Week 1 discussion
Healthy People Initiative
This week's graded discussion topic relates to the following
Course Outcomes (COs).
CO1 Utilize prior knowledge of theories and principles of
nursing and related disciplines to explain expected client behaviors, while
differentiating between normal findings, variations, and abnormalities. (PO 1)
CO3 Utilize effective communication when performing a health
assessment. (PO 3)
The topic this week asks you to apply what you have learned
to the following case study.
As the school nurse working in a college health clinic, you
see many opportunities to promote health. Maria is a 40-year-old Hispanic who
is in her second year of nursing school. She complains of a 14-pound weight
gain since starting school and is afraid of what this will do to both her
appearance and health if the trend continues. After conducting her history, you
learn that she is an excellent cook and she and her family love to eat foods
that reflect their Hispanic heritage. She is married with two school-age
children. She attends class a total of 15 hours per week, plus she must be
present for 12 hours of labs and clinical. She maintains the household
essentially by herself and does all the shopping, cooking, cleaning, and
chauffeuring of the children. She states that she is lucky to get 6 hours of
sleep per night, but that is okay with her. She lives 1 hour from campus and
commutes each day. Using Healthy People 2020 (Links to an external site.)Links
to an external site. and your text as a guide, answer the following questions.
What additional information would you like to gather from
Maria?
What are Maria's real and potential health risks?
Why is Maria's culture important when obtaining the health
assessment?
Pick one of Maria's health risks. What would be one
reasonable short-term goal for this risk?
What nursing interventions would you incorporate into
Maria's plan of care to assist her with meeting your chosen goal? Please
provide rationale for your selections.
Week 2 discussion
General Survey/Skin/Nutrition
This week's graded discussion topic relates to the following
Course Outcomes (COs).
CO1 Utilize prior knowledge of theories and principles of
nursing and related disciplines to explain expected client behaviors, while
differentiating between normal findings, variations, and abnormalities. (PO 1)
CO3 Utilize effective communication when performing a health
assessment. (PO 3)
Your home health agency has received an order from a local
hospital to evaluate and treat an elderly woman being discharged from its
medical surgical unit.
Millie Gardner, an 83-year-old female patient, is being
discharged home today to the care of her husband Fred (87 years old) following
a 9-day hospitalization for pneumonia, dehydration, and failure to thrive. She
has a history of hypertension (HTN), Type II Diabetes, and cerebral vascular
accident (CVA) with left-sided weakness. Patient is alert and oriented but does
have periods of forgetfulness during the overnight hours. Patient has
intermittent incontinence of bowel and bladder and requires assistance with all
activities of daily living (ADLs).
Medications:
Lopressor
Lisinopril
Plavix
Metformin
Novolin R per sliding scale *NEW*
Multivitamin
Colace
Zithromax *NEW*
Upon arrival you are greeted by Champ, the couple's rambunctious
miniature Doberman pinscher dog. Millie is in her wheelchair staring blankly
out the window, and Fred is busy in the kitchen preparing the couple's lunch.
Based on the scenario above, please use the general survey
process to describe the areas that you would be observing immediately upon
entry to the home.
What, if any, concerns related to Millie's skin and
nutritional status do you have?
What nursing interventions will you include in the plan of
care to address these concerns?
What teaching strategies will you use to educate Millie and
Fred on the new medications?
Using the SBAR, please include the information that you will
communicate to the physician's office at the completion of the visit.
Week 3 discussion
Assessment of the Neurological System
This week's graded discussion topic relates to the following
Course Outcomes (COs).
CO1 Utilize prior knowledge of theories and principles of
nursing and related disciplines to explain expected client behaviors, while
differentiating between normal findings, variations, and abnormalities. (PO 1)
CO2 Recognize the influence that developmental stages have
on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO3 Utilize effective communication when performing a health
assessment. (PO 3)
Randy Adams is a 38-year-old male patient of Dr. Joseph
Reynolds who was admitted yesterday morning for 24-hour observation for mild
concussion following a motor vehicle accident. Randy lost consciousness during
the accident and was very confused when he arrived in the ER after EMS
transport. He is an Iraq war veteran and he seemed to think after the accident
that this all happened in Iraq. Dr. Reynolds is concerned that Randy has some
residual problems from a couple of explosive incidents that occurred while he
was in Iraq. The physician is unsure whether Randy's current symptoms are from
the car accident or from prior injuries so he has referred him for
consultations to both a neurologist and to a behavioral health specialist.
Based on the above please discuss the following.
Pathophysiology of concussive injuries and treatment
Neurological assessment tools used in your current practice
setting (if not presently working, please describe one used during prior
employment or schooling)
Current best practices associated with post-traumatic stress
disorder (PTSD)
Nursing interventions you would include in this patient's
plan of care
Week 4 discussion
Assessment of Cardiac Status
This week's graded discussion topic relates to the following
Course Outcomes (COs)
CO1 Utilize prior knowledge of theories and principles of
nursing and related disciplines to explain expected client behaviors, while
differentiating between normal findings, variations, and abnormalities. (PO 1)
CO3 Utilize effective communication when performing a health
assessment. (PO 3)
Esther Jackson is a 56-year-old black female who is 1-day
post-op following a left radical mastectomy. During morning rounds, the
off-going nurse shares with you during bedside report that the patient has been
experiencing increased discomfort in her back throughout the night and has
required frequent help with repositioning. She states that the patient was
medicated for pain approximately 2 hours ago but is voicing little relief and
states that you might want to mention that to the doctor when he rounds later
this morning. With the patient appearing to be in no visible distress, you
proceed on to the next patient's room for report.
Approximately 1 hour later, you return to Ms. Jackson's room
with her morning pills and find her slumped over the bedside stand in tears.
The patient states, "I don't know what is wrong, I don't feel right. My
back hurts and I'm just so tired. What is wrong with me?" The patient
refuses to take her medications at this time stating that she is starting to
feel sick to her stomach.
Just then the nursing assistant comes into the patient's
room to record Ms. Jackson's vital signs, you take this opportunity to quickly
research the patient's medication record to determine if she has a medication
ordered for nausea. Upon return, the nursing assistant hands you the following
vital signs: T 37, R 18, and BP 132/54, but states she couldn't get the
patient's pulse because "it is all over the place."
Please address the following questions related to the
scenario.
What do you suspect is the cause of the patient's symptoms?
Describe the course of action that you will take to confirm
this suspicion and prevent further decline.
What further assessments, lab values, and tests will likely
be ordered for this patient and how often? If testing is to be completed more
than once, please explain the rationale for doing so.
While you are caring for this patient, how will you ensure
that the needs of your other patients are being met?
Week 5 discussion
Assessment of Respiratory Status
This week's graded discussion topic relates to the following
Course Outcomes (COs).
CO1 Utilize prior knowledge of theories and principles of
nursing and related disciplines to explain expected client behaviors, while
differentiating between normal findings, variations, and abnormalities. (PO 1)
CO3 Utilize effective communication when performing a health
assessment. (PO 3)
CO4 Identify teaching/learning needs from the health history
of an individual. (PO 2)
Please review the video above as it will provide you with an
opportunity to immerse yourself in the role of a nurse addressing tobacco use
during routine patient care. Click to review a transcript (Links to an external
site.)Links to an external site. of this recording.
While viewing, reflect on what you have learned about
tobacco use and the role that nurses and other interdisciplinary team members
play in helping to assist tobacco users with quitting. While viewing, it is
also important to keep in mind that tobacco users move through stages of change
in the process of quitting. They move from pre-contemplation to contemplation,
contemplation to preparation; preparation to abstinence; abstinence to
maintenance. Every stage requires a different strategy by a nurse.
After watching the video, and reflecting on the information
presented, address each of the following questions.
What are the common symptoms associated with an exacerbation
of COPD?
What assessment techniques will you use to assess Mary?
Identify smoking strategies that would be appropriate for
each of the encounters that Mary had with the nurse throughout the video that
could have been used to assist Mary in quitting smoking.
Find a resource in your community that could assist Mary.
Start by searching the Internet for your local health department's website.
What services are available to Mary? Briefly describe the services that the
state quit line provides. Does it meet the 4 As? Is it accessible, acceptable,
affordable, or available for Mary?
What will you do to follow-up on Mary's smoking cessation
process?
Week 6 discussion
Assessment of the Abdomen and Genitourinary System
This week's graded discussion topic relates to the following
Course Outcomes (COs).
CO1 Utilize prior knowledge of theories and principles of nursing
and related disciplines to explain expected client behaviors, while
differentiating between normal findings, variations, and abnormalities. (PO 1)
CO2 Recognize the influence that developmental stages have
on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO3 Utilize effective communication when performing a health
assessment. (PO 3)
Amira is a 27-year-old Syrian refugee who has been residing
in a local homeless shelter since her arrival here in the United States 4 weeks
ago. She was brought into the emergency room this morning via squad after being
found by a shelter employee sitting in a pool of blood on the bathroom floor
crying and holding her abdomen. Due to her limited English speaking abilities,
she is unable to provide specific details as to her complaints but the shelter
employee states that she has recently stopped eating and has not looked well
for the past couple of days.
Based on the limited information provided, please answer the
following questions.
How will you prioritize your care of Amira, what assessments
will you complete, and in what order? Please provide rationale for choosing
this order.
Are there any cultural beliefs/practices that must be taken
into consideration when planning her care?
Considering her symptoms of abdominal pain and bleeding, is
it possible that her status as a homeless refugee is a causative or
contributing factor to her illness? Please provide rationale for your response.
Week 7 discussion
Assessment of the Musculoskeletal System and Pain
This week's graded discussion topic relates to the following
Course Outcomes (COs).
CO1 Utilize prior knowledge of theories and principles of
nursing and related disciplines to explain expected client behaviors, while
differentiating between normal findings, variations, and abnormalities. (PO 1)
CO2 Recognize the influence that developmental stages have
on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO3 Utilize effective communication when performing a health
assessment. (PO 3)
Fred is an 83-year-old male who is being admitted to the
medical-surgical unit status post fall. He is alert and oriented and reports
that while visiting a local casino with his wife Margaret earlier this evening,
he tripped over a curb and fell landing on his right side. After receiving
morphine in the emergency room prior to transfer to your unit, Fred is rating
his pain at 6/10. He has multiple bruises from his jawbone to his knee as well
as a slight rotation of his right leg.
Past medical history includes: myocardial infarction (MI) x
2, peripheral vascular disease (PVD) with bilateral iliac stents,
non-insulin-dependent diabetes mellitus (NIDDM), sleep apnea, and degenerative
joint disease.
Medications include: aspirin, Plavix, Lopressor, Lisinopril,
and Metformin.
After reviewing the above scenario please answer the
following questions.
Based on the information provided, how will you prioritize
your care, what assessments will you include and in what order? Please provide
rationale for your response.
Considering this patient's age, injury, past medical
history, and list of current medications, what, if any, concerns do you have
related to his potential need for surgery?
Should surgery to repair his right femur be required; what
type of clearance and pre-op orders would you anticipate receiving related to
his diet, meds, lab work, and so on?
Week 8 discussion
Rapid Assessment of a Client
This week's graded discussion topic relates to the following
Course Outcomes (COs).
CO1 Utilize prior knowledge of theories and principles of
nursing and related disciplines to explain expected client behaviors, while
differentiating between normal findings, variations, and abnormalities. (PO 1)
CO2 Recognize the influence that developmental stages have
on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO3 Utilize effective communication when performing a health
assessment. (PO 3)
CO5 Explore the professional responsibilities involved in
conducting a comprehensive health assessment and provide appropriate documentation.
(PO 6)
Please choose one of the patient scenarios below. Next,
complete a rapid assessment, and provide a SBAR report to a classmate. Remember
to include all concepts of patient safety, standard precautions, and
professional standards.
You are covering for a coworker who is off the floor for
lunch, when you suddenly hear a loud crash coming from a nearby patient room.
You quickly run in and discover Mr. Johnson who was admitted yesterday with a
diagnosis of cerebral vascular accident (CVA) unconscious on the floor between
the bed and the bathroom.
You are called to the room of 2-year-old Jonah by his mother
who states the child has suddenly started breathing very loudly and does not
look right. Upon entering the room you quickly recognize that the child is in
respiratory distress as his lips are cyanotic and the use of accessory muscles
is evident.
You are in the process of admitting Ashley, a 27 year old
who is 28 weeks pregnant with her first child, to the obstetric unit for
complaints of headache, dizziness, and swelling of her lower extremities when
she suddenly begins seizing.
Week 2 Assignment
Family Genetic History Guidelines
Updated 7/2018
Purpose
This assignment is to help you gain insight regarding the
influence of genetics on an individual's health and risk for disease. You are
to obtain a family genetic history on a willing, nonrelated, adult participant.
NOTE: failing to complete this assignment using an adult participant other than
yourself will result in a 20% penalty deduction being applied.
Course Outcomes
This assignment enables the student to meet the following
Course Outcomes.
CO3: Utilize effective communication when performing a
health assessment. (PO3)
CO5: Explore the professional responsibilities involved in
conducting a comprehensive health assessment and providing appropriate
documentation. (PO6)
Points
This assignment is worth a total of 150 points.
Due Date
The Family Genetic History Assignment is to be submitted at
the end of Week 2.
Disclaimer
When taking a family genetic history on an actual client, it
is essential that the information is accurate. Please inform the person you are
interviewing that they do not need to disclose information that they wish to
keep confidential. If the adult participant decides not to share information,
please write, "Does not want to disclose." If the client fails to
disclose answers to several items, you will need to find another client who is
willing to share.
You are required to use the assignment specific item(s)
(article/systematic review/topic/form/templates) or you will earn a
"0" for the assignment. In addition, assignments that do not follow
the current guidelines or use the required item, as defined above, will be
evaluated for evidence of an academic integrity violation.
After the due date, there will be no opportunity for
revision or resubmission of assignments that have been uploaded to the
submission area. This includes blank, incomplete, incorrect file, and/or
incorrect file format documents. It is your responsibility to submit the
correct completed assignment in the correct format to the correct submission
area. Your last submission before the due date will be graded. You may not
resubmit after the due date with a different file and incur a late deduction
per the Late Assignment policy.
Directions
Refer to the examples in Chapter 4 of your textbook that
discuss development of a genogram.
Download the required NR305_Family_Genetic_History_Form
(Links to an external site.)Links to an external site.. You will document the
adult participant's family genetic history using this MS Word document.
Complete the family genetic history using the information
that the adult participant is willing to share with you. The focus of this
course is on the normal healthy individual so your paper does not need to
contain much medical/nursing detail. Refer to your textbook or the Internet to
learn what impact the family's health history may have on the adult
participant's personal state of wellness both now and in the future. This paper
does not require APA formatting, but you are expected to write clearly and use
proper grammar and spelling. Developing a pictorial genogram using symbols to
identify certain relationships (e.g., divorced, sibling, deceased, etc.), may
provide more insight, however, drawing may be difficult to accomplish with MS
Word, therefore you are not expected to use symbols, lines, or other drawing
elements. Instead, describe the relationships among the various people in the
adult participant's family's genetic history. Remember, the goal is not to
learn how to draw with Word, but to gather information about the family and
recognize its significance to the adult participant and that person's health.
You are required to complete the form using the productivity
tools required by Chamberlain University, which is Microsoft Office Word 2013
(or later version), or Windows and Office 2011 (or later version) for MAC. You
must save the file in the ".docx" format. Do NOT save as Word Pad. A
later version of the productivity tool includes Office 365, which is available
to Chamberlain students for FREE by downloading from the student portal at
http://my.chamberlain.edu (Links to an external site.)Links to an external
site.. Click on the envelope at the top of the page.
Save the completed form by clicking on Save as and add your
last name to the file name, for example,
NR305_Family_Genetic_History_Form_Smith.
Submit the completed form to the Family Genetic History form
by Sunday, 11:59 p.m. MT at the end of Week 2. Please post questions about this
assignment to the weekly Q & A Forums so the entire class may view the
answers.
Week 4 Assignment
Course Project Milestone 1: Health History Guidelines
Purpose
The student will obtain a health history on a willing,
nonrelated, adult participant in order to generate written documentation that
is clear and accurate. Note: Failing to complete this assignment using an adult
participant other than yourself will result in a 20% penalty deduction being
applied.
Course Outcomes
This assignment enables the student to meet the following
Course Outcomes.
CO #3: Utilize effective communication when performing a
health assessment. (PO3)
CO #4: Identify teaching/learning needs from the health
history of an individual. (PO2)
CO #5: Explore the professional responsibilities involved in
conducting a comprehensive health assessment and providing appropriate
documentation. (PO6)
Points
This assignment is worth a total of 225 points.
Due Date
The Course Project Milestone 1: Health History assignment is
to be submitted by Sunday, 11:59 p.m. MT at the end of Week 4. Post questions
to the Q & A Forum. Contact your instructor if you need additional
assistance.
Disclaimer
The focus of this assignment is on communicating details
within the written client record. When taking a health history on an actual
client, it is essential that the information is accurate. Please inform the
person you are interviewing that they do not need to disclose information that
they wish to keep confidential. If the interviewee decides not to share information,
please write, "Does not want to disclose." If the client fails to
disclose answers to several items, you will need to find another client who is
willing to share.
You are required to use the assignment specific item(s)
(article/systematic review/topic/form/templates) or you will earn a
"0" for the assignment. In addition, assignments that do not follow
the current guidelines or use the required item, as defined above, will be
evaluated for evidence of an academic integrity violation.
After the due date, there will be no opportunity for
revision or resubmission of assignments that have been uploaded to the
submission area. This includes blank, incomplete, incorrect file, and/or
incorrect file format documents. It is your responsibility to submit the
correct completed assignment in the correct format to the correct submission
area. Your last submission before the due date will be graded. You may not
resubmit after the due date with a different file and incur a late deduction
per the Late Assignment policy.
Directions
Find an adult who is not related to you who is willing to
let you take a health history.
Download the required NR305_Milestone1_Form (Links to an
external site.)Links to an external site.. You will type your answers directly
into this Word document. Your paper does not need to follow APA formatting;
however, you are expected to be clear in your communication by using correct
medical terminology, grammar, and spelling.
You are required to complete the form using the productivity
tools required by Chamberlain University, which is Microsoft Office Word 2013
(or later version), or Windows and Office 2011 (or later version) for MAC. You
must save the file in the ".docx" format. Do NOT save as Word Pad. A
later version of the productivity tool includes Office 365, which is available
to Chamberlain students for FREE by downloading from the student portal at
http://my.chamberlain.edu (Links to an external site.)Links to an external
site.. Click on the envelope at the top of the page.
Review the examples in Chapter 4 of your textbook to gain
insight into how to document the health history. Remember this is a health
history, not a physical examination. Avoid words like frequently, improved,
increased, decreased, good, poor, normal, or WNL as they may have different
meanings for different people. Instead, document the specific data that led you
to these conclusions, for example, 3x/day instead of frequently, or consuming
four servings of vegetables/day instead of increased vegetable servings.
Save the file by clicking Save as and adding your last name
to the file name, for example, NR305_Milestone1_Form_Smith. You must save as a
.docx file, but do not save as a "Word Pad" document.
Submit the completed form by Sunday, 11:59 p.m. MT at the
end of Week 4.
Please post questions in the Q & A Forum so the entire
class may view the answers.
Week 6 Assignment
Course Project Milestone 2: Patient Teaching Plan Guidelines
Purpose
The purpose of this paper is to apply information gathered
from the Family Genetic History and Milestone 1 assignments to identify one
modifiable risk factor and develop an evidence-based teaching plan that
promotes health as well as improves patient outcomes.
Course Outcomes
This assignment enables the student to meet the following
Course Outcomes.
CO4: Identify teaching/learning needs from the health
history of an individual. (PO2)
Points
This assignment is worth a total of 225 points.
Due Date
The assignment is to be submitted by Sunday, 11:59 p.m. MT
at the end of Week 6.
Purpose
The purpose of this paper is to apply information gathered
from the Family Genetic History and Milestone 1 assignments to identify one
modifiable risk factor and develop an evidence-based teaching plan that
promotes health as well as improves patient outcomes.
Course Outcomes
This assignment enables the student to meet the following
Course Outcomes.
CO4: Identify teaching/learning needs from the health
history of an individual. (PO2)
Points
This assignment is worth a total of 225 points.
Due Date
The assignment is to be submitted by Sunday, 11:59 p.m. MT
at the end of Week 6.
General Directions & Project Guidelines
You are required to complete the assignment using the
productivity tools required by Chamberlain University, which is Microsoft
Office Word 2013 (or later version), or Windows and Office 2011 (or later
version) for MAC. You must save the file in the ".docx" format. Do
NOT save as Word Pad. A later version of the productivity tool includes Office
365, which is available to Chamberlain students for FREE by downloading from
the student portal at http://my.chamberlain.edu (Links to an external
site.)Links to an external site.. Click on the envelope at the top of the page.
This paper is to be written in APA format. Please use the
recommended assignment specific APA Template (Links to an external site.)Links
to an external site. linked here to type on. The SSPRNBSN resource has a great
section on writing scholarly papers and APA formatting (to find resource watch:
http://www.brainshark.com/devry/Student_Success_Strategies/zHszgnQAKzBXqbz0
(Links to an external site.)Links to an external site.)
APA formatting helps you to format your paper in a
professional manner and provides consistent methods for citing your sources
within the paper and providing the complete reference on the reference page.
See the documents in the APA category in Course Resources for assistance with
APA formatting.
This paper is expected to be no more than four pages in
length (not including the title page and reference list).
Please use the categories listed below as the first level
headings for each section of your paper (Exception: Instead of
"Introduction" please use the title of your paper).
Content Guidelines
Using the information gathered in your Genetic Family
History and Milestone 1 assignments, you will identify and research one
modifiable risk factor. You will develop an evidence-based teaching plan that
promotes health, with the aim of improving patient outcomes related to this
modifiable risk factor.
Introduction (1 paragraph): The introduction should be
interesting and capture the reader's attention.
State one preventable disease your adult participant is at
risk for developing (obesity, Type 2 Diabetes, etc.), based on the information
you have gathered during this course.
Introduce one modifiable risk factor (diet, smoking,
sedentary lifestyle, etc.) associated with the preventable disease you
described.
Clearly state the purpose of your paper. The purpose
statement should relate to developing a patient teaching plan.
Preventable Disease Overview (1-2 paragraphs): Please use
course materials and scholarly sources to complete this section. Be sure to
paraphrase and include citations as needed!
Describe briefly the preventable disease you identified in
the introduction.
What are the signs and symptoms associated with this
disease?
How is it diagnosed? Notable information from Health History
and General Survey? Signs and symptoms? Risk assessments? Lab values?
What physical assessment findings would be associated with
this disease?
How did you identify your adult participant's risk for this
disease?
Specific information gathered in the Genetic Family History?
Specific information gathered in the Milestone 1 assignment?
Evidence Based Intervention (1-2 paragraphs):
Choose and describe one evidence based intervention related
to the modifiable risk factor you have chosen. (One that has been shown to be
effective at reducing an individual's risk for developing the preventable
disease.)
Describe this intervention in detail, and provide rationale
for your intervention utilizing:
At least one scholarly peer-reviewed journal article. Go to
the Chamberlain library at http:/library.chamberlain.edu (Links to an external
site.)Links to an external site.. Search peer reviewed journals to find a
scholarly article that discusses interventions associated with the modifiable
risk factor you have chosen as the focus of your paper. Summarize what you
learned from this article and cite the source in the text and reference page
(Author, year). The article must be less than 10 years old. You may include and
cite your textbook or other scholarly sources as well, but they do not count as
the scholarly journal article.
You must summarize and analyze the information from your
sources in your own words. Avoid direct quotations. If you do include a short
quotation, be sure to cite it properly.
List short and long term goals you have for your participant
related to this intervention.
Implementation: Teaching Plan (1-2 paragraphs):
Discuss in this section what methods you will use to teach
your participant how to implement the intervention.
What is it that you are asking them to do? (For example, if
your intervention is "quit smoking", what specific steps will you
recommend your participant take to achieve this goal?)
Describe any resources you would provide to the participant
to help them understand and be successful (websites, community services,
handouts, etc.).
Evaluation (1 paragraph):
Describe at least one method (weight, lab values, etc.) you
would use to evaluate whether your intervention was effective.
How would you revise you plan if it proved to be
unsuccessful?
Summary (1 paragraph):
Summarize the main points of your paper.
Reiterate what you hope to accomplish by implementing this
intervention.
End with a concluding statement.
Reference Page:
The Reference Page should start on a new page (insert a page
break).
All references should be cited within the body of the paper
as (Author, year) and the full reference should be included in APA format on
the reference page.
A URL link alone is not an adequate reference.
See the Chamberlain Guidelines for Writing Professional
Papers in Course Resources for examples of properly formatted references.
Best Practices - Tips for Writing a Great Paper!
Review the directions, guidelines, and grading rubric
thoroughly.
Use the APA template provided.
Be clear. Write about one preventable disease, one
modifiable risk factor, and one related intervention.
Proofread prior to final submission. Having another person review
your work is often helpful to catch grammar and spelling errors. (Spell check
is not perfect!)
Abide by the CCN academic integrity policy.
