· Choose one agency and assess this agency in terms of the 4 As. Is it accessible, acceptable, affordable, or available for Mary or other pregnant women that you case-manage?

Devry NR443 week 4

DQ 1

Concerns for the School Nurse (graded)

DQ 2

Healthy People Objectives for Community Settings (graded)

· Describe the community health setting of interest (see Chapters 30–33).

· Discuss one specific numbered Healthy People 2020 objective (not a goal) related to this community health setting.

· How could a community health nurse help this setting meet this objective?

Here is a helpful “Introduction to Healthy People 2020 website” document to aid you in navigating the HP 2020 website.

U.S. Department of Health and Human Services. (2014). Healthy People 2020: 2020 Topics & Objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/

Devry NR443 week 5

DQ 1

Population Health Intervention Strategies (graded)

Review the Week 5 Case Study found in Doc Sharing.

· Summarize this intervention and and discuss the community health nurse’s role in implementing this strategy.

· Describe whether it is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention).

Community Preventive Services Task Force. (2014). The Community Guide. Retrieved fromhttp://www.thecommunityguide.org/

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

DQ 2

Disaster and Communicable Disease Preparedness (graded)

· As a community health nurse, what elements do you think are important to stress to the community?

· How well is your community prepared for a potential outbreak or disaster?

Federal Emergency Management Agency. (2014). Ready: Prepare. Plan. Stay Informed.Retrieved fromhttp://www.ready.gov/

Federal Emergency Management Agency. (2014). Pandemic.Retrieved from http://www.ready.gov/pandemic

Devry NR443 week 6

Affordable Care Act (ACA) (graded)

Devry NR443 week 1 DQ 2

Environmental Health (graded)

· Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know _____.”

· How could you, in the role of a community health nurse, address these concerns?

Devry NR443 week 7

· Visit http://thefutureofnursing.org/recommendation/detail/recommendation-8

· Consider the problem you identified in your Caring for Populations Milestone. How could collaboration be improved to enhance outcomes?

The Institute of Medicine. (2010). The future of nursing leading change, advancing health: Recommendation 8. Retrieved fromhttp://thefutureofnursing.org/recommendation/detail/recommendation-8

Ethics and Diversity (graded)

Review the Week 7 Case Study found in Doc Sharing.

· Describe one National CLAS Standard.

· Discuss one way that you could implement this standard for a specific cultural group in your community.

Devry NR443 week 8

<pclass=”msonormal”>Future Directions (graded)

Reflect on what you have learned in this course. What could you take from it and bring into your current practice? Please share specific examples.

week 2

Caring for Populations: Milestone1: Community Windshield Survey Form

YourName: Date:

Criteria

Your response

1. Introduction of Community (20 points)

2. Windshield Survey (100 points)

a. Vitality:Use a majority of the questions from Box 6-2 in your text to describe your observations about the community vitality.

b. Indicators of social and economic conditions:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social and economic conditions.

c. Health Resources:Use a majority of the questions from Box 6-2 in your text to describe your observations about the health resources.

d. Environmental conditions related to health:Use a majority of the questions from Box 6-2 in your text to describe your observations about the environmental conditions.

e. Social functioning:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social functioning.

f. Attitude toward healthcare:Use a majority of the questions from Box 6-2 in your text to describe your observations about the attitudes toward healthcare.

3. Conclusion: (20 pts)

Provide a summary of your findings and your conclusion. What problems did you identify?

4. References:

optional: List in APA format any referencesthat you used. If you include any references here, you must also include an in-text citation (author, year).

week 4

Guidelines for Caring for PopulationsMilestone 2:

Assessment and Diagnosis

Purpose

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Due Date

Submit to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 4.

Points:225 points

Directions

Watch the Milestone 2 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 4 Assignments page.

· Windshield Survey: Provide a summary of your observationsfrom your first milestone. Make sure to discuss observations related to your identified problem. This should be one to two paragraphs.

· Problem Diagnosis:

o Using the assessment data, identify one community health nursing problem that you consider to be a priority concern.

o Relate your choice to one of the Healthy People 2020specific numbered objectives (not just a goal).Healthy People objectives are located within a topic area under the Objectives tab.

o Your rationale should also include why this is a problem in your community and factors that contribute to the problem. Avoid discussion of interventions in this milestone.

· Reference Page: All references should be cited within the paperand should be included on the reference page.

Guidlines

· Application: Use Microsoft Word 2010 (or later)to create this assignment.

· Use the categories above as APA headings for the sections of your paper.

· Length: This paper is expected to be no more than four pages in length (not including the title page and reference list).

· Submission: Submit your file via the basket in the Dropbox: Milestone 2 Assessment and Diagnosis, by 11:59 p.m.MT Sunday of Week 4.

· Scholarly Writing: APA format is required. Review APA documents in the APA categoryin Course Resourcesand use the free resources of SmartThinking for writing tutors.

· Save your paper with your last name in the document title (e.g., Smith Assessment and Diagnosis).

· Late Submission: See the course policy on late submissions.

Best Practicesin Preparing the Paper

The following are best practices in preparing this project.

· Complete the demographic, epidemiologic, and windshield survey prior to choosing a problem to focus on.

· Choose onenursing problem specific to your community.

· Make sure all elements of the paper are addressed and headings for each category are included.

· Review directions thoroughly.

· Cite all sources within the paper as well as on the reference page.

· Proofread prior to final submission.

· Check for spelling and grammar errors prior to final submission.

· Use the A column of the rubric below to ensure that you have included all the needed elements.

Grading Rubric:Milestone 2: Assessment and Diagnosis (225 points)

Criteria

(92–100%)

Outstanding or highest level of performance

(84–91%)

Very good or high level of performance

(76–83%)

Competent or satisfactory level of performance

(0–75%)

Poor or failing or unsatisfactory level of performance

Pts

Introduction

10 points

Includes the purpose of the paper and catches the reader’s attention with interesting facts

(9–10 points)

Missing purpose of paper orhook

(8 points)

Missing purpose of paperand hook

(7 points)

Introduction missing

(0–6 points)

/10

Community Overview

20 points

Community identified and adequately described

(18–20 points)

Community identified but description is inadequate

(16 points)

Community identified but description is missing

(15 points)

Community not identified or described

(0–14 points)

/20

Demographic Data

30 points

Describes a range of demographic data about your community fromU.S. Census Bureau reports with comparisons to state or national data

(28–30 points)

Adequate demographic data described butmissing state or national comparison

(25–27 points)

Little demographic data andmissing state or national comparisons

(23–24 points)

Lacks demographic data andmissing state or national comparisons

(0–22 points)

/30

Epidemiological Data (Disease or health behavior rates)

30 points

Describes a range of epidemiological data about community fromappropriate reports with comparisons to state or national data

(28–30 points)

Adequate epidemiological data described but missing state or national comparison

(25–27 points)

Little epidemiological data and missing state or national comparisons

(23–24 points)

Lacks epidemiological data and missing state or national comparisons

(0–22 points)

/30

Windshield Survey

20 points

Community windshield survey findings adequatelysummarized andfindings relate to identified problem

(18–20 points)

Windshield survey findings adequately summarized but not clearly related to identified problem

(16 points)

Windshield survey findings not adequately summarized and not related to the problem(15 points)

Windshield survey findings not described

(0–14 points)

/20

Problem Diagnosis

40 points

(37–40 points)

Problem not related to Healthy People objectiveorlacks rationale with supportive data

(34–36 points)

Problem not related to Healthy People objectiveandlacks rationale with supportive data

(30–33 points)

Problem discussion missing

(0–29 points)

/40

Application of Evidence-Based Scholarly Resources

30 points

Two or more quality references from professional literature discussed with clear support of your problem rationale

(28–30 points)

Two references discussed, but information does not clearly support problem rationaleor references are not scholarly

(25–27points)

Only one reference discussed that is directly relevant to problem rationale

(23–24 points)

No references discussed

(0–22 points)

/30

Summary

20 points

Summary includes assessment and diagnosis findings, a brief statement about the problem, and factors that contribute to this problem

(18–20 points)

Lacks reiteration of assessment findings or problem identificationor contributing factors

(17 points)

Summary lacks two or more of:reiteration of assessment findings, problem identification, and contributing factors

(16 points)

Summary not completed

(0–15 points)

/20

Presentation

10 points

Discussion well organized and logical andstructure is clear and compelling to reader; paragraphs are linked together logically, and main ideas stand out

(9–10 points)

Discussion missing one of the organizational elements in column one and has some minor organizational concerns

(8 points)

Discussion missing two of the organizational elements in column one and overall flow is difficult to follow

(7 points)

Paper appears disorganized and is difficult to understand

(0–6points)

/10

Mechanics

15 points

Excellent mechanics with no more than two of the following errors:

– correct grammar, spelling

-complete sentences

-all sources cited in the text

-all references listed on the reference page and in APA format

-title page in APA format

-correct APA format of headings

-12 point font, double spaced, 1 inch margins

(14-–15 points)

week 6

Guidelines for Caring for PopulationsMilestone 3:

Intervention and Evaluation

Purpose

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO1: Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)

CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8)

CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)

Due Date

Submit your assignment to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 6.

Points:250 points

Scenario

Directions

· Watch the Milestone 3 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 6 Assignments page.

· Proposed Intervention:Propose one community health nursing intervention that would address one or more of the major factors that contribute to the problem(average of 3–4 slides).

o Describe your specific nursing intervention relating it to the public health intervention wheel (Nies& McEwen, 2015, p. 14, Figure 1-3)

o Whois your target population?

o Where is this intervention taking place?

o Will it take place one time or multiple times?

o How will you reach out to your target population?

· How will you get your target population involved?

o What is the CH nurse’s role in this intervention?

o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.)

o Is anyone else involved besides yourself (C/PHN)?

· If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary, or tertiary prevention)?

· Intervention Justification:Justify why the problem and your nursing intervention should be a priority.

o Based on what you have found in the scholarly literature, discuss why these interventions are expected to be effective.

o Include summarized information from at least two professional scholarly sources from peer reviewed journals related to your intervention (average of 2–3 slides).

o Describe the desired outcomes you would track that would show whether your intervention was working.

o Include a discussion about the long-term and short-term impact on your community if the intervention issuccessful.

Guidelines

· Application: Use Microsoft PowerPoint 2010 (or later).

· Length:The PowerPoint slide show is expected to be no more than 20slides in length (not including the title slide and reference list slide).

· Submission: Submit your files via the basket in the Dropbox: Milestone 3 Intervention and Evaluation by 11:59 p.m. Sunday of Week 6.

· Savethe assignment with your last name in the filetitle:example: “Smith Intervention and Evaluation.”

· Late Submission:Seethe course policy on late submissions.

· Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this project.

· Be creative but realistic with your intervention and evaluation tool.

· Incorporate graphics, clip art, or photographs to increase interest.

· Slides should be easy to read with short bullet points and large font.

· Review directions thoroughly.

· Cite all sources within the slides with (author, year) as well as on the reference page.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the CCN academic integrity policy.

Grading Rubric: Caring for Populations: Intervention and Evaluation (250 points)

#Devry NR443 (all discussions and all assignments) Entire Course

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williamtreadway-blog · 7 years ago

Text

Devry NR443 (all discussions and all assignments) Entire Course

https://homeworklance.com/downloads/devry-nr443-all-discussions-and-all-assignments-entire-course/

Devry NR443 (all discussions and all assignments) Entire Course

Devry NR443 week 1

Devry NR443 week 1 DQ 1

Core Functions of Public Health (graded)

Let’s start with a broad overview of public health nursing. The three core functions of public health are assessment, assurance, and policy development (Nies & McEwen, 2015, p. 6).

· Describe one of these core public health functions.

· Discuss how this core function relates to one intervention from the Public Health Intervention Wheel (Nies & McEwen, 2015, pp. 14–15).

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

Devry NR443 week 1 DQ 2

Determinants of Health (graded)

· Choose one of the five determinants. In your posting, describe this determinant and its importance.

Devry NR443 week 2

1 Windshield Survey (graded)

· Click HERE to view the windshield survey video.

· Click HERE to read a transcript of the video.

Next, choose one of the six assessment categories from Box 6-2, and discuss what you observed about Iron Ridge related to the questions in that category.

Also, discuss how a community health nurse might prioritize the identified needs to begin planning an intervention.

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier

Devry NR443 week 2 DQ 2

Demographic and Epidemiological Assessment (graded)

Here is a helpful tip sheet about the

Devry NR443 week 3

DQ 1 Caring for Vulnerable Populations (graded)

This week, you are learning about many different vulnerable populations. Choose one vulnerable population.

· Briefly describe this vulnerable population.

· Discuss several risk factors that may impact health outcomes for this group.

· Describe two priorities for community health nurses working with this population.

DQ 2

Assuring Resources for the Vulnerable (graded)

Review the Week 3 Case Study that may be found in Doc Sharing.

· Briefly describe the types of services that you found.

· Choose one agency and assess this agency in terms of the 4 As. Is it accessible, acceptable, affordable, or available for Mary or other pregnant women that you case-manage?

Devry NR443 week 4

DQ 1

Concerns for the School Nurse (graded)

DQ 2

Healthy People Objectives for Community Settings (graded)

· Describe the community health setting of interest (see Chapters 30–33).

· Discuss one specific numbered Healthy People 2020 objective (not a goal) related to this community health setting.

· How could a community health nurse help this setting meet this objective?

Here is a helpful “Introduction to Healthy People 2020 website” document to aid you in navigating the HP 2020 website.

U.S. Department of Health and Human Services. (2014). Healthy People 2020: 2020 Topics & Objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/

Devry NR443 week 5

DQ 1

Population Health Intervention Strategies (graded)

Review the Week 5 Case Study found in Doc Sharing.

· Summarize this intervention and and discuss the community health nurse’s role in implementing this strategy.

· Describe whether it is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention).

Community Preventive Services Task Force. (2014). The Community Guide. Retrieved fromhttp://www.thecommunityguide.org/

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

DQ 2

Disaster and Communicable Disease Preparedness (graded)

· As a community health nurse, what elements do you think are important to stress to the community?

· How well is your community prepared for a potential outbreak or disaster?

Federal Emergency Management Agency. (2014). Ready: Prepare. Plan. Stay Informed.Retrieved fromhttp://www.ready.gov/

Federal Emergency Management Agency. (2014). Pandemic.Retrieved from http://www.ready.gov/pandemic

Devry NR443 week 6

Affordable Care Act (ACA) (graded)

Devry NR443 week 1 DQ 2

Environmental Health (graded)

· Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know _____.”

· How could you, in the role of a community health nurse, address these concerns?

Devry NR443 week 7

· Visit http://thefutureofnursing.org/recommendation/detail/recommendation-8

· Consider the problem you identified in your Caring for Populations Milestone. How could collaboration be improved to enhance outcomes?

The Institute of Medicine. (2010). The future of nursing leading change, advancing health: Recommendation 8. Retrieved fromhttp://thefutureofnursing.org/recommendation/detail/recommendation-8

Ethics and Diversity (graded)

Review the Week 7 Case Study found in Doc Sharing.

· Describe one National CLAS Standard.

· Discuss one way that you could implement this standard for a specific cultural group in your community.

Devry NR443 week 8

<pclass=”msonormal”>Future Directions (graded)

Reflect on what you have learned in this course. What could you take from it and bring into your current practice? Please share specific examples.

week 2

Caring for Populations: Milestone1: Community Windshield Survey Form

YourName: Date:

Criteria

Your response

1. Introduction of Community (20 points)

2. Windshield Survey (100 points)

a. Vitality:Use a majority of the questions from Box 6-2 in your text to describe your observations about the community vitality.

b. Indicators of social and economic conditions:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social and economic conditions.

c. Health Resources:Use a majority of the questions from Box 6-2 in your text to describe your observations about the health resources.

d. Environmental conditions related to health:Use a majority of the questions from Box 6-2 in your text to describe your observations about the environmental conditions.

e. Social functioning:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social functioning.

f. Attitude toward healthcare:Use a majority of the questions from Box 6-2 in your text to describe your observations about the attitudes toward healthcare.

3. Conclusion: (20 pts)

Provide a summary of your findings and your conclusion. What problems did you identify?

4. References:

optional: List in APA format any referencesthat you used. If you include any references here, you must also include an in-text citation (author, year).

week 4

Guidelines for Caring for PopulationsMilestone 2:

Assessment and Diagnosis

Purpose

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Due Date

Submit to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 4.

Points:225 points

Directions

Watch the Milestone 2 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 4 Assignments page.

· Windshield Survey: Provide a summary of your observationsfrom your first milestone. Make sure to discuss observations related to your identified problem. This should be one to two paragraphs.

· Problem Diagnosis:

o Using the assessment data, identify one community health nursing problem that you consider to be a priority concern.

o Relate your choice to one of the Healthy People 2020specific numbered objectives (not just a goal).Healthy People objectives are located within a topic area under the Objectives tab.

o Your rationale should also include why this is a problem in your community and factors that contribute to the problem. Avoid discussion of interventions in this milestone.

· Reference Page: All references should be cited within the paperand should be included on the reference page.

Guidlines

· Application: Use Microsoft Word 2010 (or later)to create this assignment.

· Use the categories above as APA headings for the sections of your paper.

· Length: This paper is expected to be no more than four pages in length (not including the title page and reference list).

· Submission: Submit your file via the basket in the Dropbox: Milestone 2 Assessment and Diagnosis, by 11:59 p.m.MT Sunday of Week 4.

· Scholarly Writing: APA format is required. Review APA documents in the APA categoryin Course Resourcesand use the free resources of SmartThinking for writing tutors.

· Save your paper with your last name in the document title (e.g., Smith Assessment and Diagnosis).

· Late Submission: See the course policy on late submissions.

Best Practicesin Preparing the Paper

The following are best practices in preparing this project.

· Complete the demographic, epidemiologic, and windshield survey prior to choosing a problem to focus on.

· Choose onenursing problem specific to your community.

· Make sure all elements of the paper are addressed and headings for each category are included.

· Review directions thoroughly.

· Cite all sources within the paper as well as on the reference page.

· Proofread prior to final submission.

· Check for spelling and grammar errors prior to final submission.

· Use the A column of the rubric below to ensure that you have included all the needed elements.

Grading Rubric:Milestone 2: Assessment and Diagnosis (225 points)

Criteria

(92–100%)

Outstanding or highest level of performance

(84–91%)

Very good or high level of performance

(76–83%)

Competent or satisfactory level of performance

(0–75%)

Poor or failing or unsatisfactory level of performance

Pts

Introduction

10 points

Includes the purpose of the paper and catches the reader’s attention with interesting facts

(9–10 points)

Missing purpose of paper orhook

(8 points)

Missing purpose of paperand hook

(7 points)

Introduction missing

(0–6 points)

/10

Community Overview

20 points

Community identified and adequately described

(18–20 points)

Community identified but description is inadequate

(16 points)

Community identified but description is missing

(15 points)

Community not identified or described

(0–14 points)

/20

Demographic Data

30 points

Describes a range of demographic data about your community fromU.S. Census Bureau reports with comparisons to state or national data

(28–30 points)

Adequate demographic data described butmissing state or national comparison

(25–27 points)

Little demographic data andmissing state or national comparisons

(23–24 points)

Lacks demographic data andmissing state or national comparisons

(0–22 points)

/30

Epidemiological Data (Disease or health behavior rates)

30 points

Describes a range of epidemiological data about community fromappropriate reports with comparisons to state or national data

(28–30 points)

Adequate epidemiological data described but missing state or national comparison

(25–27 points)

Little epidemiological data and missing state or national comparisons

(23–24 points)

Lacks epidemiological data and missing state or national comparisons

(0–22 points)

/30

Windshield Survey

20 points

Community windshield survey findings adequatelysummarized andfindings relate to identified problem

(18–20 points)

Windshield survey findings adequately summarized but not clearly related to identified problem

(16 points)

Windshield survey findings not adequately summarized and not related to the problem(15 points)

Windshield survey findings not described

(0–14 points)

/20

Problem Diagnosis

40 points

(37–40 points)

Problem not related to Healthy People objectiveorlacks rationale with supportive data

(34–36 points)

Problem not related to Healthy People objectiveandlacks rationale with supportive data

(30–33 points)

Problem discussion missing

(0–29 points)

/40

Application of Evidence-Based Scholarly Resources

30 points

Two or more quality references from professional literature discussed with clear support of your problem rationale

(28–30 points)

Two references discussed, but information does not clearly support problem rationaleor references are not scholarly

(25–27points)

Only one reference discussed that is directly relevant to problem rationale

(23–24 points)

No references discussed

(0–22 points)

/30

Summary

20 points

Summary includes assessment and diagnosis findings, a brief statement about the problem, and factors that contribute to this problem

(18–20 points)

Lacks reiteration of assessment findings or problem identificationor contributing factors

(17 points)

Summary lacks two or more of:reiteration of assessment findings, problem identification, and contributing factors

(16 points)

Summary not completed

(0–15 points)

/20

Presentation

10 points

Discussion well organized and logical andstructure is clear and compelling to reader; paragraphs are linked together logically, and main ideas stand out

(9–10 points)

Discussion missing one of the organizational elements in column one and has some minor organizational concerns

(8 points)

Discussion missing two of the organizational elements in column one and overall flow is difficult to follow

(7 points)

Paper appears disorganized and is difficult to understand

(0–6points)

/10

Mechanics

15 points

Excellent mechanics with no more than two of the following errors:

– correct grammar, spelling

-complete sentences

-all sources cited in the text

-all references listed on the reference page and in APA format

-title page in APA format

-correct APA format of headings

-12 point font, double spaced, 1 inch margins

(14-–15 points)

week 6

Guidelines for Caring for PopulationsMilestone 3:

Intervention and Evaluation

Purpose

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO1: Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)

CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8)

CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)

Due Date

Submit your assignment to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 6.

Points:250 points

Scenario

Directions

· Watch the Milestone 3 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 6 Assignments page.

· Proposed Intervention:Propose one community health nursing intervention that would address one or more of the major factors that contribute to the problem(average of 3–4 slides).

o Describe your specific nursing intervention relating it to the public health intervention wheel (Nies& McEwen, 2015, p. 14, Figure 1-3)

o Whois your target population?

o Where is this intervention taking place?

o Will it take place one time or multiple times?

o How will you reach out to your target population?

· How will you get your target population involved?

o What is the CH nurse’s role in this intervention?

o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.)

o Is anyone else involved besides yourself (C/PHN)?

· If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary, or tertiary prevention)?

· Intervention Justification:Justify why the problem and your nursing intervention should be a priority.

o Based on what you have found in the scholarly literature, discuss why these interventions are expected to be effective.

o Include summarized information from at least two professional scholarly sources from peer reviewed journals related to your intervention (average of 2–3 slides).

o Describe the desired outcomes you would track that would show whether your intervention was working.

o Include a discussion about the long-term and short-term impact on your community if the intervention issuccessful.

Guidelines

· Application: Use Microsoft PowerPoint 2010 (or later).

· Length:The PowerPoint slide show is expected to be no more than 20slides in length (not including the title slide and reference list slide).

· Submission: Submit your files via the basket in the Dropbox: Milestone 3 Intervention and Evaluation by 11:59 p.m. Sunday of Week 6.

· Savethe assignment with your last name in the filetitle:example: “Smith Intervention and Evaluation.”

· Late Submission:Seethe course policy on late submissions.

· Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this project.

· Be creative but realistic with your intervention and evaluation tool.

· Incorporate graphics, clip art, or photographs to increase interest.

· Slides should be easy to read with short bullet points and large font.

· Review directions thoroughly.

· Cite all sources within the slides with (author, year) as well as on the reference page.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the CCN academic integrity policy.

Grading Rubric: Caring for Populations: Intervention and Evaluation (250 points)

#Devry NR443 (all discussions and all assignments) Entire Course

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digital-santosh25 · 2 years ago

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ednadowling-blog · 7 years ago

Text

Devry NR443 (all discussions and all assignments) Entire Course

http://smarthomeworkhelp.com/downloads/devry-nr443-all-discussions-and-all-assignments-entire-course/

Devry NR443 (all discussions and all assignments) Entire Course

Devry NR443 week 1

Devry NR443 week 1 DQ 1

Core Functions of Public Health (graded)

Let’s start with a broad overview of public health nursing. The three core functions of public health are assessment, assurance, and policy development (Nies & McEwen, 2015, p. 6).

· Describe one of these core public health functions.

· Discuss how this core function relates to one intervention from the Public Health Intervention Wheel (Nies & McEwen, 2015, pp. 14–15).

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

Devry NR443 week 1 DQ 2

Determinants of Health (graded)

· Choose one of the five determinants. In your posting, describe this determinant and its importance.

Devry NR443 week 2

1 Windshield Survey (graded)

· Click HERE to view the windshield survey video.

· Click HERE to read a transcript of the video.

Next, choose one of the six assessment categories from Box 6-2, and discuss what you observed about Iron Ridge related to the questions in that category.

Also, discuss how a community health nurse might prioritize the identified needs to begin planning an intervention.

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier

Devry NR443 week 2 DQ 2

Demographic and Epidemiological Assessment (graded)

Here is a helpful tip sheet about the

Devry NR443 week 3

DQ 1 Caring for Vulnerable Populations (graded)

This week, you are learning about many different vulnerable populations. Choose one vulnerable population.

· Briefly describe this vulnerable population.

· Discuss several risk factors that may impact health outcomes for this group.

· Describe two priorities for community health nurses working with this population.

DQ 2

Assuring Resources for the Vulnerable (graded)

Review the Week 3 Case Study that may be found in Doc Sharing.

· Briefly describe the types of services that you found.

· Choose one agency and assess this agency in terms of the 4 As. Is it accessible, acceptable, affordable, or available for Mary or other pregnant women that you case-manage?

Devry NR443 week 4

DQ 1

Concerns for the School Nurse (graded)

DQ 2

Healthy People Objectives for Community Settings (graded)

· Describe the community health setting of interest (see Chapters 30–33).

· Discuss one specific numbered Healthy People 2020 objective (not a goal) related to this community health setting.

· How could a community health nurse help this setting meet this objective?

Here is a helpful “Introduction to Healthy People 2020 website” document to aid you in navigating the HP 2020 website.

U.S. Department of Health and Human Services. (2014). Healthy People 2020: 2020 Topics & Objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/

Devry NR443 week 5

DQ 1

Population Health Intervention Strategies (graded)

Review the Week 5 Case Study found in Doc Sharing.

· Summarize this intervention and and discuss the community health nurse’s role in implementing this strategy.

· Describe whether it is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention).

Community Preventive Services Task Force. (2014). The Community Guide. Retrieved fromhttp://www.thecommunityguide.org/

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

DQ 2

Disaster and Communicable Disease Preparedness (graded)

· As a community health nurse, what elements do you think are important to stress to the community?

· How well is your community prepared for a potential outbreak or disaster?

Federal Emergency Management Agency. (2014). Ready: Prepare. Plan. Stay Informed.Retrieved fromhttp://www.ready.gov/

Federal Emergency Management Agency. (2014). Pandemic.Retrieved from http://www.ready.gov/pandemic

Devry NR443 week 6

Affordable Care Act (ACA) (graded)

Devry NR443 week 1 DQ 2

Environmental Health (graded)

· Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know _____.”

· How could you, in the role of a community health nurse, address these concerns?

Devry NR443 week 7

· Visit http://thefutureofnursing.org/recommendation/detail/recommendation-8

· Consider the problem you identified in your Caring for Populations Milestone. How could collaboration be improved to enhance outcomes?

The Institute of Medicine. (2010). The future of nursing leading change, advancing health: Recommendation 8. Retrieved fromhttp://thefutureofnursing.org/recommendation/detail/recommendation-8

Ethics and Diversity (graded)

Review the Week 7 Case Study found in Doc Sharing.

· Describe one National CLAS Standard.

· Discuss one way that you could implement this standard for a specific cultural group in your community.

Devry NR443 week 8

<pclass=”msonormal”>Future Directions (graded)

Reflect on what you have learned in this course. What could you take from it and bring into your current practice? Please share specific examples.

week 2

Caring for Populations: Milestone1: Community Windshield Survey Form

YourName: Date:

Criteria

Your response

1. Introduction of Community (20 points)

2. Windshield Survey (100 points)

a. Vitality:Use a majority of the questions from Box 6-2 in your text to describe your observations about the community vitality.

b. Indicators of social and economic conditions:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social and economic conditions.

c. Health Resources:Use a majority of the questions from Box 6-2 in your text to describe your observations about the health resources.

d. Environmental conditions related to health:Use a majority of the questions from Box 6-2 in your text to describe your observations about the environmental conditions.

e. Social functioning:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social functioning.

f. Attitude toward healthcare:Use a majority of the questions from Box 6-2 in your text to describe your observations about the attitudes toward healthcare.

3. Conclusion: (20 pts)

Provide a summary of your findings and your conclusion. What problems did you identify?

4. References:

optional: List in APA format any referencesthat you used. If you include any references here, you must also include an in-text citation (author, year).

week 4

Guidelines for Caring for PopulationsMilestone 2:

Assessment and Diagnosis

Purpose

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Due Date

Submit to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 4.

Points:225 points

Directions

Watch the Milestone 2 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 4 Assignments page.

· Windshield Survey: Provide a summary of your observationsfrom your first milestone. Make sure to discuss observations related to your identified problem. This should be one to two paragraphs.

· Problem Diagnosis:

o Using the assessment data, identify one community health nursing problem that you consider to be a priority concern.

o Relate your choice to one of the Healthy People 2020specific numbered objectives (not just a goal).Healthy People objectives are located within a topic area under the Objectives tab.

o Your rationale should also include why this is a problem in your community and factors that contribute to the problem. Avoid discussion of interventions in this milestone.

· Reference Page: All references should be cited within the paperand should be included on the reference page.

Guidlines

· Application: Use Microsoft Word 2010 (or later)to create this assignment.

· Use the categories above as APA headings for the sections of your paper.

· Length: This paper is expected to be no more than four pages in length (not including the title page and reference list).

· Submission: Submit your file via the basket in the Dropbox: Milestone 2 Assessment and Diagnosis, by 11:59 p.m.MT Sunday of Week 4.

· Scholarly Writing: APA format is required. Review APA documents in the APA categoryin Course Resourcesand use the free resources of SmartThinking for writing tutors.

· Save your paper with your last name in the document title (e.g., Smith Assessment and Diagnosis).

· Late Submission: See the course policy on late submissions.

Best Practicesin Preparing the Paper

The following are best practices in preparing this project.

· Complete the demographic, epidemiologic, and windshield survey prior to choosing a problem to focus on.

· Choose onenursing problem specific to your community.

· Make sure all elements of the paper are addressed and headings for each category are included.

· Review directions thoroughly.

· Cite all sources within the paper as well as on the reference page.

· Proofread prior to final submission.

· Check for spelling and grammar errors prior to final submission.

· Use the A column of the rubric below to ensure that you have included all the needed elements.

Grading Rubric:Milestone 2: Assessment and Diagnosis (225 points)

Criteria

(92–100%)

Outstanding or highest level of performance

(84–91%)

Very good or high level of performance

(76–83%)

Competent or satisfactory level of performance

(0–75%)

Poor or failing or unsatisfactory level of performance

Pts

Introduction

10 points

Includes the purpose of the paper and catches the reader’s attention with interesting facts

(9–10 points)

Missing purpose of paper orhook

(8 points)

Missing purpose of paperand hook

(7 points)

Introduction missing

(0–6 points)

/10

Community Overview

20 points

Community identified and adequately described

(18–20 points)

Community identified but description is inadequate

(16 points)

Community identified but description is missing

(15 points)

Community not identified or described

(0–14 points)

/20

Demographic Data

30 points

Describes a range of demographic data about your community fromU.S. Census Bureau reports with comparisons to state or national data

(28–30 points)

Adequate demographic data described butmissing state or national comparison

(25–27 points)

Little demographic data andmissing state or national comparisons

(23–24 points)

Lacks demographic data andmissing state or national comparisons

(0–22 points)

/30

Epidemiological Data (Disease or health behavior rates)

30 points

Describes a range of epidemiological data about community fromappropriate reports with comparisons to state or national data

(28–30 points)

Adequate epidemiological data described but missing state or national comparison

(25–27 points)

Little epidemiological data and missing state or national comparisons

(23–24 points)

Lacks epidemiological data and missing state or national comparisons

(0–22 points)

/30

Windshield Survey

20 points

Community windshield survey findings adequatelysummarized andfindings relate to identified problem

(18–20 points)

Windshield survey findings adequately summarized but not clearly related to identified problem

(16 points)

Windshield survey findings not adequately summarized and not related to the problem(15 points)

Windshield survey findings not described

(0–14 points)

/20

Problem Diagnosis

40 points

(37–40 points)

Problem not related to Healthy People objectiveorlacks rationale with supportive data

(34–36 points)

Problem not related to Healthy People objectiveandlacks rationale with supportive data

(30–33 points)

Problem discussion missing

(0–29 points)

/40

Application of Evidence-Based Scholarly Resources

30 points

Two or more quality references from professional literature discussed with clear support of your problem rationale

(28–30 points)

Two references discussed, but information does not clearly support problem rationaleor references are not scholarly

(25–27points)

Only one reference discussed that is directly relevant to problem rationale

(23–24 points)

No references discussed

(0–22 points)

/30

Summary

20 points

Summary includes assessment and diagnosis findings, a brief statement about the problem, and factors that contribute to this problem

(18–20 points)

Lacks reiteration of assessment findings or problem identificationor contributing factors

(17 points)

Summary lacks two or more of:reiteration of assessment findings, problem identification, and contributing factors

(16 points)

Summary not completed

(0–15 points)

/20

Presentation

10 points

Discussion well organized and logical andstructure is clear and compelling to reader; paragraphs are linked together logically, and main ideas stand out

(9–10 points)

Discussion missing one of the organizational elements in column one and has some minor organizational concerns

(8 points)

Discussion missing two of the organizational elements in column one and overall flow is difficult to follow

(7 points)

Paper appears disorganized and is difficult to understand

(0–6points)

/10

Mechanics

15 points

Excellent mechanics with no more than two of the following errors:

– correct grammar, spelling

-complete sentences

-all sources cited in the text

-all references listed on the reference page and in APA format

-title page in APA format

-correct APA format of headings

-12 point font, double spaced, 1 inch margins

(14-–15 points)

week 6

Guidelines for Caring for PopulationsMilestone 3:

Intervention and Evaluation

Purpose

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO1: Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)

CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8)

CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)

Due Date

Submit your assignment to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 6.

Points:250 points

Scenario

Directions

· Watch the Milestone 3 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 6 Assignments page.

· Proposed Intervention:Propose one community health nursing intervention that would address one or more of the major factors that contribute to the problem(average of 3–4 slides).

o Describe your specific nursing intervention relating it to the public health intervention wheel (Nies& McEwen, 2015, p. 14, Figure 1-3)

o Whois your target population?

o Where is this intervention taking place?

o Will it take place one time or multiple times?

o How will you reach out to your target population?

· How will you get your target population involved?

o What is the CH nurse’s role in this intervention?

o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.)

o Is anyone else involved besides yourself (C/PHN)?

· If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary, or tertiary prevention)?

· Intervention Justification:Justify why the problem and your nursing intervention should be a priority.

o Based on what you have found in the scholarly literature, discuss why these interventions are expected to be effective.

o Include summarized information from at least two professional scholarly sources from peer reviewed journals related to your intervention (average of 2–3 slides).

o Describe the desired outcomes you would track that would show whether your intervention was working.

o Include a discussion about the long-term and short-term impact on your community if the intervention issuccessful.

Guidelines

· Application: Use Microsoft PowerPoint 2010 (or later).

· Length:The PowerPoint slide show is expected to be no more than 20slides in length (not including the title slide and reference list slide).

· Submission: Submit your files via the basket in the Dropbox: Milestone 3 Intervention and Evaluation by 11:59 p.m. Sunday of Week 6.

· Savethe assignment with your last name in the filetitle:example: “Smith Intervention and Evaluation.”

· Late Submission:Seethe course policy on late submissions.

· Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this project.

· Be creative but realistic with your intervention and evaluation tool.

· Incorporate graphics, clip art, or photographs to increase interest.

· Slides should be easy to read with short bullet points and large font.

· Review directions thoroughly.

· Cite all sources within the slides with (author, year) as well as on the reference page.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the CCN academic integrity policy.

Grading Rubric: Caring for Populations: Intervention and Evaluation (250 points)

#Devry NR443 (all discussions and all assignments) Entire Course

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finalgradecalc9-blog · 7 years ago

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What Is My Grade If I Got

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cathyhammond-me-blog · 7 years ago

Text

Devry NR443 (all discussions and all assignments) Entire Course

https://homeworklance.com/downloads/devry-nr443-all-discussions-and-all-assignments-entire-course/

Devry NR443 (all discussions and all assignments) Entire Course

Devry NR443 week 1

Devry NR443 week 1 DQ 1

Core Functions of Public Health (graded)

Let’s start with a broad overview of public health nursing. The three core functions of public health are assessment, assurance, and policy development (Nies & McEwen, 2015, p. 6).

· Describe one of these core public health functions.

· Discuss how this core function relates to one intervention from the Public Health Intervention Wheel (Nies & McEwen, 2015, pp. 14–15).

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

Devry NR443 week 1 DQ 2

Determinants of Health (graded)

· Choose one of the five determinants. In your posting, describe this determinant and its importance.

Devry NR443 week 2

1 Windshield Survey (graded)

· Click HERE to view the windshield survey video.

· Click HERE to read a transcript of the video.

Next, choose one of the six assessment categories from Box 6-2, and discuss what you observed about Iron Ridge related to the questions in that category.

Also, discuss how a community health nurse might prioritize the identified needs to begin planning an intervention.

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier

Devry NR443 week 2 DQ 2

Demographic and Epidemiological Assessment (graded)

Here is a helpful tip sheet about the

Devry NR443 week 3

DQ 1 Caring for Vulnerable Populations (graded)

This week, you are learning about many different vulnerable populations. Choose one vulnerable population.

· Briefly describe this vulnerable population.

· Discuss several risk factors that may impact health outcomes for this group.

· Describe two priorities for community health nurses working with this population.

DQ 2

Assuring Resources for the Vulnerable (graded)

Review the Week 3 Case Study that may be found in Doc Sharing.

· Briefly describe the types of services that you found.

· Choose one agency and assess this agency in terms of the 4 As. Is it accessible, acceptable, affordable, or available for Mary or other pregnant women that you case-manage?

Devry NR443 week 4

DQ 1

Concerns for the School Nurse (graded)

DQ 2

Healthy People Objectives for Community Settings (graded)

· Describe the community health setting of interest (see Chapters 30–33).

· Discuss one specific numbered Healthy People 2020 objective (not a goal) related to this community health setting.

· How could a community health nurse help this setting meet this objective?

Here is a helpful “Introduction to Healthy People 2020 website” document to aid you in navigating the HP 2020 website.

U.S. Department of Health and Human Services. (2014). Healthy People 2020: 2020 Topics & Objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/

Devry NR443 week 5

DQ 1

Population Health Intervention Strategies (graded)

Review the Week 5 Case Study found in Doc Sharing.

· Summarize this intervention and and discuss the community health nurse’s role in implementing this strategy.

· Describe whether it is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention).

Community Preventive Services Task Force. (2014). The Community Guide. Retrieved fromhttp://www.thecommunityguide.org/

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

DQ 2

Disaster and Communicable Disease Preparedness (graded)

· As a community health nurse, what elements do you think are important to stress to the community?

· How well is your community prepared for a potential outbreak or disaster?

Federal Emergency Management Agency. (2014). Ready: Prepare. Plan. Stay Informed.Retrieved fromhttp://www.ready.gov/

Federal Emergency Management Agency. (2014). Pandemic.Retrieved from http://www.ready.gov/pandemic

Devry NR443 week 6

Affordable Care Act (ACA) (graded)

Devry NR443 week 1 DQ 2

Environmental Health (graded)

· Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know _____.”

· How could you, in the role of a community health nurse, address these concerns?

Devry NR443 week 7

· Visit http://thefutureofnursing.org/recommendation/detail/recommendation-8

· Consider the problem you identified in your Caring for Populations Milestone. How could collaboration be improved to enhance outcomes?

The Institute of Medicine. (2010). The future of nursing leading change, advancing health: Recommendation 8. Retrieved fromhttp://thefutureofnursing.org/recommendation/detail/recommendation-8

Ethics and Diversity (graded)

Review the Week 7 Case Study found in Doc Sharing.

· Describe one National CLAS Standard.

· Discuss one way that you could implement this standard for a specific cultural group in your community.

Devry NR443 week 8

<pclass=”msonormal”>Future Directions (graded)

Reflect on what you have learned in this course. What could you take from it and bring into your current practice? Please share specific examples.

week 2

Caring for Populations: Milestone1: Community Windshield Survey Form

YourName: Date:

Criteria

Your response

1. Introduction of Community (20 points)

2. Windshield Survey (100 points)

a. Vitality:Use a majority of the questions from Box 6-2 in your text to describe your observations about the community vitality.

b. Indicators of social and economic conditions:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social and economic conditions.

c. Health Resources:Use a majority of the questions from Box 6-2 in your text to describe your observations about the health resources.

d. Environmental conditions related to health:Use a majority of the questions from Box 6-2 in your text to describe your observations about the environmental conditions.

e. Social functioning:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social functioning.

f. Attitude toward healthcare:Use a majority of the questions from Box 6-2 in your text to describe your observations about the attitudes toward healthcare.

3. Conclusion: (20 pts)

Provide a summary of your findings and your conclusion. What problems did you identify?

4. References:

optional: List in APA format any referencesthat you used. If you include any references here, you must also include an in-text citation (author, year).

week 4

Guidelines for Caring for PopulationsMilestone 2:

Assessment and Diagnosis

Purpose

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Due Date

Submit to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 4.

Points:225 points

Directions

Watch the Milestone 2 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 4 Assignments page.

· Windshield Survey: Provide a summary of your observationsfrom your first milestone. Make sure to discuss observations related to your identified problem. This should be one to two paragraphs.

· Problem Diagnosis:

o Using the assessment data, identify one community health nursing problem that you consider to be a priority concern.

o Relate your choice to one of the Healthy People 2020specific numbered objectives (not just a goal).Healthy People objectives are located within a topic area under the Objectives tab.

o Your rationale should also include why this is a problem in your community and factors that contribute to the problem. Avoid discussion of interventions in this milestone.

· Reference Page: All references should be cited within the paperand should be included on the reference page.

Guidlines

· Application: Use Microsoft Word 2010 (or later)to create this assignment.

· Use the categories above as APA headings for the sections of your paper.

· Length: This paper is expected to be no more than four pages in length (not including the title page and reference list).

· Submission: Submit your file via the basket in the Dropbox: Milestone 2 Assessment and Diagnosis, by 11:59 p.m.MT Sunday of Week 4.

· Scholarly Writing: APA format is required. Review APA documents in the APA categoryin Course Resourcesand use the free resources of SmartThinking for writing tutors.

· Save your paper with your last name in the document title (e.g., Smith Assessment and Diagnosis).

· Late Submission: See the course policy on late submissions.

Best Practicesin Preparing the Paper

The following are best practices in preparing this project.

· Complete the demographic, epidemiologic, and windshield survey prior to choosing a problem to focus on.

· Choose onenursing problem specific to your community.

· Make sure all elements of the paper are addressed and headings for each category are included.

· Review directions thoroughly.

· Cite all sources within the paper as well as on the reference page.

· Proofread prior to final submission.

· Check for spelling and grammar errors prior to final submission.

· Use the A column of the rubric below to ensure that you have included all the needed elements.

Grading Rubric:Milestone 2: Assessment and Diagnosis (225 points)

Criteria

(92–100%)

Outstanding or highest level of performance

(84–91%)

Very good or high level of performance

(76–83%)

Competent or satisfactory level of performance

(0–75%)

Poor or failing or unsatisfactory level of performance

Pts

Introduction

10 points

Includes the purpose of the paper and catches the reader’s attention with interesting facts

(9–10 points)

Missing purpose of paper orhook

(8 points)

Missing purpose of paperand hook

(7 points)

Introduction missing

(0–6 points)

/10

Community Overview

20 points

Community identified and adequately described

(18–20 points)

Community identified but description is inadequate

(16 points)

Community identified but description is missing

(15 points)

Community not identified or described

(0–14 points)

/20

Demographic Data

30 points

Describes a range of demographic data about your community fromU.S. Census Bureau reports with comparisons to state or national data

(28–30 points)

Adequate demographic data described butmissing state or national comparison

(25–27 points)

Little demographic data andmissing state or national comparisons

(23–24 points)

Lacks demographic data andmissing state or national comparisons

(0–22 points)

/30

Epidemiological Data (Disease or health behavior rates)

30 points

Describes a range of epidemiological data about community fromappropriate reports with comparisons to state or national data

(28–30 points)

Adequate epidemiological data described but missing state or national comparison

(25–27 points)

Little epidemiological data and missing state or national comparisons

(23–24 points)

Lacks epidemiological data and missing state or national comparisons

(0–22 points)

/30

Windshield Survey

20 points

Community windshield survey findings adequatelysummarized andfindings relate to identified problem

(18–20 points)

Windshield survey findings adequately summarized but not clearly related to identified problem

(16 points)

Windshield survey findings not adequately summarized and not related to the problem(15 points)

Windshield survey findings not described

(0–14 points)

/20

Problem Diagnosis

40 points

(37–40 points)

Problem not related to Healthy People objectiveorlacks rationale with supportive data

(34–36 points)

Problem not related to Healthy People objectiveandlacks rationale with supportive data

(30–33 points)

Problem discussion missing

(0–29 points)

/40

Application of Evidence-Based Scholarly Resources

30 points

Two or more quality references from professional literature discussed with clear support of your problem rationale

(28–30 points)

Two references discussed, but information does not clearly support problem rationaleor references are not scholarly

(25–27points)

Only one reference discussed that is directly relevant to problem rationale

(23–24 points)

No references discussed

(0–22 points)

/30

Summary

20 points

Summary includes assessment and diagnosis findings, a brief statement about the problem, and factors that contribute to this problem

(18–20 points)

Lacks reiteration of assessment findings or problem identificationor contributing factors

(17 points)

Summary lacks two or more of:reiteration of assessment findings, problem identification, and contributing factors

(16 points)

Summary not completed

(0–15 points)

/20

Presentation

10 points

Discussion well organized and logical andstructure is clear and compelling to reader; paragraphs are linked together logically, and main ideas stand out

(9–10 points)

Discussion missing one of the organizational elements in column one and has some minor organizational concerns

(8 points)

Discussion missing two of the organizational elements in column one and overall flow is difficult to follow

(7 points)

Paper appears disorganized and is difficult to understand

(0–6points)

/10

Mechanics

15 points

Excellent mechanics with no more than two of the following errors:

– correct grammar, spelling

-complete sentences

-all sources cited in the text

-all references listed on the reference page and in APA format

-title page in APA format

-correct APA format of headings

-12 point font, double spaced, 1 inch margins

(14-–15 points)

week 6

Guidelines for Caring for PopulationsMilestone 3:

Intervention and Evaluation

Purpose

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO1: Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)

CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8)

CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)

Due Date

Submit your assignment to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 6.

Points:250 points

Scenario

Directions

· Watch the Milestone 3 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 6 Assignments page.

· Proposed Intervention:Propose one community health nursing intervention that would address one or more of the major factors that contribute to the problem(average of 3–4 slides).

o Describe your specific nursing intervention relating it to the public health intervention wheel (Nies& McEwen, 2015, p. 14, Figure 1-3)

o Whois your target population?

o Where is this intervention taking place?

o Will it take place one time or multiple times?

o How will you reach out to your target population?

· How will you get your target population involved?

o What is the CH nurse’s role in this intervention?

o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.)

o Is anyone else involved besides yourself (C/PHN)?

· If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary, or tertiary prevention)?

· Intervention Justification:Justify why the problem and your nursing intervention should be a priority.

o Based on what you have found in the scholarly literature, discuss why these interventions are expected to be effective.

o Include summarized information from at least two professional scholarly sources from peer reviewed journals related to your intervention (average of 2–3 slides).

o Describe the desired outcomes you would track that would show whether your intervention was working.

o Include a discussion about the long-term and short-term impact on your community if the intervention issuccessful.

Guidelines

· Application: Use Microsoft PowerPoint 2010 (or later).

· Length:The PowerPoint slide show is expected to be no more than 20slides in length (not including the title slide and reference list slide).

· Submission: Submit your files via the basket in the Dropbox: Milestone 3 Intervention and Evaluation by 11:59 p.m. Sunday of Week 6.

· Savethe assignment with your last name in the filetitle:example: “Smith Intervention and Evaluation.”

· Late Submission:Seethe course policy on late submissions.

· Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this project.

· Be creative but realistic with your intervention and evaluation tool.

· Incorporate graphics, clip art, or photographs to increase interest.

· Slides should be easy to read with short bullet points and large font.

· Review directions thoroughly.

· Cite all sources within the slides with (author, year) as well as on the reference page.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the CCN academic integrity policy.

Grading Rubric: Caring for Populations: Intervention and Evaluation (250 points)

#Devry NR443 (all discussions and all assignments) Entire Course

0 notes

melissaharrington-blog · 8 years ago

Text

DEVRY NR 443 FULL COURSE

To Download tutorial Copy and Paste below Link into your Browser

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Devry NR 443 Full Course

Devry NR443 week 1

Devry NR443 week 1 DQ 1 Core Functions of Public Health (graded)

Let’s start with a broad overview of public health nursing. The three core functions of public health are assessment, assurance, and policy development (Nies & McEwen, 2015, p. 6).

Describe one of these core public health functions.

Discuss how this core function relates to one intervention from the Public Health Intervention Wheel (Nies & McEwen, 2015, pp. 14–15).

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.

Devry NR443 week 1 DQ 2

Determinants of Health (graded)

Go to the “Determinants of Health” link http://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health and click on each determinant to read about all of the determinants.

Choose one of the five determinants. In your posting, describe this determinant and its importance.

Devry NR443 week 2

1 Windshield Survey (graded)

Click HERE to view the windshield survey video.

Click HERE to read a transcript of the video.

Next, choose one of the six assessment categories from Box 6-2, and discuss what you observed about Iron Ridge related to the questions in that category.

Also, discuss how a community health nurse might prioritize the identified needs to begin planning an intervention.

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier

Devry NR443 week 2 DQ 2

Demographic and Epidemiological Assessment (graded)

Here is a helpful tip sheet about the

Devry NR443 week 3

DQ 1 Caring for Vulnerable Populations (graded)

This week, you are learning about many different vulnerable populations. Choose one vulnerable population.

Briefly describe this vulnerable population.

Discuss several risk factors that may impact health outcomes for this group.

Describe two priorities for community health nurses working with this population.

DQ 2 Assuring Resources for the Vulnerable (graded)

Review the Week 3 Case Study that may be found in Doc Sharing.

Briefly describe the types of services that you found.

Choose one agency and assess this agency in terms of the 4 As. Is it accessible, acceptable, affordable, or available for Mary or other pregnant women that you case-manage?

Devry NR443 week 4 DQ 1 Concerns for the School Nurse (graded)

DQ 2

Healthy People Objectives for Community Settings (graded)

Describe the community health setting of interest (see Chapters 30–33).

Discuss one specific numbered Healthy People 2020 objective (not a goal) related to this community health setting.

How could a community health nurse help this setting meet this objective?

Here is a helpful “Introduction to Healthy People 2020 website” document to aid you in navigating the HP 2020 website.

U.S. Department of Health and Human Services. (2014). Healthy People 2020: 2020 Topics & Objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/

Devry NR443 week 5

DQ 1 Population Health Intervention Strategies (graded)

Review the Week 5 Case Study found in Doc Sharing.

Summarize this intervention and and discuss the community health nurse’s role in implementing this strategy.

Describe whether it is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention).

Community Preventive Services Task Force. (2014). The Community Guide. Retrieved from http://www.thecommunityguide.org/

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.

DQ 2

Disaster and Communicable Disease Preparedness (graded)

As a community health nurse, what elements do you think are important to stress to the community?

How well is your community prepared for a potential outbreak or disaster?

Federal Emergency Management Agency. (2014). Ready: Prepare. Plan. Stay Informed.Retrieved from http://www.ready.gov/

Federal Emergency Management Agency. (2014). Pandemic.Retrieved from http://www.ready.gov/pandemic

Devry NR443 week 6

Affordable Care Act (ACA) (graded)

Devry NR443 week 1 DQ 2

Environmental Health (graded)

Visit the U.S. Environmental Protection Agency’s MyEnvironment site at http://www.epa.gov/myenvironment/howUsePage.html. Review the site overview and enter your city, zip code, or location into the MyEnvironment box. Explore the site to learn more about your environment and things that might be impacting the health of its citizens.

Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know _____.”

How could you, in the role of a community health nurse, address these concerns?

Devry NR443 week 7

Visit http://thefutureofnursing.org/recommendation/detail/recommendation-8

Consider the problem you identified in your Caring for Populations Milestone. How could collaboration be improved to enhance outcomes?

The Institute of Medicine. (2010). The future of nursing leading change, advancing health: Recommendation 8. Retrieved fromhttp://thefutureofnursing.org/recommendation/detail/recommendation-8

Ethics and Diversity (graded)

Review the Week 7 Case Study found in Doc Sharing.

You will continue in your role as a nurse with your local health department. As part of the health department’s “Think Cultural Health” seminar, each team member will discuss oneof the 15 National Cultural and Linguistically Appropriate Services (CLAS) standards. Visit https://www.thinkculturalhealth.hhs.gov/Content/clas.asp. Browse the site and click on the link to open the list of the National CLAS Standards.

Describe one National CLAS Standard.

Discuss one way that you could implement this standard for a specific cultural group in your community.

Office of Minority Health, Department of Health and Human Services. (2013). National standards for culturally and linguistically appropriate services in health and health care: a blueprint for advancing and sustaining CLAS policy and practice. Retrieved from https://www.thinkculturalhealth.hhs.gov/Content/clas.asp

Devry NR443 week 8

<pclass=”msonormal”>Future Directions (graded)

Reflect on what you have learned in this course. What could you take from it and bring into your current practice? Please share specific examples.

week 2

Caring for Populations: Milestone1: Community Windshield Survey Form

YourName: Date:

Criteria

Your response

1. Introduction of Community (20 points)Identify the city and state of your community and briefly describe the community you will be using for this assignment. It should be the area where you live or the area surrounding your work setting but must include a residential area. Demographic data are not needed.

2. Windshield Survey (100 points)a. Vitality:Use a majority of the questions from Box 6-2 in your text to describe your observations about the community vitality.

b. Indicators of social and economic conditions:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social and economic conditions.

c. Health Resources:Use a majority of the questions from Box 6-2 in your text to describe your observations about the health resources.

d. Environmental conditions related to health:Use a majority of the questions from Box 6-2 in your text to describe your observations about the environmental conditions.

e. Social functioning:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social functioning.

f. Attitude toward healthcare:Use a majority of the questions from Box 6-2 in your text to describe your observations about the attitudes toward healthcare.

3. Conclusion: (20 pts)Provide a summary of your findings and your conclusion. What problems did you identify?

4. References:optional: List in APA format any referencesthat you used. If you include any references here, you must also include an in-text citation (author, year).

week 4

Guidelines for Caring for PopulationsMilestone 2:

Assessment and Diagnosis

Purpose

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Due Date

Submit to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 4.

Points:225 points

Directions

Watch the Milestone 2 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 4 Assignments page.

[Introduction:]This beginning of your paper should catch the reader’s attention with interesting facts about your communityand shouldinclude the purpose statement of the paper. This should be one paragraph.APA states that you should not title this as introduction; however, you are still expected to write a separate introduction. The title of the paper should be repeated at the top of page two and centered.

Community Overview: Identify the community that you are assessingby name and stateand provide a generaldescription of the community. What is the general character of the community?Statistics should not be included here. Your community should be the area you live or workin and should include a residential area. It should be a large enough area to answer the questions in the text. This should be one paragraph.

Demographic Data: Compile a range of demographic (population description) data for your community by examining U.S. Census Bureau reports. Using this data, describe yourcommunity. Compare your community data to state or national data. A summary of this data should beno more than two paragraphs.

Epidemiological Data: Compile and summarize a range of epidemiological (illness, morbidity, and mortality) data for your community by examining data from sources such as city or county health department reports, County Health Rankings (countyhealthrankings.org), or the Centers for Disease Control to describe priority health problems in your area. See the Webliography for applicable sites to search. Compare your community to state or national data. This comparison will help to identify a priority community health problem specific to your community. A summary of this data should be no more than two paragraphs.

Windshield Survey: Provide a summary of your observationsfrom your first milestone. Make sure to discuss observations related to your identified problem. This should be one to two paragraphs.

Problem Diagnosis:

o Using the assessment data, identify one community health nursing problem that you consider to be a priority concern.

o Relate your choice to one of the Healthy People 2020specific numbered objectives (not just a goal). Healthy People objectives are located within a topic area under the Objectives tab.

o Your rationale should also include why this is a problem in your community and factors that contribute to the problem. Avoid discussion of interventions in this milestone.

Summary:Summarize your community assessment and diagnosis findings and include a brief statement about the problemand the major factors that contribute to this problem. This information should be no more than two paragraphs.

Reference Page: All references should be cited within the paperand should be included on the reference page.

Guidlines

Application: Use Microsoft Word 2010 (or later)to create this assignment.

Use the categories above as APA headings for the sections of your paper.

Length: This paper is expected to be no more than four pages in length (not including the title page and reference list).

Submission: Submit your file via the basket in the Dropbox: Milestone 2 Assessment and Diagnosis, by 11:59 p.m.MT Sunday of Week 4.

Scholarly Writing: APA format is required. Review APA documents in the APA categoryin Course Resourcesand use the free resources of SmartThinking for writing tutors.

Save your paper with your last name in the document title (e.g., Smith Assessment and Diagnosis).

Late Submission: See the course policy on late submissions.

Best Practicesin Preparing the Paper

The following are best practices in preparing this project.

Complete the demographic, epidemiologic, and windshield survey prior to choosing a problem to focus on.

Choose onenursing problem specific to your community.

Make sure all elements of the paper are addressed and headings for each category are included.

Review directions thoroughly.

Cite all sources within the paper as well as on the reference page.

Proofread prior to final submission.

Check for spelling and grammar errors prior to final submission.

Use the A column of the rubric below to ensure that you have included all the needed elements.

Abide by the CCN academic integrity policy. The paper must be your original work. Once submitted to the Dropbox, check back to ensure that your Turnitin similarity index is less than 24%, if not revise and resubmit prior to the deadline.

Grading Rubric:Milestone 2: Assessment and Diagnosis (225 points)

Criteria

A(92–100%)

Outstanding or highest level of performance

B(84–91%)

Very good or high level of performance

C(76–83%)

Competent or satisfactory level of performance

F(0–75%)

Poor or failing or unsatisfactory level of performance

Pts

Introduction10 points

Includes the purpose of the paper and catches the reader’s attention with interesting facts(9–10 points)

Missing purpose of paper orhook(8 points)

Missing purpose of paperand hook(7 points)

Introduction missing(0–6 points)

/10

Community Overview20 points

Community identified and adequately described(18–20 points)

Community identified but description is inadequate(16 points)

Community identified but description is missing(15 points)

Community not identified or described(0–14 points)

/20

Demographic Data30 points

Describes a range of demographic data about your community fromU.S. Census Bureau reports with comparisons to state or national data(28–30 points)

Adequate demographic data described butmissing state or national comparison(25–27 points)

Little demographic data andmissing state or national comparisons(23–24 points)

Lacks demographic data andmissing state or national comparisons(0–22 points)

/30

Epidemiological Data (Disease or health behavior rates)30 points

Describes a range of epidemiological data about community fromappropriate reports with comparisons to state or national data(28–30 points)

Adequate epidemiological data described but missing state or national comparison(25–27 points)

Little epidemiological data and missing state or national comparisons(23–24 points)

Lacks epidemiological data and missing state or national comparisons(0–22 points)

/30

Windshield Survey20 points

Community windshield survey findings adequatelysummarized andfindings relate to identified problem(18–20 points)

Windshield survey findings adequately summarized but not clearly related to identified problem(16 points)

Windshield survey findings not adequately summarized and not related to the problem(15 points)

Windshield survey findings not described(0–14 points)

/20

Problem Diagnosis40 points

Problem not related to Healthy People objectiveorlacks rationale with supportive data(34–36 points)

Problem not related to Healthy People objectiveandlacks rationale with supportive data(30–33 points)

Problem discussion missing(0–29 points)

/40

Application of Evidence-Based Scholarly Resources30 points

Two or more quality references from professional literature discussed with clear support of your problem rationale(28–30 points)

Two references discussed, but information does not clearly support problem rationaleor references are not scholarly(25–27points)

Only one reference discussed that is directly relevant to problem rationale(23–24 points)

No references discussed(0–22 points)

/30

Summary20 points

Summary includes assessment and diagnosis findings, a brief statement about the problem, and factors that contribute to this problem(18–20 points)

Lacks reiteration of assessment findings or problem identificationor contributing factors(17 points)

Summary lacks two or more of:reiteration of assessment findings, problem identification, and contributing factors(16 points)

Summary not completed(0–15 points)

/20

Presentation10 points

Discussion well organized and logical andstructure is clear and compelling to reader; paragraphs are linked together logically, and main ideas stand out(9–10 points)

Discussion missing one of the organizational elements in column one and has some minor organizational concerns(8 points)

Discussion missing two of the organizational elements in column one and overall flow is difficult to follow(7 points)

Paper appears disorganized and is difficult to understand(0–6points)

/10

Mechanics15 points

Excellent mechanics with no more than two of the following errors:– correct grammar, spelling

-complete sentences

-all sources cited in the text

-all references listed on the reference page and in APA format

-title page in APA format

-correct APA format of headings

-12 point font, double spaced, 1 inch margins

(14-–15 points)

week 6

Guidelines for Caring for PopulationsMilestone 3:

Intervention and Evaluation

Purpose

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO1: Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)

CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8)

CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)

Due Date

Submit your assignment to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 6.

Points:250 points

Scenario

Directions

Watch the Milestone 3 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 6 Assignments page.

Choose a community health nurse setting.Some examples of settings are school nurse, parish nurse, home health nurse, nurse working in the health department (be specific to what area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.)

Introduction:Introduce the identified problem, the purpose of the presentation, and reiterate at least one or two important findings that demonstrate this problem in your community (average of 1–2 slides)

Proposed Intervention:Propose one community health nursing intervention that would address one or more of the major factors that contribute to the problem(average of 3–4 slides).

o Describe your specific nursing intervention relating it to the public health intervention wheel (Nies& McEwen, 2015, p. 14, Figure 1-3)

o Whois your target population?

o Where is this intervention taking place?

o Will it take place one time or multiple times?

o How will you reach out to your target population?

How will you get your target population involved?

o What is the CH nurse’s role in this intervention?

o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.)

o Is anyone else involved besides yourself (C/PHN)?

If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary, or tertiary prevention)?

Intervention Justification:Justify why the problem and your nursing intervention should be a priority.

o Based on what you have found in the scholarly literature, discuss why these interventions are expected to be effective.

o Include summarized information from at least two professional scholarly sources from peer reviewed journals related to your intervention (average of 2–3 slides).

Proposed Evaluation Methods: Your presentation must include at least oneproposed quantitative or qualitative evaluation method thatyouwould use to determine whether your intervention is effective. Outcome measurement is a crucial piece whenimplementing interventions(average of 2–3 slides)

o Describe the desired outcomes you would track that would show whether your intervention was working.

o Include a discussion about the long-term and short-term impact on your community if the intervention issuccessful.

Summary: The summary should reiterate the main points of the presentation and conclude with what you are asking to be accomplished; for example, “Based on ABC, it is imperative our community has XYZ. Thank you for your consideration.”

In addition to the slides described above, your presentation should include a title slide with your name includedand a reference slide.Remember, you are presenting to your leadership team, so the slides should include the most important elements for them to know inshort bullet pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.

Guidelines

Application: Use Microsoft PowerPoint 2010 (or later).

Length:The PowerPoint slide show is expected to be no more than 20slides in length (not including the title slide and reference list slide).

Submission: Submit your files via the basket in the Dropbox: Milestone 3 Intervention and Evaluation by 11:59 p.m. Sunday of Week 6.

Savethe assignment with your last name in the filetitle:example: “Smith Intervention and Evaluation.”

Late Submission:Seethe course policy on late submissions.

Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this project.

Be creative but realistic with your intervention and evaluation tool.

Incorporate graphics, clip art, or photographs to increase interest.

Slides should be easy to read with short bullet points and large font.

Review directions thoroughly.

Cite all sources within the slides with (author, year) as well as on the reference page.

Proofread prior to final submission.

Spell check for spelling and grammar errors prior to final submission.

Abide by the CCN academic integrity policy.

Grading Rubric: Caring for Populations: Intervention and Evaluation (250 points)

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Devry NR 443 Full Course

Devry NR443 week 1

Devry NR443 week 1 DQ 1 Core Functions of Public Health (graded)

Let’s start with a broad overview of public health nursing. The three core functions of public health are assessment, assurance, and policy development (Nies & McEwen, 2015, p. 6).

Describe one of these core public health functions.

Discuss how this core function relates to one intervention from the Public Health Intervention Wheel (Nies & McEwen, 2015, pp. 14–15).

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier.

Devry NR443 week 1 DQ 2

Determinants of Health (graded)

Choose one of the five determinants. In your posting, describe this determinant and its importance.

Devry NR443 week 2

1 Windshield Survey (graded)

Click HERE to view the windshield survey video.

Click HERE to read a transcript of the video.

Next, choose one of the six assessment categories from Box 6-2, and discuss what you observed about Iron Ridge related to the questions in that category.

Also, discuss how a community health nurse might prioritize the identified needs to begin planning an intervention.

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations (6th ed.). St. Louis, MO: Saunders/Elsevier

Devry NR443 week 2 DQ 2

Demographic and Epidemiological Assessment (graded)

Demographic data: Go online to the U.S. Census Bureau at http://quickfacts.census.gov/. Obtain information about the demographic characteristics of the population for your city or county of residence. You may have to look at county data if your city is not listed. Collect a range of demographic data about age, ethnicity, poverty levels, housing, and education.

Epidemiological data: Go to your city or county health department website (search the Internet) or County Health Rankings (http://www.countyhealthrankings.org/) to discuss epidemiological data about your area. Identify several priority health concerns for your area.