Patients Coordination Care Plan Research Paper

12/8/2020 Capella University Scoring Guide Tool NURS-FPX4050 u04a1 – Final Care Coordination Plan Learner: Erik , Hovsepyan OVERALL COMMENTS Hi Erik Thank you for your work on this final assessment. I think you did a very nice job of presenting a final care coordination plan for your selected patient. I like that you included specific health interventions and timelines grounded in evidence-based practice. This is so important and is often overlooked, especially considering the different ethical issues and policies that guide the care of your unique patient population. Overall, this is a very good effort on this final care coordination plan, and I value your time and professionalism and creativity in preparing this. I hope you will take the information you learned on creating this final care coordination plan back to your facility to identify opportunities to improve health outcomes. This would be a great way to share nursing knowledge. I look forward to seeing what you do in your future educational endeavors. **Please fill out the end of course survey when you receive it. Thanks Dr. Hooven RUBRICS https://scoringguide.capella.edu/grading-web/gradingdetails 1/13 12/8/2020 Capella University Scoring Guide Tool CRITERIA 1 Design patient-centered health interventions and timelines for a selected health care problem. COMPETENCY Adapt care based on patient-centered and person-focused factors. NON_PERFORMANCE: Does not design patient-centered health interventions and timelines for a selected health care problem. BASIC: Designs patient-centered health intervention for a selected health care problem. PROFICIENT: Designs patient-centered health interventions and timelines for a selected health care problem. DISTINGUISHED: Designs patient-centered health interventions and timelines for a selected health care problem that includes community resources. Comments: I like that you designed a care plan for depression/anxiety/schizophrenia that provides a comprehensive and patient-centered plan that provides health interventions and timelines for care that reflect patient needs and preferences based on the availability of essential resources available in your community. https://scoringguide.capella.edu/grading-web/gradingdetails 2/13 12/8/2020 Capella University Scoring Guide Tool CRITERIA 2 Consider ethical decisions in designing patient-centered health interventions. COMPETENCY Defend decisions based on the code of ethics for nursing. NON_PERFORMANCE: Does not consider ethical decisions in designing health interventions. BASIC: Considers ill-defined or ambiguous ethical decisions in designing patient-centered health interventions. PROFICIENT: Considers ethical decisions in designing patient-centered health interventions. DISTINGUISHED: Considers insightful ethical decisions in designing patient-centered health interventions. These decisions are supported by the literature. Comments: I see that you made ethical decisions in designing patient-centered health interventions. To earn distinguished in this criterion, I recommend you address insight ethical decisions informed by relevant ethical considerations, the practical effects of specific actions, and the significance of key uncertainties. Can you discuss the code of ethics for nurses in here? https://scoringguide.capella.edu/grading-web/gradingdetails 3/13 12/8/2020 Capella University Scoring Guide Tool CRITERIA 3 Identify relevant health policy implications for the coordination and continuum of care. COMPETENCY Explain how health care policies affect patient-centered care. NON_PERFORMANCE: Does not identify relevant health policy implications for the coordination and continuum of care. BASIC: Identifies health policy implications that are inconsistent with the goals and objectives for the coordination and continuum of care. PROFICIENT: Identifies relevant health policy implications for the coordination and continuum of care. DISTINGUISHED: Identifies relevant health policy implications for the coordination and continuum of care, based on precise and accurate interpretations of relevant policy provisions. Makes valid, insightful inferences. Comments: I dont see any health policies listed in here https://scoringguide.capella.edu/grading-web/gradingdetails 4/13 12/8/2020 Capella University Scoring Guide Tool CRITERIA 4 Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. COMPETENCY Collaborate with patients and family to achieve desired outcomes. NON_PERFORMANCE: Does not describe priorities that a care coordinator would establish when discussing the plan with a patient and family member. BASIC: Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member but does not use evidence-based practice to make changes to the plan. PROFICIENT: Describes priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. DISTINGUISHED: Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. Clearly explains the need for changes to the plan. Comments: Great job clearly articulating priorities for your patient. Planning with the patient is so very important. Its also helpful to make planning and priority setting a two way street. Patients need to be directly involved in the decisions that affect their care. https://scoringguide.capella.edu/grading-web/gradingdetails 5/13 12/8/2020 Capella University Scoring Guide Tool CRITERIA 5 Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. COMPETENCY Create a satisfying patient experience. NON_PERFORMANCE: Does not use the literature on evaluation as a guide to compare learning session content with best practices, and does not include how to align teaching sessions to the Healthy People 2020 document. BASIC: Discusses evaluation but does not use the literature as a guide to compare learning session content with best practices, or does not include how to align teaching sessions to the Healthy People 2020 document. PROFICIENT: Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. DISTINGUISHED: Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. Clearly explains the need for any revisions. Comments: I see you evaluated patient satisfaction with the care coordination plan, but this is unrelated to Healthy People 2020 goals and leading health indicators. Please make sure to provide specific examples to support this. https://scoringguide.capella.edu/grading-web/gradingdetails 6/13 12/8/2020 Capella University Scoring Guide Tool CRITERIA 6 Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. COMPETENCY Apply professional, scholarly communication strategies to lead patient-centered care. NON_PERFORMANCE: Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly. BASIC: Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing. PROFICIENT: Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. DISTINGUISHED: Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly. Comments: The reference list and paper is in APA format without errors. I appreciate your dedication to this detail. https://scoringguide.capella.edu/grading-web/gradingdetails 7/13 12/8/2020 Capella University Scoring Guide Tool CRITERIA 7 Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. COMPETENCY Apply professional, scholarly communication strategies to lead patient-centered care. NON_PERFORMANCE: Does not organize content for ideas. Lacks logical flow and smooth transitions. BASIC: Organizes content with some logical flow and smooth transitions.

Contains errors in grammar/punctuation, word choice, and spelling. PROFICIENT: Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. DISTINGUISHED: Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors. Comments: Your writing flowed, well-developed and engaging. You clearly addressed the main points of the assessment grading rubric. This really made your very good ideas shine! Supplemental Feedback https://scoringguide.capella.edu/grading-web/gradingdetails 8/13 12/8/2020 Capella University Scoring Guide Tool SUPPLEMENTAL CRITERIA 1 Purpose Compose a text that articulates meaning relevant to the main topic, scope, and purpose of the prompt BEGINNING: This text is unrelated to the assignment prompt. DEVELOPING: This text is related to the assignment prompt but does not demonstrate an understanding of the main topic, scope, and purpose. SKILLED: This text responds to the assignment prompt and appropriately addresses the main topic, scope, and purpose. ADVANCED: This text presents a focused response to the assignment prompt and demonstrates a thorough understanding of the main topic, scope, and purpose. Comments: https://scoringguide.capella.edu/grading-web/gradingdetails 9/13 12/8/2020 Capella University Scoring Guide Tool SUPPLEMENTAL CRITERIA 2 Organization Develop text using organization, structure, and transitions that demonstrate understanding of relationship between main and subtopics BEGINNING: This text does not include a thesis statement and is organized inappropriately for the assignment. DEVELOPING: The thesis statement in this text is unclear and/or the text is presented in paragraphs with unclear main idea(s) and/or transitional phrases. SKILLED: This text includes a thesis statement and is organized into paragraphs, with clear main ideas and effective transitional phrases. ADVANCED: This text reflects a strong thesis statement. Additionally, this text is organized with skillful transitions into paragraphs with clear main ideas, sufficient evidence, analysis, and linking information. Comments: https://scoringguide.capella.edu/grading-web/gradingdetails 10/13 12/8/2020 Capella University Scoring Guide Tool SUPPLEMENTAL CRITERIA 3 Evidence Integrate into text appropriate use of scholarly sources and evidence BEGINNING: This text included plagiarized information. DEVELOPING: This text lacks synthesis of information from sources and/or the credibility of the sources is questionable, with many flaws in APA citation style. SKILLED: The included evidence was integrated and synthesized from outside sources, most of which are scholarly, with minimal flaws in APA citation style.

ADVANCED: The evidence in this text was integrated and synthesized from credible, scholarly, and professionally sound sources, with minimal flaws in APA citation style. Comments: https://scoringguide.capella.edu/grading-web/gradingdetails 11/13 12/8/2020 Capella University Scoring Guide Tool SUPPLEMENTAL CRITERIA 4 Tone Apply in text the standard writing conventions for the discipline, including structure, voice, person and tone BEGINNING: Text uses language inappropriate for the intended audience. DEVELOPING: This text does not meet writing conventions for the discipline and lacks appropriate voice, person, and/or tone for the intended audience. SKILLED: This text meets writing conventions for the discipline and there were minimal issues in appropriate use of voice, person, or tone for the intended audience. ADVANCED: This text exhibits strict adherence to writing conventions for the discipline and uses appropriate voice, person, and tone for the intended audience. Comments: https://scoringguide.capella.edu/grading-web/gradingdetails 12/13 12/8/2020 Capella University Scoring Guide Tool SUPPLEMENTAL CRITERIA 5 Sentence Structure Produce text with minimal grammar, usage, spelling, and mechanical errors BEGINNING: Text meaning is unclear due to errors in sentence structure, grammar, usage, word choice, spelling, or mechanics in 75% or more of text. DEVELOPING: Text meaning is interrupted due to sentence structure, grammar, usage, word choice, spelling, or mechanical errors in 25%-75% or more of text. SKILLED: Text conveys clear meaning with minimal issues in grammar, usage, word choice, spelling, or mechanical errors in 10%-25% of text. ADVANCED: Text complexity and concision conveys clear meaning, with grammar, usage, word choice, spelling, or mechanical errors in 10% or less of text. Comments: https://scoringguide.capella.edu/grading-web/gradingdetails 13/13 12/18/2020 Capella University Scoring Guide Tool NURS-FPX4050 u04a1 – Final Care Coordination Plan Learner: Erik , Hovsepyan OVERALL COMMENTS Hi Erik I am still not seeing the health policy or the healthy people in here.. can you highlight where they are? Dr. Hooven RUBRICS https://scoringguide.capella.edu/grading-web/gradingdetails 1/13 12/18/2020 Capella University Scoring Guide Tool CRITERIA 1 Design patient-centered health interventions and timelines for a selected health care problem. Patients Coordination Care Plan Research Paper

COMPETENCY Adapt care based on patient-centered and person-focused factors. NON_PERFORMANCE: Does not design patient-centered health interventions and timelines for a selected health care problem. BASIC: Designs patient-centered health intervention for a selected health care problem. PROFICIENT: Designs patient-centered health interventions and timelines for a selected health care problem. DISTINGUISHED: Designs patient-centered health interventions and timelines for a selected health care problem that includes community resources. Comments: no change https://scoringguide.capella.edu/grading-web/gradingdetails 2/13 12/18/2020 Capella University Scoring Guide Tool CRITERIA 2 Consider ethical decisions in designing patient-centered health interventions. COMPETENCY Defend decisions based on the code of ethics for nursing. NON_PERFORMANCE: Does not consider ethical decisions in designing health interventions. BASIC: Considers ill-defined or ambiguous ethical decisions in designing patient-centered health interventions. PROFICIENT: Considers ethical decisions in designing patient-centered health interventions. DISTINGUISHED: Considers insightful ethical decisions in designing patient-centered health interventions. These decisions are supported by the literature. Comments: no change https://scoringguide.capella.edu/grading-web/gradingdetails 3/13 12/18/2020 Capella University Scoring Guide Tool CRITERIA 3 Identify relevant health policy implications for the coordination and continuum of care. COMPETENCY Explain how health care policies affect patient-centered care. NON_PERFORMANCE: Does not identify relevant health policy implications for the coordination and continuum of care. BASIC: Identifies health policy implications that are inconsistent with the goals and objectives for the coordination and continuum of care. PROFICIENT: Identifies relevant health policy implications for the coordination and continuum of care. DISTINGUISHED: Identifies relevant health policy implications for the coordination and continuum of care, based on precise and accurate interpretations of relevant policy provisions. Makes valid, insightful inferences. Comments: no change https://scoringguide.capella.edu/grading-web/gradingdetails 4/13 12/18/2020 Capella University Scoring Guide Tool CRITERIA 4 Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. COMPETENCY Collaborate with patients and family to achieve desired outcomes. Patients Coordination Care Plan Research Paper

NON_PERFORMANCE: Does not describe priorities that a care coordinator would establish when discussing the plan with a patient and family member. BASIC: Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member but does not use evidence-based practice to make changes to the plan. PROFICIENT: Describes priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. DISTINGUISHED: Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. Clearly explains the need for changes to the plan. Comments: no change https://scoringguide.capella.edu/grading-web/gradingdetails 5/13 12/18/2020 Capella University Scoring Guide Tool CRITERIA 5 Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. COMPETENCY Create a satisfying patient experience. NON_PERFORMANCE: Does not use the literature on evaluation as a guide to compare learning session content with best practices, and does not include how to align teaching sessions to the Healthy People 2020 document. BASIC: Discusses evaluation but does not use the literature as a guide to compare learning session content with best practices, or does not include how to align teaching sessions to the Healthy People 2020 document. PROFICIENT: Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. Patients Coordination Care Plan Research Paper

DISTINGUISHED: Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. Clearly explains the need for any revisions. Comments: no change https://scoringguide.capella.edu/grading-web/gradingdetails 6/13 12/18/2020 Capella University Scoring Guide Tool CRITERIA 6 Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. COMPETENCY Apply professional, scholarly communication strategies to lead patient-centered care. NON_PERFORMANCE: Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly. BASIC: Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing. PROFICIENT: Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format. DISTINGUISHED: Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly. Comments: no change https://scoringguide.capella.edu/grading-web/gradingdetails 7/13 12/18/2020 Capella University Scoring Guide Tool CRITERIA 7 Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. COMPETENCY Apply professional, scholarly communication strategies to lead patient-centered care. NON_PERFORMANCE: Does …