Benchmark – Human Experience Across the Health-Illness Continuum
Benchmark – Human Experience Across the Health-Illness Continuum Research the health-illness continuum and its relevance to patient care. In a 750-1,000-word paper, discuss the relevance of the continuum to patient care and present a holistic perspective of your current state of health in relation to the wellness spectrum by including the following: Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing and are consistent with the Christian worldview. Reflect on your overall state of health from a holistic perspective. Discuss what behaviors support or detract from your health, well-being, and self-care. Explain where you currently fall on the health-illness continuum. Describe how you might improve your self-care practices and overall wellness using evidence-based strategies. Discuss at least two specific options and resources available to you in your community or virtually to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.). You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Benchmark Information This benchmark assesses the following programmatic competency: RN-BSN 10.1: Understand the human experience across the health-illness continuum. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 10.1, 2.3 ,3.1 ,4.2, 8.4. Expert Answer Human Experience Across the Health-Illness Continuum Health is a condition that exists in a continuum between perfect health and severe disease. The health-illness continuum model recognizes that to be healthy is not just to be well but to be dynamic and whole, and it reflects the interaction of physical, mental, emotional, and spiritual health (Tomczyk et al., 2023). The location of an individual on the continuum can change over time as he or she confronts daily challenges, and they will need special care and changes in their lifestyle. Being able to comprehend this model, healthcare providers will be able to practice a patient-centered approach that will help them promote healing and wholeness. This paper aims to cover the health-illness continuum, its applicability to patient care, and examine personal health holistically. Health-Illness Continuum and Its Significance The health-illness continuum is a theoretical approach in which health is considered a continuum, along with the highest levels of wellness at one end and death at the other. The model was first developed by John W. Travis in 1972 and focuses on the fact that people can shift in one direction or another depending on internal and external influences, such as lifestyle, environment, genetics, and healthcare interventions (Hammer et al., 2025). Such a view is critical to patient care as it would remind the patient that he or she is not healthy or sick but instead on a moving scale. This knowledge makes care more affectionate and holistic as it considers each patient’s situation and intentions. Practically, it enables the providers to customize interventions in order to enhance not just physical health but also emotional and spiritual health. It also promotes preventive care, health promotion, and continuity of care. Promoting Human Dignity and Flourishing Adopting the health-illness continuum prepares healthcare providers to respect and appreciate the dignity and worth of an individual because health is multidimensional and subjective. This model suits the Christian worldview, emphasizing compassion, human value, and service to others (Kaminsky, 2021). Through a holistic perspective of patients (taking into account the physical, emotional, and spiritual aspects), healthcare professionals can be more effective in helping patients on their journey to a more well and human-flourishing state (Nilsson, 2022). The ministry of Jesus Christ was an example of healing beyond the physical body, but one that also encompasses healing of hope and dignity (Kaminsky, 2021). In the same manner, awareness of the continuum can help the providers to provide respectful care based on each patient’s story, struggles, and potential. It also creates a situation when empathy, encouragement, and empowerment are key care delivery factors. Personal Health Reflection and Self-Care In a holistic approach, my health condition is moderately balanced but can be enhanced. Physically, I have a relatively healthy lifestyle with moderate exercising and a balanced diet, but lack of consistent sleep and stress coping damages my health. On an emotional level, I am trying to be as positive as possible, though sometimes work-related tasks cause burnout. On a spiritual level, I meditate and pray, and these practices help me maintain resilience and self-peace. I would classify myself somewhere in the mid-to-high level of wellness on the health-illness continuum since I am functioning well, though not at the optimal wellness level. To improve, I will consider incorporating more evidence-based self-care plans like mindfulness meditation to lower stress levels and having a consistent sleep pattern to increase recuperation and thinking ability. Emotional and spiritual health could also be reinforced by journaling and spiritual devotionals. These habits should be consistent, and they will bring me to the high-level wellness end of the spectrum. Community and Virtual Resources Some local and virtual resources can be used to guide my journey to the ideal wellness on the health-illness continuum. The main source would be the community wellness center, which provides stress management, fitness classes, and nutrition counseling. These services are
In this assignment you will conduct a focused exam on a patient presenting with abdominal pain. Interview the patient, assess the related body systems, and then complete post-exam activities.
In this assignment you will conduct a focused exam on a patient presenting with abdominal pain Shadow Health Focused Exam: Abdominal Pain In this assignment you will conduct a focused exam on a patient presenting with abdominal pain. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform, complete Focused Exam: Abdominal Pain. On average, this assignment should 25 minutes to complete. Students may need additional time. You can attempt this assignment as many times as you would like. After completing this focused exam, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment. You are not required to submit this assignment to LopesWrite. Expert Guide Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order How to Conduct a Focused Exam on a Patient Presenting with Abdominal Pain Understanding Abdominal Pain Assessment The Clinical Significance Abdominal pain assessment is a critical nursing skill that requires systematic evaluation and therapeutic communication. Research indicates that less than 50% of patients reporting to their primary care provider with abdominal pain are definitively diagnosed on the initial examination, highlighting the complexity of abdominal assessment. Key Statistics on Abdominal Pain Statistic Percentage Source Patients requiring specialist referral after initial exam >50% RN Journal, 2013 Students showing improved efficiency with virtual simulations 82% Shadow Health Research, 2024 Nursing students rating virtual experiences as realistic >85% OJIN, 2018 Pre-Examination Preparation Essential Equipment and Environment Before conducting your focused exam on a patient presenting with abdominal pain, ensure you have: Stethoscope for auscultation Adequate lighting for visual inspection Comfortable room temperature to prevent patient discomfort Privacy and proper draping materials Documentation tools for recording findings Patient Communication and Consent Effective therapeutic communication begins before the physical examination. Key elements include: Introduction and explanation of the procedure Obtaining informed consent for the examination Establishing rapport through active listening Pain assessment using appropriate scales (0-10) The Four-Step Assessment Process Step 1: Inspection Visual examination is the foundation of abdominal assessment. Abdominal assessment involves inspection, auscultation, palpation, and percussion. This order of physical assessment is important to preserve normal bowel sounds when auscultating. Key Inspection Points: Skin color and texture – Look for discoloration, rashes, or scars Abdominal contour – Note distension, asymmetry, or visible masses Respiratory movement – Observe breathing patterns Visible peristalsis – May indicate obstruction Step 2: Auscultation Always perform auscultation before palpation to avoid altering bowel sounds. Systematic Approach: Four quadrant assessment – Right upper, left upper, right lower, left lower Duration – Listen for 30-60 seconds in each quadrant Sound characteristics – Normal, hyperactive, hypoactive, or absent Bowel Sound Type Frequency Clinical Significance Normal 5-30/minute Healthy peristalsis Hyperactive >30/minute May indicate obstruction or infection Hypoactive <5/minute Possible ileus or medication effects Absent No sounds in 3-5 minutes Serious concern requiring immediate attention Step 3: Palpation Lightly palpate the four quadrants of the abdomen to assess for pain or masses. Palpate the suprapubic area for bladder distention. If the patient reports abdominal pain, palpate that area last. Light Palpation Technique: Use fingertips with gentle pressure (1-2 cm depth) Assess all four quadrants systematically Save painful areas for last to maintain patient cooperation Deep Palpation: Apply 4-6 cm pressure when appropriate Assess for masses, organ enlargement, or tenderness Monitor patient facial expressions for discomfort Step 4: Percussion Percussion helps identify: Organ boundaries and size Fluid accumulation (ascites) Gas-filled structures Solid masses Shadow Health Integration Digital Clinical Experience Benefits Shadow Health Digital Clinical Experiences™ help 82% of learners increase efficiency. Our research-backed program helps improve data collection, therapeutic communication, and care planning. Shadow Health Esther Park Case Study: The Esther Park abdominal pain scenario provides students with: Realistic patient interactions using patented conversation engine Objective data collection practice Documentation skills development Nursing diagnosis formulation Key Learning Objectives for Shadow Health Focused Exam Objective Skill Development Patient Interview Therapeutic communication and history taking Physical Assessment Systematic examination techniques Data Analysis Critical thinking and pattern recognition Care Planning Evidence-based intervention strategies Documentation and Diagnosis Comprehensive Documentation Framework SBAR Format Application: Situation: Patient presentation and chief complaint Background: Relevant medical history and current medications Assessment: Physical findings and vital signs Recommendation: Proposed interventions and follow-up Common Nursing Diagnoses for Abdominal Pain Acute Pain related to inflammatory process Risk for Deficient Fluid Volume related to decreased intake Impaired Comfort related to abdominal distension Anxiety related to unknown diagnosis Assessment Techniques and Best Practices Pain Assessment Strategies Comprehensive Pain Evaluation: Location: “Can you point to where it hurts?” Quality: Sharp, dull, cramping, burning Intensity: 0-10 pain scale Timing: Onset, duration, pattern Aggravating/Alleviating factors Therapeutic Communication Examples Effective Interview Questions: “Tell me about your pain in your own words” “When did you first notice the discomfort?” “What makes the pain better or worse?” “Have you experienced this type of pain before?” Clinical Red Flags and Emergency Situations Immediate Attention Required Finding Possible Condition Action Rigid abdomen Peritonitis Immediate physician notification Absent bowel sounds Intestinal obstruction Emergency assessment Severe rebound tenderness Appendicitis Surgical consultation Pulsatile abdominal mass Aortic aneurysm Immediate intervention Evidence-Based Practice Integration Current Research Applications Physical examination is critical in patient diagnosis and is essential to every clinical encounter with the treating clinician. An abdominal examination clues not only about gastrointestinal and genitourinary conditions but also about abnormalities of other organ systems. Quality Improvement Metrics: Assessment completion time: Target 15-20 minutes Patient comfort scores: >8/10 satisfaction Documentation accuracy: 100% required elements Diagnostic accuracy: Correlation with final diagnosis Technology Integration in Modern Practice Virtual Simulation Advantages Shadow Health Digital Clinical Experience™ Statistics: Student engagement: 95% completion rates Skill retention: 40% improvement over traditional methods Cost effectiveness: 60% reduction in simulation lab requirements Accessibility: 24/7 availability for practice Common Student Challenges and Solutions
Shadow Health Conversation Concept Lab
Shadow Health Conversation Concept Lab In this assignment you will be introduced to the functions of open and closed questions in effective nursing communication. Within the Shadow Health platform, complete the Conversation Concept Lab. The estimated average time to complete this assignment is 40 minutes. Please note, this is an average time. Some students may need additional time. You can attempt this assignment as many times as you would like. After completing this concept lab, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment. You are not required to submit this assignment to LopesWrite. Expert Guide Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Shadow Health Conversation Concept Lab: Complete Guide & Rachel Adler Case Study The Shadow Health Conversation Concept Lab represents a revolutionary approach to nursing education, providing students with immersive virtual patient interactions that bridge the gap between theoretical knowledge and clinical practice. With over 700,000 nursing students utilizing these Digital Clinical Experiences™ nationwide, Shadow Health has become an essential component of modern healthcare education. This comprehensive guide explores the Shadow Health Conversation Concept Lab, focusing on the popular Rachel Adler case study, providing students, educators, and healthcare professionals with expert insights, practical tips, and evidence-based strategies for maximizing learning outcomes. What is Shadow Health Conversation Concept Lab? Shadow Health Conversation Concept Lab is an innovative virtual simulation platform that allows nursing students to practice therapeutic communication skills with realistic virtual patients. The platform utilizes advanced technology to create lifelike patient encounters, enabling students to develop critical conversation skills essential for effective patient care. Key Features of Shadow Health Platform Feature Description Educational Benefit Virtual Patient Interactions Realistic 3D patient avatars with natural speech patterns Develops communication confidence Real-time Feedback Immediate scoring and suggestions Enhances learning efficiency by 82% Conversation Branching Multiple response pathways based on student choices Teaches clinical decision-making Documentation Practice Integrated charting and note-taking tools Prepares students for real-world documentation Assessment Analytics Detailed performance reports and progress tracking Identifies areas for improvement The Rachel Adler Case Study: A Deep Dive Rachel Adler is one of the most frequently encountered virtual patients in the Shadow Health Conversation Concept Lab. This case study focuses on conducting a comprehensive health assessment through effective therapeutic communication. Patient Profile: Rachel Adler Rachel Adler presents as a 58-year-old female patient seeking an annual physical examination. The case is designed to help students practice: Opening interview techniques Health history gathering Medication reconciliation Social history assessment Closing interview strategies Essential Conversation Elements 1. Opening the Interview The initial approach sets the tone for the entire encounter. Key elements include: Professional introduction: “Hello, I’m [Your Name], your nursing student today.” Purpose clarification: “I understand you’re here for your annual physical.” Comfort assessment: “How are you feeling today?” 2. Primary Health Assessment Questions Question Category Example Questions Purpose Chief Complaint “What brings you in today?” Establishes primary reason for visit Medical History “What medical conditions do you have?” Identifies existing health issues Medications “What medications do you currently take?” Ensures medication safety and compliance Allergies “Do you have any known allergies?” Prevents adverse reactions Social History “Do you smoke or drink alcohol?” Assesses lifestyle risk factors 3. Advanced Communication Techniques Active Listening Strategies: Maintain appropriate eye contact Use reflective statements Ask clarifying questions Summarize patient responses Therapeutic Communication Examples: “Tell me more about that…” “How does that make you feel?” “Can you describe what you mean by…?” Evidence-Based Benefits of Virtual Patient Simulation Recent research demonstrates the significant impact of Shadow Health’s Digital Clinical Experiences on nursing education outcomes: Statistical Performance Improvements Metric Improvement Rate Source Learning Efficiency 82% increase Elsevier Research (2023) Clinical Reasoning Skills Statistically significant improvement ScienceDirect Study (2024) Communication Variables Significant enhancement Virtual Patient Simulation Study Data Collection Accuracy Notable improvement Shadow Health Research Educational Impact Statistics 700,000+ nursing students actively use Shadow Health platforms Research-backed program with peer-reviewed validation Multi-dimensional assessment covering communication, reasoning, and care planning Continuous improvement through data analytics and feedback Step-by-Step Guide: Mastering the Shadow Health Conversation Concept Lab Phase 1: Preparation (5-10 minutes) Review Patient Information Read available background data Identify potential health concerns Prepare relevant questions Set Learning Objectives Define specific communication goals Identify skills to practice Establish performance benchmarks Phase 2: Initial Patient Encounter (15-20 minutes) Professional Introduction State your name and role Explain the purpose of the visit Obtain consent for the interview Establish Rapport Use open-ended questions Demonstrate active listening Show empathy and understanding Phase 3: Comprehensive Assessment (30-40 minutes) Systematic Health History Chief complaint exploration Past medical history Medication review Family history assessment Social history evaluation Physical Assessment Preparation Explain procedures Ensure patient comfort Maintain professional boundaries Phase 4: Documentation and Reflection (10-15 minutes) Accurate Documentation Record objective findings Document patient responses Note assessment findings Self-Reflection Analyze communication effectiveness Identify improvement areas Plan future learning goals Best Practices for Shadow Health Success Communication Excellence Tips Do’s: Use professional, respectful language Ask one question at a time Allow adequate response time Demonstrate cultural sensitivity Practice therapeutic communication techniques Don’ts: Avoid leading questions Don’t interrupt patient responses Avoid medical jargon without explanation Don’t make assumptions Avoid rushing through assessments Technical Optimization Strategies System Requirements Ensure stable internet connection Use recommended browsers Check audio/video settings Clear browser cache regularly Performance Tracking Monitor completion percentages Review feedback consistently Track improvement over time Set realistic goals Common Challenges and Solutions Challenge 1: Low Conversation Scores Solution Strategy: Practice open-ended questioning techniques Focus on therapeutic communication principles Seek feedback from instructors Utilize additional practice resources Challenge 2: Technical Difficulties Solution Strategy: Contact technical support promptly Use recommended system specifications Keep software updated Document technical issues for resolution Challenge 3: Time Management Solution Strategy: Develop systematic interview approaches Practice
This topic will focus on children and how to assess for and address their developmental needs. The Search Institute is a nonprofit organization that conducts and applies research to promote positive youth development.
This topic will focus on children and how to assess for and address their developmental needs Developmental Assessment and the School-Aged Child This topic will focus on children and how to assess for and address their developmental needs. The Search Institute is a nonprofit organization that conducts and applies research to promote positive youth development. In 1994, the Search Institute published “What Kids Need to Succeed” with 40 Developmental Assets for raising children. Please review the 40 Developmental Assets documents located in topic Resources. Based on the first letter of your first name you will create a plan using the nursing process (Assessment, Diagnosis, Planning, Implementation, and Evaluation [ADPIE]) that will focus on the given age group: A-F: 3 to 5 years – Early childhood G-M: 5 to 9 years – Children grades K-3 N-S: 9 to 12 years – Middle childhood T-Z: 12 to 18 years – Adolescents Use the attached template based on your assigned age group to successfully complete the assignment from the perspective of a nurse working at your state’s Department of Human Services. You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 1.1, 1.3. Expert Answer and Explanation Nursing Process: Assessment, Diagnosis, Planning, Implementation, and Evaluation (ADPIE) Assessment Summarize the relevant data obtained during your assessment about the patient’s health status, including physical, psychological, sociocultural, spiritual, and economic factors that are affecting the patient. Carlos is an 11-year-old Hispanic male in middle childhood who has experienced severe trauma, including witnessing his mother’s murder by his father, who is now incarcerated. He has since endured instability with multiple foster placements due to aggressive behaviors. Psychologically, Carlos shows signs of trauma—sullen affect, withdrawn behavior, and sleeping under his bed—indicating fear, anxiety, and potential PTSD (Yue et al., 2022). Physically, he is meeting developmental milestones and is bilingual. Socioculturally, he is isolated, separated from siblings, and lacking consistent support. Spiritually, no affiliations are noted. Economically, he depends on state support and foster care. These factors significantly impact his emotional and social development. Diagnosis Part 1. Two critical Developmental Assets that need to be addressed for Carlos are Support and Positive Identity. Carlos lacks consistent, caring relationships with adults and peers, as shown by multiple foster placements and separation from siblings. This deficiency in emotional and family support contributes to his withdrawn and aggressive behavior. Besides, Carlos has trouble with Positive Identity, which might make him feel rejected and unworthy because of what he has experienced in the past and the absence of a family. Such gaps lower his confidence, sense of direction, and hope for tomorrow. By doing this, Carlos will be valued more, feel safe, and be able to set up good goals and healthy relationships (Jankowska-Tvedten & Wiium, 2023). Part 2. Define the two components selected and describe your rationale. When children experience support, they have caring people and a steady environment where they feel appreciated (Search Institute, 1994). Self-esteem, personal strength, and purpose make up Positive Identity in a child (Search Institute, 1994). Because he lost his parents and had to move around in foster care, Carlos does not have much emotional support from anyone. It makes him doubt adults and his feelings of belonging. Because of trauma, rejection, and the feeling of having little control, his Positive Identity is probably damaged. They are important for Carlos’s development, mainly when he has recently been through trauma, helping him trust others, feel safe emotionally, and value himself. Planning Part 1. Create a plan of care for this patient taking into account their health problems and needs. The plan of care for Carlos focuses on building emotional support and fostering a positive identity. He will be referred to trauma-informed therapy to address his past trauma and learn coping strategies. A consistent daily routine will be established in the foster home to create a sense of safety (Hards et al., 2022). Carlos will be enrolled in a school-based mentorship program or extracurricular activity to encourage social engagement and build confidence. The foster parent will receive training in trauma-informed care (Hards et al., 2022). Efforts will be made to facilitate contact with his sisters to maintain family connection and support Carlos’s emotional well-being and sense of belonging. Part 2. Describe how each of the two components of the Developmental Assets identified above would be addressed; include specific examples in your recommendations and discussion. To address Support, Carlos will be connected with a consistent, caring adult through a school mentorship program and encouraged to build trust with his foster parent by establishing predictable routines and open communication. The foster parent will be guided to provide positive reinforcement and emotional availability. To promote Positive Identity, Carlos will engage in structured activities such as art or sports, allowing him to develop a sense of achievement and self-worth (Hards et al., 2022). Therapy sessions will help him process trauma and rebuild self-esteem. Reconnecting with his sisters will also reinforce his sense of identity and belonging within his family and culture. Part 3. Provide at least one community resource for each of the selected Developmental Asset components. In terms of support, Big Brothers Big Sisters of America is a good resource that carefully matches young people with adults who give them trusted mentorship and support. Having a mentor who is steady and helpful would be good for Carlos. For support on having
In this assignment you will learn about the differences between normal and abnormal lung sounds. Within the Shadow Health platform, complete the Respiratory Concept Lab. The estimated average time to complete this assignment is 25 minutes
In this assignment you will learn about the differences between normal and abnormal lung sounds. Within the Shadow Health platform, complete the Respiratory Concept Lab Shadow Health Respiratory Concept Lab In this assignment you will learn about the differences between normal and abnormal lung sounds. Within the Shadow Health platform, complete the Respiratory Concept Lab. The estimated average time to complete this assignment is 25 minutes. Please note, this is an average time. Some students may need additional time. You can attempt this assignment as many times as you would like. After completing this concept lab, you will be awarded a Student Performance Index percentage. This score will appear on your Lab Pass which you will submit to the classroom drop box. The Student Performance Index will be used as your percentage grade for this assignment. You are not required to submit this assignment to LopesWrite. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competency 2.3. Expert Guide and Explanation Place your order now for a similar assignment and get fast, affordable and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order How to Complete the Shadow Health Respiratory Concept Lab and Identify Normal vs Abnormal Lung Sounds The Shadow Health Respiratory Concept Lab is a critical component of digital clinical experiences for nursing and healthcare students. In this simulation, students assess lung sounds, identify normal and abnormal breath patterns, and understand the clinical implications of their findings. This comprehensive guide will help you navigate the assignment, understand the anatomy of lung sounds, and prepare effectively. Shadow Health simulations offer hands-on practice in a virtual environment, giving learners the confidence to apply their skills in real-world clinical settings. The Respiratory Concept Lab, in particular, is a cornerstone for students seeking to master the fundamentals of respiratory assessment. What is the Shadow Health Respiratory Concept Lab? The Respiratory Concept Lab is a virtual clinical experience embedded within the Shadow Health platform. It allows students to auscultate simulated patients and distinguish between normal and abnormal lung sounds across various anatomical locations. According to Dr. Emily Vargas, DNP, MSN, RN, “It’s one of the most realistic online simulations available, helping students identify adventitious lung sounds like wheezing, rhonchi, and crackles.” The lab includes: Auscultation using a virtual stethoscope Audio comparison and matching tasks Short-form reflective questions Interactive feedback and corrections Assignment Overview: What to Expect Time Required: ~25 minutes Skills Targeted: Respiratory assessment, critical thinking, diagnostic reasoning Patient Scenario: Virtual patient presenting with respiratory concerns Students will explore: Lung sound locations (anterior and posterior) Differences in breath sounds Physiological implications of abnormal findings Typical Format: Introduction to lung anatomy Step-by-step auscultation Audio recognition and matching Knowledge checks Summary reflections Understanding Normal and Abnormal Lung Sounds A strong understanding of respiratory sounds is essential in healthcare practice. Here’s a detailed table highlighting key differences: Lung Sound Type Location Clinical Relevance Vesicular Normal Peripheral lung fields Soft, low-pitched; indicates healthy lungs Bronchial Normal Over trachea Loud, high-pitched; normal centrally Bronchovesicular Normal 1st and 2nd intercostal spaces Mix of vesicular and bronchial sounds Crackles (Rales) Abnormal Any region Suggests fluid (e.g., pneumonia, CHF) Wheezes Abnormal Most often on expiration Narrowed airways (asthma, COPD) Rhonchi Abnormal Central airways Low-pitched; secretions or obstructions Stridor Abnormal Upper airway Medical emergency; airway obstruction Clinical Significance: Why This Lab Matters According to a 2023 AACN survey, over 78% of nursing students report difficulty in accurately identifying abnormal lung sounds during clinical rotations. Understanding these variations is critical not only for passing the lab but for future patient care. Accurate auscultation may be the first step in diagnosing: Asthma Bronchitis Pneumonia Chronic Obstructive Pulmonary Disease (COPD) Congestive Heart Failure (CHF) How to Prepare for the Respiratory Concept Lab Here are tips to enhance your performance: ✅ Do This ❌ Avoid This Use headphones for better sound clarity Ignoring location-specific sounds Read each question carefully Skipping rationales for feedback Replay audio clips as needed Memorizing without understanding Take notes on pitch and duration Skimming over clinical instructions “Always listen twice — once for pitch, once for pattern,” recommends Prof. Kelvin Morris, Clinical Skills Director at Chamberlain University. Walkthrough: Step-by-Step Completion Step 1: Log into Shadow Health Navigate to https://www.shadowhealth.com, access your dashboard, and launch the Respiratory Concept Lab. Step 2: Review Anatomy Overview The lab begins with a refresher on lung zones and anatomical landmarks. This is crucial before auscultating. Step 3: Perform Auscultation Use your virtual stethoscope to listen to audio samples over 6 anterior and 6 posterior positions. Pay attention to: Timing (inspiration vs expiration) Quality (harsh, moist, dry) Presence of adventitious sounds Step 4: Match Lung Sounds to Conditions You’ll be asked to label the sounds. Common prompts include: “What does a wheeze sound like?” “Where would crackles be most audible?” Step 5: Reflect and Submit Complete the reflection section with clinical reasoning and justification. Use evidence-based terminology and tie your responses to pathophysiology. Common Mistakes to Avoid Confusing crackles with rhonchi: Listen for wetness vs coarseness Ignoring the respiratory phase: Some sounds are only present during inspiration Overreliance on volume: Soft sounds may still be pathologic “Breath sounds are not just sounds; they are the language of the lungs,” says Dr. Nina Patel, Pulmonologist at Mayo Clinic. “Students who practice with repetition and use good audio equipment tend to retain more auditory diagnostic memory,” according to Dr. Rachel Fields, NP-C, University of Maryland. Final Thoughts Completing the Shadow Health Respiratory Concept Lab successfully requires a blend of theory, attentive listening, and clinical application. With the insights provided here, you’ll not only complete your assignment with confidence but also strengthen your real-world respiratory assessment skills. Incorporate expert advice, review key terminology, and practice sound recognition to excel in this vital component of your nursing education. What are normal lung sounds? Normal lung sounds, also known as vesicular breath sounds, are the typical sounds heard when air moves in and
In this assignment you will create a 10-12 slide PowerPoint for your presentation, with speaker notes. In developing your PowerPoint, take into consideration the health literacy level of your target audience, as well as the demographics
In this assignment you will create a 10-12 slide PowerPoint for your presentation, with speaker notes. In developing your PowerPoint, take into consideration the health literacy level of your target audience You are an RN working in the Community Outreach Department at Utopia Hospital. You have been asked to give a presentation at the local Women, Infants, and Children (WIC) Nutrition program for a group of 15 expectant mothers and interested partners/spouses/caregivers. The WIC Coordinator has asked you to provide a presentation that will cover relevant health and environmental safety topics the parents should know for the first year of life. In this assignment you will create a 10-12 slide PowerPoint for your presentation, with speaker notes. In developing your PowerPoint, take into consideration the health literacy level of your target audience, as well as the demographics of the expectant mothers and interested partners/spouses/caregivers (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored. Your presentation should be geared towards the community where you currently live taking into account local concerns that may be relevant to your presentation. Include the following in your presentation: Anticipated developmental milestones achieved in the first year of life. Safety in the home for an infant. Safety for the sleeping environment. Food and nutrition safety. When to call your pediatrician or doctor. Interventions and guidance should be supported by evidence-based sources. You are required to cite a minimum of three peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competencies 2.2, 2.5, 3.1. Expert Guide and Explanation Welcome, everyone. Thank you for joining us today for this important conversation on infant health and safety during the first year of life. I’m a registered nurse with Utopia Hospital’s Community Outreach Department. Today’s session is designed for expectant mothers and caregivers in our community, and we will be focusing on the most relevant health and safety topics to support you through your baby’s first year. During the first year, babies experience rapid changes in physical, emotional, and cognitive development. By the end of this year, most infants will go from limited movement and reflexes to sitting up, crawling, and possibly walking. These milestones are indicators of healthy growth and brain development. As caregivers, observing and encouraging these milestones ensures your baby is progressing as expected (Cascio, 2021). From birth to three months, infants begin developing neck strength, tracking objects with their eyes, and responding to voices and sounds. Smiling socially and recognizing caregivers are key signs of emotional development. At this stage, tummy time is vital to help strengthen their muscles. Parents should note that if a baby seems overly floppy or unresponsive to sounds, they should notify their healthcare provider (Ertem et al., 2018). Between four and six months, most babies can roll over, reach for toys, and respond to their name. They begin to explore with their hands and mouth, which is how they learn. This is also the time when they might start sitting with support. If your baby is not showing interest in their surroundings or not making any babbling sounds, bring this up at their wellness checkup (Hannigan et al., 2023). During this stage, babies often begin crawling, pulling themselves up, and developing fine motor skills such as picking up small objects. They understand familiar words and may show stranger anxiety. It’s important to encourage learning by talking, singing, and playing. Lack of movement or poor eye contact could be early signs of developmental concerns and should be addressed with your pediatrician (Hannigan et al., 2023). Most babies begin to cruise along furniture, stand alone, and may take first steps. They imitate others and use gestures like waving. Language skills are emerging, and many can say a few simple words. If your baby isn’t babbling or is not showing interest in standing, consult with your healthcare provider for early intervention support (Hannigan et al., 2023). Infants explore their world through touch and movement, so making your home safe is critical. Secure furniture, use outlet covers, and ensure no small objects are within reach to prevent choking. Supervision is key, especially during playtime and when babies become mobile. Teach all household members about safe practices to maintain a consistent environment (Kim et al., 2025). Sudden Infant Death Syndrome (SIDS) is a major concern in the first year. Infants should always sleep on their backs in a crib with a firm mattress and no loose bedding or toys. Co-sleeping should be avoided, and the room should be kept at a comfortable temperature. These steps drastically reduce the risk of sleep-related accidents (Kim et al., 2025). Start with exclusive breastfeeding or formula feeding until about six months, then slowly introduce pureed solids. Avoid foods like honey, whole nuts, and choking hazards. Always supervise during feeding, and know the signs of allergic reactions. Ensure bottles and utensils are sterilized, especially in the early months, to prevent infections (Kim et al., 2025). Call your pediatrician if your infant has a high fever, refuses to eat for several feedings, is vomiting, or is not producing enough wet diapers.
In this assignment you will be conducting a focused exam on a patient presenting with cough. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform
In this assignment you will be conducting a focused exam on a patient presenting with cough. Interview the patient, assess the related body systems, and then complete post-exam activities Shadow Health: Focused Exam: Cough Results In this assignment you will be conducting a focused exam on a patient presenting with cough. Interview the patient, assess the related body systems, and then complete post-exam activities. Within the Shadow Health platform, complete the Focused Exam: Cough Results. The estimated average time to complete this assignment each time is 1 hour and 15 minutes. Please note, this is an average time. Some students may need additional time. You can attempt this assignment as many times as you would like. After completing this focused exam, you will be awarded a Digital Clinical Experience (DCE) score. The DCE score will appear on your Lab Pass which you will submit to the classroom drop box. The DCE score will be used as your percentage grade for this assignment. You are not required to submit this assignment to LopesWrite. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns to AACN Core Competency 2.8. Expert Guide and Explanation Place your order now for a similar assignment and get fast, affordable and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Evidence-Based Clinical Cough Assessment: A Comprehensive Guide for Healthcare Professionals Cough is one of the most prevalent symptoms encountered in clinical practice, accounting for over 26 million office visits in the United States annually and representing the most common complaint for which patients seek medical attention. With a weighted prevalence of 5.0% for chronic cough in the United States, healthcare professionals must possess comprehensive assessment skills to effectively evaluate and manage patients presenting with this symptom. This evidence-based guide provides healthcare practitioners with current best practices for conducting thorough cough assessments, incorporating the latest clinical guidelines and research findings to ensure optimal patient care and diagnostic accuracy. Understanding Cough: Clinical Definitions and Classifications Acute vs. Chronic Cough Classification The clinical classification of cough is fundamental to proper assessment and management: Cough Type Duration Key Characteristics Primary Considerations Acute Cough < 3 weeks Often viral etiology Self-limiting, symptomatic care Subacute Cough 3-8 weeks Post-infectious or transitional May require investigation Chronic Cough > 8 weeks (adults) Persistent, complex etiology Requires comprehensive evaluation Chronic Cough (Pediatric) > 4 weeks Different threshold in children Age-specific considerations Current Medical Guidelines Recent updates to international guidelines emphasize the importance of systematic assessment approaches. Assessment of children and adults requires a focused history of chronic cough to identify any red flag cough pointers that may indicate an underlying disease, according to the Australian CICADA guidelines published in 2024. The European Respiratory Society guidelines highlight that the concept of cough hypersensitivity has allowed an umbrella term that explains the exquisite sensitivity of patients to external stimuli such a cold air, perfumes, smoke and bleach. Comprehensive Patient Interview Techniques Essential History Components A systematic approach to cough history collection includes: 1. Temporal Characteristics Onset and duration Pattern throughout the day Seasonal variations Relationship to sleep and activities 2. Cough Quality and Characteristics Dry vs. productive Sound characteristics Associated symptoms Triggers and alleviating factors 3. Associated Symptoms Assessment Dyspnea or shortness of breath Chest pain or discomfort Fever or systemic symptoms Weight loss or night sweats Gastroesophageal reflux symptoms Red Flag Symptoms Requiring Immediate Attention Healthcare professionals must remain vigilant for warning signs that indicate serious underlying pathology: Red Flag Symptom Clinical Significance Immediate Action Required Hemoptysis Possible malignancy or infection Urgent referral/imaging Significant weight loss Malignancy concern Comprehensive workup Progressive dyspnea Cardiopulmonary disease Cardiac/pulmonary evaluation Fever > 38.5°C Infectious process Antimicrobial consideration Chest pain Multiple etiologies ECG, imaging as indicated Physical Examination Protocols Respiratory System Assessment A systematic physical examination should include: 1. General Inspection Overall appearance and distress level Use of accessory muscles Positioning preferences Cyanosis or pallor 2. Chest Examination Inspection for deformities or asymmetry Palpation for tenderness or masses Percussion for dullness or hyperresonance Auscultation with focus on: Breath sound quality Adventitious sounds (crackles, wheezes, rhonchi) Vocal fremitus changes 3. Additional System Examinations Cardiovascular assessment for heart failure signs Head and neck examination for upper airway pathology Abdominal examination for hepatomegaly or ascites Diagnostic Testing Considerations Further assessment with examination should include a chest x‐ray and spirometry (when age > 6 years) according to current Australian guidelines. Evidence-Based Assessment Tools Validated Cough Assessment Scales Several validated tools assist in quantifying cough severity and impact: Leicester Cough Questionnaire (LCQ) 19-item validated instrument Assesses physical, psychological, and social domains Useful for monitoring treatment response Cough-Specific Quality of Life Questionnaire (CQLQ) 28-item questionnaire Evaluates impact on daily activities Reliable outcome measure for research Objective Cough Monitoring Modern technology enables objective cough assessment through: 24-hour cough monitors Smartphone-based applications Acoustic analysis systems Current Epidemiology and Statistics Global Prevalence Data Recent epidemiological studies reveal important patterns in cough presentation: Chronic cough affects 5.0% of the US population, with respondents being older and more predominantly female Chronic cough accounts for more than one-third of outpatient visits to respiratory clinics in China Complete recovery from acute cough occurs in 40.2-67% of patients after two weeks, and 79% after four weeks Recent Public Health Trends The healthcare landscape has seen significant changes in cough-related presentations: In 2024, reported cases of pertussis increased across the United States, with more than six times as many cases reported compared to 2023 Cases have risen in several countries, including Brazil, Mexico, Peru, and the United States, likely due to declined vaccination coverage during COVID-19 Expert Insights on Clinical Assessment Leading respiratory medicine experts emphasize the paradigm shift in understanding chronic cough. “Chronic cough remains a significant clinical challenge, affecting approximately 10% of the population and leading to significant impairment in psychological, social, and physical quality of life,” according to recent research published in The Journal of Allergy and Clinical Immunology: In Practice (Source). Dr. Alyn Morice, a leading expert in
Read the case study presented at the end of Chapter 8 (Guido, p.133) which begins, “The patient was hospitalized for extreme low back pain
Read the case study presented at the end of Chapter 8 (Guido, p.133) which begins, “The patient was hospitalized for extreme low back pain Was there informed consent for the initial medications given to the patient? How would you determine that informed consent had been given for the MRI and the medications needed for sedation for the test? Was the informed consent deficient to the degree that there was a lack of informed consent for the patient for the second dose of medications? How would you decide this case? Read the case study presented at the end of Chapter 9 (Guido, p. 150) which begins, “Jimmy, a Floridian, has undergone two liver transplants.”: What questions would you anticipate the judge to ask Jimmy to ascertain his level of maturity, understanding of the full consequences of his lack of action, and possible alternative reasons for requesting that he be allowed to make his own medical decisions? How should the judge evaluate the mother’s response to her son’s request? Does the state of residency factor into the judge’s decision? Are there additional issues that should be addressed prior to deciding the outcome of this case? How would you decide the case? Jimmy Chang, a 20- year- old college student, is admitted for additional chemotherapy. Jimmy was diagnosed with leukemia 5 years earlier and has had several courses of chemotherapy. He is currently in an acute active phase of the disease, though he had enjoyed a 14- month remission phase prior to this admission. His parents, who accompany him to the hospital, are divided as to the benefits of additional chemotherapy. His mother is adamant that she will sign the informed consent form for this course of therapy, and his father is equally adamant that he will refuse to sign the informed consent form because “Jimmy has suffered enough.” You are his primary nurse and must assist in somehow resolving this impasse. What do you do about the informed consent form? Who signs and why? Using the MORAL model, decide the best course of action for Jimmy from an ethical perspective rather than a legal perspective. Now decide the best course of action based on a purely legal perspective. Did you come to the same conclusion using both an ethical and a legal approach? Please combine all of these responses into a single Microsoft Word document for submission. Submit only completed assignments (not partial or “draft” assignments). Be thorough in your responses to adequately address all aspects of each question. Submit only the assignments corresponding to the module in this section. Assignment Expectations Length: 1500 words; answers must thoroughly address the questions in a clear, concise manner. Structure: Include a title page and reference page in APA style. These do not count towards the minimum word count for this assignment. References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims. Format: Save your assignment as a Microsoft Word document (.doc or .docx). File name: Name your saved file according to your first initial, last name, and the assignment number (for example, “RHall Assignment 1.docx”) M6 Assignment UMBO – 4 M6 Assignment PLG – 4, 6 M6 Assignment CLO – 1, 2, 3, 7 The case study for Chapter 8: ” The patient was hospitalized for extreme low back pain so intense that he could not be scheduled for a magnetic resonance imaging (MRI) until his fifth hospital day. His physician explained to him that the Dilaudid and Ativan he would receive the next day to numb his pain for the MRI could cause respiratory depression or arrest in patients like himself who were on high doses of opiates. The patient agreed to be given the medications. At 8:15 A.M. the next day, a nurse gave the patient the medications, but the MRI had to be postponed. With the physician’s new orders and the patient’s verbal consent, the nurse gave a second dose of the same medications at 11:30 A.M. About 5:00 P.M., the patient became stuporous. Vital signs were taken, oxygen was initiated, and Narcan was prepared for injection. At 6:00 P.M., the critical care code team was called, as the patient was in full cardiopulmonary arrest. The patient was successfully resuscitated and was discharged the next day. The patient then sued, claiming residual psychologi-cal symptoms and failure to obtain valid informed consent for the second dosage of medications administered at 11:30 A.M.” The case study for Chapter 9: “Jimmy, a 15-year-old Floridian, had undergone two liver transplants. An only child, he lived with his mother, a sin-gle parent. He was prescribed immunosuppressant drugs that caused severe debilitating side effects in an attempt to prevent his body from rejecting the second liver transplant. Understanding that his life expectancy was limited and that the medications were causing the debilitating side effects, Jimmy elected to stop taking the immunosuppressive medi-cations. When his attending physicians discovered that he was no longer taking the prescribed medications, they instituted court proceedings against his mother for child endan-germent. Jimmy was readmitted to the hospital at the same time in an attempt to ensure that he restarted the immuno-suppressive mediations.A juvenile court judge held separate meetings with Jimmy, his mother, and the health care team in an attempt to resolve the issue. His mother, at her meeting with the judge, expressed anguish as she felt that not taking the medications would hasten her son’s death, but she was also resolved to the fact that she felt he was mature enough to fully under-stand the consequences of his non-actions. Jimmy assured the judge that he understood the consequences of his non-actions, but he was tired of taking medications that merely increased his pain and suffering and wanted, as stated in his final comment, “some time to be free of pain. I am go-ing to die anyway.” The health care team were unable to assure the judge that taking the medications would greatly increase Jimmy’s longevity.” Required resources: Guido, G. W. (2020). Legal and ethical issues in nursing (7th ed.). Prentice Hall. ISBN: 9780134701233. Read Chapter 8 & 9. Pozgar, G. D. (2020). Legal and ethical issues for health professionals (5th ed.). Jones and Bartlett. ISBN: 9781284144185. Read Chapters 12, 13, & 14. Expert Answer and Explanation Informed Consent This paper will give an insight into various issues surrounding informed consent. Three case studies will be used to provide context on the subject under discussion. Chapter 8 Case Study
Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it
Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Assignment: Workplace Environment Assessment Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it. In this module’s Discussion, you applied the Clark Healthy Workplace Inventory to diagnose potential problems with the civility of your organization. In this Portfolio Assignment, you will continue to analyze the results and apply published research to the development of a proposed treatment for any issues uncovered by the assessment. To Prepare: Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015). Review the Work Environment Assessment Template. Reflect on the output of your Discussion post regarding your evaluation of workplace civility and the feedback received from colleagues. Select and review one or more of the following articles found in the Resources: Clark, Olender, Cardoni, and Kenski (2011) Clark (2018) Clark (2015) Griffin and Clark (2014) The Assignment (3-6 pages total): Part 1: Work Environment Assessment (1-2 pages) Review the Work Environment Assessment Template you completed for this Module’s Discussion. Describe the results of the Work Environment Assessment you completed on your workplace. Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed. Explain what the results of the Assessment suggest about the health and civility of your workplace. Part 2: Reviewing the Literature (1-2 pages) Briefly describe the theory or concept presented in the article(s) you selected. Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment. Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples. Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (1–2 pages) Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment. Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment. Expert Answer and Explanation Work Environment Assessment Summary of Results – Clark Healthy Workplace Inventory From the Clarks healthy workplace inventory, the results indicated that my workplace is very healthy with a score of 81 according to the inventory ratings (Clark, 2015). Some of the key features that ranked highly included appreciation of collective achievement, teamwork and collaboration, fair and respectful treatment of employees to list a few. The attributes that seemed lacking according to the inventory were improvement of organization culture, a comprehensive mentoring program for all employees, and allocation of adequate resources for professional growth and development. The results from the inventory had most of the items reviewed in the 4 scores (somewhat true). Identify two things that surprised you about the results. Also, identify one idea that you believed prior to conducting the Assessment that was confirmed. Before taking the inventory, I was quite sure that my workplace environment was quite healthy but on carrying out the inventory, I found it surprising that some key areas were seemingly lacking which I never considered in my earlier assumption. I also found it surprising that. I was also surprised to find several key areas that could be improved from an organizational standpoint that I would have otherwise overlooked, which are essential in the development of a healthy work environment. what might seemingly seem as a flawless workplace environment may actually have some areas that stain the health of the workplace environment. However, the results confirmed my belief in the health status of my workplace environment which I considered as being favorable. What do the results of the Assessment suggest about the health and civility of your workplace? The results indicate that the environment I work in is quite favorable and civil but with some room for improvement. It also shows that the civility experienced is a result of mutual respect for one another and the organizational policies in place that do not tolerate incivility. Briefly describe the theory or concept presented in the article(s) you selected. Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment. The theory highlighted in an article by Clark (2015) highlights the aspect of encouraging open communication and conversations within the workplace as a way of developing a healthy and civil environment. The article reiterates that many nurses often fail to engage with uncivil colleagues at times when candid conversations are needed. Others often fail to express their concern of incivility especially when expressed by someone with a higher authority, and such cases at times can prove detrimental to patient outcomes. Therefore, the article provides different models that can be used to promote such candid conversations in a civil and respectful manner and one such model is the DESC model. This model focuses on describing the situation, explaining the concerns, stating the available alternative solutions and indicating the consequences. The model facilitates nurse engagement in a professional and civil manner. The theory focuses on the aspect of collaboration and respectful interprofessional engagement. These are some of the features which I considered to be strongly embraced in my workplace. Having a workplace culture that embraces high collaboration between teams requires employees to constantly engage with one another, even amidst their disagreements (Marshall & Broome, 2017). Such a workplace goes in accordance with the article’s view on the importance of healthy and respectful conversations in promoting a civil and safe workplace environment Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples. The organization can use the DESC model to solve differences in opinions
For this task, you will assess your personal leadership effectiveness using emotional intelligence, leadership skills, and character strengths. You will complete three self-assessments for this task: 360° Refined™ Leadership Test
For this task, you will assess your personal leadership effectiveness using emotional intelligence, leadership skills, and character strengths. MAM1 — MAM1 Task 1: Personal Leadership Assessment and Profile Competencies 3005.1.1 : Theories of Leadership and Personal Development Style The graduate evaluates theories of leadership as they relate to personal leadership development and effectiveness. Introduction For this task, you will assess your personal leadership effectiveness using emotional intelligence, leadership skills, and character strengths. You will complete three self-assessments for this task: 360° Refined™ Leadership Test, CQ Pro Assessment, and VIA Character Strengths Survey. Additionally, you will write a paper assessing and explaining your results of the three assessments and your own leadership effectiveness using a scholarly leadership theory. Finally, to help you develop as a leader, you will create a personal leadership profile. Requirements Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information. Grammarly Note: Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information. Microsoft Files Note: Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Upload a completed copy of the results for each of the following self-assessments: 360° Refined™ Leadership Test CQ Pro Assessment VIA Character Strengths Survey Note: Once you have completed each self-assessment, you will need to submit your results as an attachment with your Task 1 submission. After completing the self-assessment, download a copy of each of your three self-assessment reports and upload them from a computer. Refer to the “C203 Self-Assessment Instructions” document in the Web Links section for additional information on accessing each self-assessment. B. Write a paper (suggested length of 10–15 pages) by doing the following: Explain how your perceived leadership effectiveness is supported by the results of each of the three assessments (360° Refined™, CQ Pro, VIA Character Strengths). Choose and summarize one of the following scholarly leadership theories to evaluate your perceived effectiveness as a leader: transformational leadership transactional leadership situational leadership participative leadership servant leadership behavioral leadership trait theory of leadership a. Analyze how the chosen leadership theory aligns with the 360° Refined™ Leadership Test results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source. Note: A scholarly source is written by an expert for an audience of other experts, researchers, or students. Additionally, you may cite other reputable editor-reviewed articles and books. A reputable source is defined as an article from a respected industry publication, government organization, educational institution, or industry leader. These can be found in the WGU Library or within the course. b. Analyze how the chosen leadership theory aligns with the CQ Pro Assessment results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source. c. Analyze how the chosen leadership theory aligns with the VIA Character Strengths Survey results, including the top categorical result and the bottom categorical result. Support your analysis with a scholarly source. d. Recommend three action items to improve the perceived effectiveness of your leadership based on the results of the self-assessments (360° Refined™, CQ Pro, VIA Character Strengths) and explain how each action item would improve your leadership effectiveness. i. Explain how your chosen leadership theory supports the recommended action items. Support your explanation with a scholarly source. C. Develop a leadership profile based on the results of the three self-assessments that you completed in this course (360° Refined™, CQ Pro, VIA Character Strengths) and the CliftonStrengths Assessment. Include each of the following components: student name and current contact information education and credentials personal leadership philosophy, vision, and values leadership strengths leadership competencies and skills areas for leadership improvement leadership experiences and application Note: Refer to the “C203 Self-Assessment Instructions” document in the Web Links section for specific instructions on how to access the CliftonStrengths Assessment that you completed in C200. If you have not completed C200, please follow the instructions within that same document to complete the CliftonStrengths Assessment. D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. E. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z Expert Answer and Explanation Personal Leadership Assessment and Profile Effective leadership requires a deep understanding of one’s strengths, weaknesses, and capacity to influence others meaningfully (Dugan, 2024). Leaders must constantly evaluate and improve their skills in the dynamic fields of healthcare and professional practice. The 360° RefinedTM Leadership Assessment, the CQ Pro Cultural Intelligence Assessment, and the VIA Character Strengths Survey are three thorough self-assessment instruments used in this study to examine perceived leadership effectiveness. When combined, these resources offer a multifaceted perspective on the leadership behaviors, cultural flexibility, and inherent personal qualities that affect communication, team dynamics, and decision-making (Dugan, 2024).. The information gleaned from each evaluation provides a basis for examining my leadership
