Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks.

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Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks.
Milestone 1: Caring for Populations Milestone Community Windshield Survey Guidelines
Updated 4/27/2017
Purpose
The purpose of this assignment is to complete a direct observational assessment of a community in your area. This windshield survey will be the initial step in uncovering a community health problem in your area and identifying community dynamics. This problem will be further assessed in the following two assignments.
Course Outcomes
This assignment enables the student to meet the following course outcome.
CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)
Due Date
Submit your completed windshield survey form by 11:59 p.m. MT Sunday of Week 2.
Points: 150 points
Directions
Download the Community Windshield Survey form (Links to an external site.)Links to an external site.. Type your name and answers directly onto this Word document. Your form does not need to follow APA formatting; however, you are expected to use a professional writing style with complete sentences, accurate grammar, and correct spelling. If references are used, they must be cited in the text and the complete reference should be included in the reference box in APA format. References are optional.
Watch Caring for Populations project overview and Milestone 1 tutorial (click this link or copy and paste it into your browser): http://www.brainshark.com/devry/CourseProjectandMS1_2016. (Links to an external site.)Links to an external site.
Save the form by clicking Save as and adding your last name to the file name; for example, NR443 Windshield Survey Form_Smith.
Submit the completed form by Sunday, 11:59 p.m. MT at the end of Week 2.
Length: The completed form should be three to four pages in length (not including any optional references).
Guidelines
Below are the requirements needed for successful completion of the Windshield Survey Form.
Introduction to the Community: Identify the community you will be using for this assignment with the city and state and provide a brief, one paragraph description of the community. Your community should be the area where you live or the area surrounding your work setting. The community must include a residential area and be broad enough to answer the survey questions. You do not need to include demographic data.
Windshield Survey: Assess your community by doing a windshield survey. Information about the components of a windshield survey is located in your textbook, Nies & McEwen (2015) on page 98 (Box 6-2). Drive through the area and report your observations by describing each of the following six areas using a majority of the questions from each category of Box 6-2 as your guide (one to two in depth paragraphs for each category). Be sure to include what you observed related to each of these categories, and also include any significant items that are missing in your community because this may be equally important in identifying a community health problem.
Community vitality
Indicators of social and economic conditions
Health resources
Environmental conditions related to health
Social functioning
Attitude toward healthcare
Note: It is helpful to conduct this assessment at least two different times: during the day or evening, on a weekday and/or on the weekend. If possible, plan on asking someone to drive during your survey so that you can take notes.
Vulnerable population: Identify an aggregate or vulnerable population in your community based on your observations. What did you observe about this population? See Units five (5) and six (6) in Nies and McEwen (2015) for examples of vulnerable populations and aggregates.
Conclusion: Provide a summary of your findings. Describe several potential community health problems for the vulnerable population that you identified.
References: The purpose of this assignment is to document your observations of your community. Outside sources are not required. However, if sources are used, these sources must be cited within the form (Author, year) and listed in the reference section in APA format (see APA resources for help with formatting).
Best Practices in Completing the Form
The following are best practices in preparing this project.
Make sure all elements of the form are included.
Review directions and grading rubric below thoroughly.
Cite any outside references as above (these are optional).
Use a professional writing style with complete sentences.
Proofread prior to final submission.
Check for spelling and grammar errors prior to final submission.
Abide by the Chamberlain academic integrity policy.
**Academic Integrity Reminder**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.
Please see the grading criteria and rubrics on this page.
(Links to an external site.)Links to an external site.
Rubric
NR443_Milestone1
NR443_Milestone1
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeIntroduction of Community
view longer description
Community is identified and adequately described.
20.0 pts
Community is identified and briefly described.
18.0 pts
Community identified but description is insufficient.
16.0 pts
Community not identified and description is insufficient.
8.0 pts
Community is not identified or described.
0.0 pts
20.0 pts
This criterion is linked to a Learning OutcomeWindshield Survey
view longer description
Community is assessed and findings adequately cover the six categories listed on form.
75.0 pts
Community is assessed in all categories but findings inadequate in one or two categories.
66.0 pts
Community is assessed but findings missing in one or two categories or inadequate in three or four categories.
60.0 pts
Community is assessed but findings missing in three or four categories or inadequate in five or more categories.
29.0 pts
Community is not assessed.
0.0 pts
75.0 pts
This criterion is linked to a Learning OutcomeIdentification of an aggregate or vulnerable population
view longer description
Thoroughly describes aggregate or vulnerable population with detailed observations about this population.
20.0 pts
Adequately describes aggregate or vulnerable population but observations about the population are brief and missing some details.
18.0 pts
Adequately identifies aggregate or vulnerable population but observations about the population are missing.
16.0 pts
Minimally describes aggregate or vulnerable population and observations about the population are missing.
8.0 pts
Aggregate or vulnerable population are not described.
0.0 pts
20.0 pts
This criterion is linked to a Learning OutcomeConclusion
view longer description
Conclusion includes a brief summary of the windshield survey findings and satisfactory identification of community health problems.
20.0 pts
Conclusion includes a brief summary of findings and identification of some community health problems.
18.0 pts
Conclusion includes a brief summary of findings or identification of health problems.
16.0 pts
Conclusion present but does not include a brief summary and problem identification missing.
8.0 pts
Conclusion not done.
0.0 pts
20.0 pts
This criterion is linked to a Learning OutcomeMechanics
view longer description
Excellent mechanics with minimal errors of the following: -correct grammar and spelling -writes logically in complete sentences -any references used are cited in text -all references listed in reference box using basics of APA formatting (hanging indent not needed)
15.0 pts
Good mechanics considering the elements listed in first column.
13.0 pts
Fair mechanics considering the elements listed in first column.
12.0 pts
Poor mechanics considering the elements listed in first column.
6.0 pts
Very poor mechanics such that assignment is difficult to read.
0.0 pts
15.0 pts

What are the effects of controlling BP in people with diabetes?

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What are the effects of controlling BP in people with diabetes?
Nursing DB questions
Just answer questions as thoroughly as possible, and concentrate on the questions and don’t focus on the scenario
L.N. is a 49-year-old white woman with a history of type 2 diabetes, obesity, hypertension, and migraine headaches. The patient was diagnosed with type 2 diabetes 9 years ago when she presented with mild polyuria and polydipsia. L.N. is 5’4″ and has always been on the large side, with her weight fluctuating between 165 and 185 lb. Initial treatment for her diabetes consisted of an oral sulfonylurea with the rapid addition of metformin. Her diabetes has been under fair control with a most recent hemoglobin A1c of 7.4%.
Hypertension was diagnosed 5 years ago when blood pressure (BP) measured in the office was noted to be consistently elevated in the range of 160/90 mmHg on three occasions. L.N. was initially treated with Lisinopril, starting at 10 mg daily and increasing to 20 mg daily, yet her BP control has fluctuated. One year ago, microalbuminuria was detected on an annual urine screen, with 1,943 mg/dl of micro-albumin identified on a spot urine sample. L.N. comes into the office today for her usual follow-up visit for diabetes and HTN.
Subjective data reveals that she is experiencing increased exertional SOB. She expresses concern because when this happens it takes her awhile to get her breath back to normal. Denies any pain or dizziness with these episodes.
Physical examination reveals an obese woman with a BP of 154/86 mmHg and a pulse of 78 bpm. Otherwise exam is unremarkable.
CC: “I am more short of breath when walking up stairs than I used to be”.
Questions
1. What are the effects of controlling BP in people with diabetes?
2. What is the target BP for patients with diabetes and hypertension?
3. Which antihypertensive agents are recommended for patients with diabetes?
4 What testing does this woman need ordered due to her change in status both SHORTNESS OF BREATH and BLOOD PRESSURE?
5. What is the significance of microalbuminuria in this woman? How does this affect her cardiovascular risk?
Write this case study up as a clinical note including all elements of plan of care regarding issues presented in the case.

What does it mean to be a nurse with a practice or research doctorate? What are the expectations associated with this degree?

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What does it mean to be a nurse with a practice or research doctorate? What are the expectations associated with this degree?
NURS DNP: Professional Opportunities for Doctorally Prepared Nurses
Discussion: The Doctoral Degree and Professional Nursing Practice
Why did you decide to enroll in graduate school? What informed your decision to pursue your chosen degree? How will earning this degree influence your career?
This week, you consider the characteristics of various programs, including the DNP and the PhD. The focus of the DNP degree is on clinical practice, whereas the focus of the PhD is on research. In conjunction with other professional colleagues, DNP- and PhD-prepared nurses often collaborate to analyze critical issues and find appropriate ways to address them.
This first Discussion provides an opportunity for you to examine what it means to earn a doctorate and how your selected degree program relates to your professional goals.
To prepare:
Consider the reasons you have chosen to pursue an advanced degree. How do you anticipate that earning this degree will support your professional goals?
Reflect on the comments shared by the experts in this week’s media regarding the value of a DNP degree and the various roles available to DNP-prepared nurses, as well as the characteristics of the PhD program and opportunities for PhD-prepared nurses.
Based on the information presented this week, have you developed any new ideas or goals for your future? If so, what are they?
Post a cohesive response that addresses the following:( 1TO 2 PAGES )
What does it mean to be a nurse with a practice or research doctorate? What are the expectations associated with this degree? How might this be different for a nurse who holds a different degree?
How do these considerations relate to your motivation to pursue a doctoral degree right now?
References to follow
Required Readings
Zaccagnini, M. E., & White, K. W. (2014). The doctor of nursing practice essentials: A new model for advanced practice nursing (2nd ed.). Sudbury, MA: Jones & Bartlett. [Vital Source e-reader] (DNP STUDENT ONLY)
“Imagining the DNP Role” (pp. xvii–xxviii)
Houser, J. (2015). Nursing research: Reading, using, and creating evidence (3rd ed.). Burlington, MA: Jones & Bartlett.
[For PhD students ONLY]
Chapter 1, “The Importance of Research as Evidence in Nursing”
American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author. Retrieved from http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf
[For DNP students ONLY]
“Introduction” (pp. 3–7)
Cleary, M., Hunt, G. E., & Jackson, D. (2011). Demystifying PhDs: A review of doctorate programs designed to fulfill the needs of the next generation of nursing professionals. Contemporary Nurse: A Journal for the Australian Nursing Profession, 39(2), 273–280.
Note: You will access this article from the Walden Library databases.
[For PhD students ONLY]
Conn, V. S. (2014). Prepare to launch: Optimizing doctoral education to ensure career success. Western Journal of Nursing Research, 36(1), 3–5.
Note: You will access this article from the Walden Library databases.
Conn, V. S., Zerwic, J., Rawl, S., Wyman, J. F., Larson, J. L., Anderson, C. M., Markis, N. E. (2014). Strategies for a successful PhD program: Words of wisdom from the WJNR editorial board. Western Journal of Nursing Research, 36(1), 6–30.
Note: You will access this article from the Walden Library databases.
[For PhD students ONLY]
Foster, R. L. (2012). Doctoral education and the future of nursing. Journal for Specialists in Pediatric Nursing, 17(2), 77–78.
Note: You will access this article from the Walden Library databases.
Sperhac, A. M., & Clinton, P. (2008). Doctorate of nursing practice: Blueprint for excellence. Journal of Pediatric Health Care, 22(3), 146–151.
Note: You will access this article from the Walden Library databases.
[For DNP students ONLY]
Laureate Education (Producer). (2012g). Welcome to Walden [Video file]. Retrieved from https://class.waldenu.edu
Laureate Education (Producer). (2011b). Introduction: The doctor of nursing practice [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 2 minutes

Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.

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Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
Assignment: Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
By Day 7
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.
Required Readings
Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Chapter 4, “Ethical Issues”
This chapter examines ethical frameworks for decision making and principles of ethical reasoning. You are also introduced to the ANA Code of Ethics and Professional Standards, MORAL decision-making model, and ethics committees.
Chapter 5, “Legal and Legislative Issues”
Chapter 5 provides an overview of the many legal and legislative issues of which leaders and managers need to be aware. As you read this chapter, keep these issues in mind.
Chapter 6, “Patient, Subordinate, and Professional Advocacy”
Nurses are the best advocates for patients and the profession. This chapter examines more closely the role of becoming an advocate, patient rights, subordinate advocacy, whistle-blowing, professional advocacy, advocacy in legislation and public policy, and media.
Cianci, A. M., Hannah, S. T., Roberts, R. P., & Tsakumis, G. T. (2014). The effects of authentic leadership on followers’ ethical decision-making in the face of temptation: An experimental study. The Leadership Quarterly, 25(3), 581–594. doi:10.1016/j.leaqua.2013.12.001
Retrieved from the Walden Library databases.
Disch, J. (2014). Using Evidence-Based Advocacy to Improve the Nation’s Health. Nurse Leader, 12(4), 28–31. doi:10.1016/j.mnl.2014.05.003
Retrieved from the Walden Library databases.