NUR 431 Week 5 Individual Assignment Patient Plan of Care

Sample Answer for NUR 431 Week 5 Individual Assignment Patient Plan of Care Included After Question

Resources: Written Assignment Grading Criteria: Patient Plan of Care and Nursing Care Planning Guides: Prioritization, Delegation, and Critical Thinking, and an end-of-life case study posted in the course materials.

Develop and complete a plan of care for one patient from a case study posted in the course materials by the teacher. The nursing plan of care will include the assessment, diagnosis, outcomes, planning, implementation, and evaluation.

Include the following when developing your care plan:

Three Nursing Diagnoses: one will include addressing the needs of the patient’s family, and two will address the patient. Each diagnosis requires a minimum of two goals/outcomes, and three interventions/implementation. Please use the format for a nursing care plan posted in the course materials. Please prioritize your care plan for the needs of a dying patient.

Physical conditions

Psychological conditions

Symptom management

Social problems addressed—including relationships, substance use, financial constraints, living arrangements

Ethical issues

Legal issues

End-of-life care issues

Health promotion strategies implemented when applicable.

Please use the APA format for the title page, font, and references. Use citations in the assessment section, but you do not need to use citations in the nursing care plan. Please put your references starting on a

separate page after the nursing care plan.

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A Sample Answer For the Assignment: NUR 431 Week 5 Individual Assignment Patient Plan of Care

Title: NUR 431 Week 5 Individual Assignment Patient Plan of Care

The quest for excellence in providing care to patients in various patient care environments has led to the use of various strategies by healthcare professionals, such as nurses, to improve outcomes. Therefore, nurses play important roles in such efforts. While various activities and strategies can help improve patient care outcomes, care coordination has been known to enhance optimum care. As such, through their training, nurses can recognize when and where there is a need for care coordination, hence formulating appropriate care coordination plans (Karam et al.,2021). Such care coordination plans are meant to help handle a specific group of patients or patients with a particular condition. Therefore, care coordination requires that the care team organize care activities strategies and share information as appropriate to boost outcomes. This assignment focuses on a care coordination plan in a setting where the case management staff has been relocated to an inpatient setting due to budget cuts. As such, the purpose of this assignment is to formulate a preliminary care coordination plan focused on health literacy.

Analysis of the Health Concerns and the Associated Best Practices For Health Improvement

The healthcare problem of focus is health literacy. Health literacy is an important aspect of healthcare as patient outcomes, as well as population health, heavily depends on it. As such, there is a need for individuals and populations to have adequate knowledge regarding health literacy. Indeed, with adequate knowledge of health literacy, individuals, families, and populations can undertake initiatives that focus on appropriate disease prevention, treatment, and management for better health outcomes (Stormacq et al.,2020). The healthcare professionals involved in caring for and managing patients with different conditions should focus on patient-centered care, as patients usually have their specific needs and preferences. Taking all these aspects into account is more likely to lead to an appropriate care coordination plan.

The need for a comprehensive and appropriate care coordination plan for individuals in need of health literacy for better disease management emanates from the fact that a lack of appropriate health literacy can easily lead to careless living, poor understanding of various diseases, and lack of participation in preventive care initiatives. In addition, lack of health literacy or inadequate health literacy has the potential to make individuals use more resources in the treatment and management of diseases, frequent emergency department visits, and other adverse outcomes such as death (Aguirre Velasco et al.,2020). As such, an appropriate care coordination plan is necessary.

The Physical, Psychosocial, and Cultural Considerations

Health literacy plays a crucial role in helping individuals, families, and communities understand the use of health information to make informed decisions concerning their health. Therefore, it is important to explore the physical, psychosocial, and cultural considerations connected to it in relation to care coordination. As part of the physical considerations, sensory impairments should be considered since people living with hearing or visual impairment can have serious challenges in their quest to access verbal or written health information. As such, health information should be provided in varied formats to foster accessibility (Schillinger, 2020). It is also important to design technologies and materials that would allow individuals with varied physical abilities to access the materials.

Emotional aspects and cognitive abilities should form part of the psychosocial considerations. For example, individuals have different levels of cognitive function; hence, they differ in how they comprehend health information (Schillinger, 2020). As such, health information needs to be offered in the simplest and most plain language to accommodate everyone. It is also important to support individuals experiencing fear, anxiety, and stress in their quest to access health information and boost their health literacy. As such, an emphatic and supportive environment should be created.

The cultural considerations for health literacy entail aspects such as health beliefs, cultural practices and beliefs, and language diversity. Depending on the region where health literacy should be boosted, healthcare professionals should consider language diversity, hence providing health materials in multiple languages to foster health literacy (Liu et al.,2020). Healthcare professionals should also be culturally sensitive and competent to appropriately deliver health literacy messages and information to a culturally diverse population.

The Best Practices For Health Improvement

As part of the preliminary care coordination plan, it is important to consider or explore the best practices that can be used for health improvement by enhancing health literacy. One of the best practices is the promotion of access to health information, where the healthcare team ensures that the information is accessible to everyone, including those with disabilities. Besides, health information should be provided in various settings and forums such as online platforms, schools, community centers, and health centers to reach a diverse population (Liu et al.,2020). The other best practice is tailoring health information to enhance health literacy. This strategy entails taking into consideration individual needs and providing health information in various formats, such as visual, oral, and written, to help accommodate individuals with different learning preferences. It is also important to clearly communicate with the target population to effectively pass health literacy information. Therefore, the healthcare team should focus on repeating key messages, breaking down complex information, and using plain language.

The Specific Goals To be Established to Address the Selected Health Care Problem

The care coordination plan should have specific goals established to address the identified healthcare problem. Therefore, the following goals should give the care coordination plan.

To increase the level of health literacy among the patients and the community by at least 20%
To increase the percentage of health education materials written in plain language by 90%

To expand the multilingual health information resources by at least 25%

The Available Community Resources For Safe and Effective Continuum of Care

The care coordination plan should take advantage of the community resources that can be used to support positive patient outcomes. One of the community resources is printed material such as newsletters and pamphlets on health literacy regarding the condition and the importance of health literacy. These resources have important information that can help patients have a better understanding of various health conditions and how best to participate in care. Community support groups also help as part of the resources. These groups provide moral and mental support for individuals with various conditions by encouraging each other to focus on better management practices.

Conclusion

This write-up has focused on formulating a preliminary care coordination plan. The plan focuses on improving health literacy among individuals and the community so they can improve their health literacy and take active roles in the care coordination plan. In addition, the cultural, psychosocial, and physical considerations have been explored.

References

Aguirre Velasco, A., Cruz, I. S. S., Billings, J., Jimenez, M., & Rowe, S. (2020). What are the barriers, facilitators and interventions targeting help-seeking behaviours for common mental health problems in adolescents? A systematic review. BMC Psychiatry, 20(1), 1-22. Doi: 10.1186/s12888-020-02659-0

Karam, M., Chouinard, M. C., Poitras, M. E., Couturier, Y., Vedel, I., Grgurevic, N., & Hudon, C. (2021). Nursing care coordination for patients with complex needs in primary healthcare: A scoping review. International Journal of Integrated Care, 21(1). https://doi.org/10.5334%2Fijic.5518

Liu, C., Wang, D., Liu, C., Jiang, J., Wang, X., Chen, H., … & Zhang, X. (2020). What is the meaning of health literacy? A systematic review and qualitative synthesis. Family Medicine and Community Health, 8(2). https://doi.org/10.1136%2Ffmch-2020-000351

Schillinger, D. (2020). The intersections between social determinants of health, health literacy, and health disparities. Studies In Health Technology and Informatics, 269, 22. https://doi.org/10.3233%2FSHTI200020

Stormacq, C., Van den Broucke, S., & Wosinski, J. (2019). Does health literacy mediate the relationship between socioeconomic status and health disparities? Integrative review. Health Promotion International, 34(5), e1-e17. https://doi.org/10.1093/heapro/day062

NUR 431 Week 5 Individual Assignment Patient Plan of Care Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Also Read: NUR 431 Week 4 Individual Assignment Entitlement Programs Quiz

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

Course Room Etiquette:

It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

Office Hours:

My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

Late Policy and Grading Policy

Discussion questions:

I do not mark off for late DQ’s.
I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
Any activity or assignment submitted after the due date will be subject to GCU’s late policy
Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
No assignments can be accepted for grading after midnight on the final day of class.
All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
I do expect outside sources as well as class materials to formulate your post.
APA format is not necessary for DQ responses, but I do expect a proper citation for references.
Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
Please review your LopesWrite report prior to final submission.
Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

Representing the ideas, expressions, or materials of another without due credit.
Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
Failing to document direct quotations without proper citation and referencing.
Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

Please note that Microsoft Office is the software requirement at GCU.
I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.