Develop a 3–4-page educational plan to help improve the health and welfare needs of a vulnerable population in your community.

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Develop a 3–4-page educational plan to help improve the health and welfare needs of a vulnerable population in your community.
Develop a 3–4-page educational plan to help improve the health and welfare needs of a vulnerable population in your community. In your plan, include the demographics of your community and the health care needs of the selected vulnerable population.
PreparationRead the scenario below.Reflect on your community and review the literature to obtain recent demographic information regarding population, age, gender, socio-economic status, education, ethnic distribution, types of diseases, and morbidity and mortality rates.Once you have gathered this data you should be able to determine what the greatest health care needs are in your community and select an at-risk population that could benefit from a health education program.Search for scholarly and professional peer-reviewed articles on your selected health issue. Examining the nursing literature will help to identify how to approach the health concern that should be addressed within the selected population. You will need at least four articles to use as support for your lesson plan.ScenarioThe Patient Outreach department where you work has asked you to create an education plan for an at-risk population that is underserved in your community.
As an active member of your community you are aware of several health disparities among the population; some members have difficulty accessing care, others have little knowledge of their chronic disease process, and often cultural issues influence medical care.
Patient Outreach would like you to select a group and create a lesson plan that will help educate them and help them better understand how to manage or prevent illness or disease. Consider characteristics of culture, ethnicity, and social background that might affect the target group.
The population you choose could be a subset such as the elderly, an ethnic minority, a lower socio-economic group, or one that you have identified from your own observations. Some examples might be producing a lesson plan on how to manage diabetes or how to decrease the transmission of sexually transmitted diseases.
DirectionsCreate a lesson plan for your selected population. Be sure you identify the population your lesson is meant for. As you develop your lesson plan, keep in mind the comprehension level of your target audience and the information you want them to take away. Include the following:
Explain why a specific population in your community qualifies as at-risk.Recommend evidence-based strategies to improve health outcomes for this at-risk group.Describe health care resources that serve this vulnerable population.Explain appropriate nursing interventions that will provide quality care to this vulnerable population.Create strategies to support plan implementation, addressing characteristics of culture, ethnicity, and social background that could affect the plan.

 
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US History 110 Midterm

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This is a US History Midterm. Please review these documents in order to understand how to properly execute this assignment:

1. “History Midterm”- this is the actual midterm assignment.

2. “Midterm Checklist” – this will help point out the teachers expectations

3. “Midterm Review Slides” – This is the teachers review slides about the midterm and gives advice on how to do it.

4.”Magic essay builder” – this will help you organize how to write the essay portion as expected by professor.

5. ” British Colonies comp chart” – this chart will help you write the essay portion of the midterm.

6. “Primary Sources” – These are documents you can use when writing about the “ID’s” and the “essay.” You can quote stuff from these documents and use them as references to your ideas and opinions.

Please also watch:

https://cccconfer.zoom.us/rec/play/a2PNb3i_FLYrtZzV19qnP_z_qfPhUUCz1e86T4qIAGZNhw-YglTj7NlECBu_5vTVk_xQPJEeDCoQ7ljg.y0qwOZ-XKVFmxXVi?startTime=1602476847000&_x_zm_rtaid=mRiYrAk2QDqsVRKNc5TGbw.1617219615494.32d864ed084f076da01fcb9078e9d98f&_x_zm_rhtaid=807

This URL above will be a zoom video about my professor discussing the “midterm review slides.” It might help you understand the slides better.

Instructions: Please look at “History Midterm” document, “Midterm Review Slides” and watch that URL above.

ID-
You will need to pick 4 out of the 6 “ID’s” that she has listed. For EACH of the ID’s that you choose to write about, you will need to write about 100-200 words. In this area, you should try your best to describe in great detail what these ID’s mean, where they took place, when they happened, who they affected, and why they were significant in history. In the “midterm review slides” document, you can see she gave an example on how to write about an ID. She chose Headright System and wrote what the id description should look like on page 7 of the slides.

Essay-
900-1000 words. Pick either Prompt #1 or Prompt #2 on the “History Midterm document.” Then view “Magic Essay Generator” document to help organize thoughts. View the “midterm review slides” for further information and instruction in this area. Then look at the “british colonies comp chart,” and the “primary sources” to help back your claims up.

The review slides will help alot. If you think you need anymore information, please let me know.

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verbal and nonverbal communication and listening skills paper 3

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Complete the University of Phoenix Material: Student Listening Inventory.

Write a 700- to 1,050 word paper discussing the following:

  • How do people communicate? Provide examples of verbal and nonverbal communication. How do you communicate nonverbally?
  • In what way can knowledge of nonverbal communication help your communication with others?
  • Analyze your results for the Student Listening Inventory. What do you do well? What can you improve on? What changes can you make in your behavior to become a better listener? What results do you expect to get from this change?

Format your assignment according to appropriate course-level APA guidelines.

University of Phoenix Material

Student Listening Inventory

This inventory should help identify your listening strengths and weaknesses within the context of a college classroom. The word speaker can mean the instructor or another student. Remember that most of us overestimate how well we listen. Give some serious, realistic thought to each statement before responding. Use the following numbers to indicate how often you engage in these listening behaviors: 1 = almost never, 2 = not often, 3 = sometimes, 4 = more often than not, and 5 = almost always.

Listening Behavior

1

2

3

4

5
  1. When someone is speaking to me, I purposely block out distractions such as side conversations and personal problems.

1

2

3

4

5
  1. I am comfortable asking questions when I do not understand something a speaker has said.

1

2

3

4

5
  1. When a speaker uses words I do not know, I jot them down and look them up later.

1

2

3

4

5
  1. I assess a speaker’s credibility while listening.

1

2

3

4

5
  1. I paraphrase or summarize a speaker’s main ideas in my head as I listen.

1

2

3

4

5
  1. I concentrate on a speaker’s main ideas rather than the specific details.

1

2

3

4

5
  1. I try to understand people who speak indirectly as well as I understand those who speak directly.

1

2

3

4

5
  1. Before reaching a conclusion, I try to confirm with a speaker my understanding of his or her message.

1

2

3

4

5
  1. I concentrate on understanding a speaker’s message when he or she is explaining a complex idea.

1

2

3

4

5
  1. When listening, I devote my full attention to a speaker’s message.

1

2

3

4

5
  1. When listening to someone from another culture, I factor in my knowledge of cultural differences to interpret meaning.

1

2

3

4

5
  1. I watch a speaker’s facial expressions and body language for additional information about the speaker’s meaning.

1

2

3

4

5
  1. I encourage speakers by providing positive nonverbal feedback – nods, eye contact, and vocalized agreement.

1

2

3

4

5
  1. When others are speaking to me, I establish eye contact and stop doing other nonrelated tasks.

1

2

3

4

5
  1. I avoid tuning out speakers when I disagree with or dislike their message.

1

2

3

4

5
  1. When I have an emotional response to a speaker or the message, I try to set aside my feelings and continue listening.

1

2

3

4

5
  1. I try to match my nonverbal responses to my verbal responses.

1

2

3

4

5
  1. When someone begins speaking, I focus my attention on the message.

1

2

3

4

5
  1. I try to understand how past experiences influence the ways in which I interpret a message.

1

2

3

4

5
  1. I attempt to eliminate outside interruptions and distractions.

1

2

3

4

5
  1. When I listen, I look at the speaker, maintain some eye contact, and focus on the message.

1

2

3

4

5
  1. I avoid tuning out messages that are complex, complicated, and challenging.

1

2

3

4

5
  1. I try to understand the other person’s point of view when it is different from mine.

1

2

3

4

5
  1. I try to be nonjudgmental and noncritical when I listen.

1

2

3

4

5
  1. As appropriate, I self-disclose a similar amount of personal information as the other person shares with me.

1

2

3

4

5

Add up your scores for all of the questions. Use the following guidelines to assess how well you think you listen. Your score only represents your personal perceptions about your listening behavior and skills.

Score

Interpretation

0-62

You perceive yourself to be a poor classroom listener. Attention to all of the items on the inventory could improve your listening effectiveness.

63-86

You perceive yourself to be an adequate listener in the classroom. Learning more about listening and listening skills could improve your overall listening effectiveness.

87-111

You perceive yourself to be a good listener in the classroom, but you could still improve your listening skills.

112-125

You perceive yourself to be an outstanding listener in the classroom.

Copyright © 2013 by Pearson Education, Inc. All rights reserved. Used with permission.

I came out with the total of 87-111

 

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Use Discount Code “Newclient” for a 15% Discount!

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Health care leadership self-assessment (no plagiarism)

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Professional Context

To remain relevant, health care leaders must regularly assess individual competencies relative to organizational strategy and mutual fit. Changing laws, regulations, technology, consumer preferences, medical treatment advances, and external environmental shifts can affect the skill sets needed for an effective leadership. An accurate self-assessment is the first step in the identification of potential gaps. The next step involves the development of an action plan to close those gaps. This process is consistent throughout the career of any health care leader.

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

  • Competency 1: Transformation: Facilitate a change process that effectively involves patients, communities, and professionals in the improvement and delivery of health care and wellness.
    • Assess your progress toward developing NCHL health leadership competencies.
    • Analyze your health care leadership competencies.
  • Competency 2: Execution: Translate strategy to develop and maintain optimal organizational performance in health care settings.
    • Evaluate the outcomes of demonstrated health leadership that illustrate NCHL competencies.
  • Competency 3: People: Create an organizational climate that values and supports employees and colleagues in health care settings.
    • Describe specific, personal examples of NCHL health leadership competency, with the intent of improving health care outcomes.

Instructions

Complete a self-assessment of your health care leadership competencies. Use the STAR Format Competency Rating Table linked in the Resources to record your assessment. Instructions for filling in the table are included in the document.

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. Be sure that your self-assessment addresses each point, at a minimum. You may also want to read the Health Care Leadership Self-Assessment Scoring Guide to better understand how each criterion will be assessed.

  • Assess your progress toward developing NCHL health leadership competencies.
    • Review the NCHL competency model. (Note: There are 26 total competencies listed in the NHCL Competency Model. You will need to assess 19 of the 26 NHCL competencies, as they are listed in the STAR Format Competency Rating Table).
    • Compare your baseline competency rating at the start of your program with your current competency rating.
    • Provide examples of demonstrated leadership that support your assessment.
  • Describe specific, personal examples of NCHL health leadership competency, with the intent of improving health care outcomes.
    • Provide the current and relevant examples of how you have demonstrated these skills in the past, preferably in the health care and human services industry.
    • If you do not have experience in health care or human services, consider how you may have demonstrated these skills in a different industry or setting, a previous job, volunteer work, or other courses here at Capella. For example,
      • Perhaps, when you assumed a role in a strategic marketing team for a client organization, you demonstrated analytical thinking, strategic orientation, and organizational awareness.
      • Perhaps you demonstrated an information seeking attitude and self-confidence during a health policy team debate on HIPAA.
      • Perhaps, while conducting a health care quality cost-benefit analysis, you demonstrated financial skills, performance measurement, and human resource management.
  • Evaluate the outcomes of demonstrated health leadership that illustrate NCHL competencies.
    • Reflect upon personal, community, volunteer, academic teamwork, and workplace experience in which you have demonstrated each competency.
    • If asked, how would you justify your evaluation?
  • Analyze your health care leadership competencies.
    • Reflect upon your baseline and current competency levels.
    • Explain any new insights from your competency assessment.
    • Based on this assessment, what career development steps might you take in the future?