#jill devries | Explore Tumblr Posts and Blogs

norikateatro · 5 years

Text

Norikateatro’s Bootleg List! 💙

As of: July 31st, 2019 😄!

Please message me if you want a bootleg! Do not comment *If you want to trade with me that’ll be really cool!

Miss Saigon Manila: December 24th, 2000 Full Show Cast: Lea Salonga (Kim) , Will Chase (Chris) , Leo Tavarro Valdez (Engineer), Ron K. Smith, Lisa Capps (Ellen), Robert Seña (They), Isay Alvarez (Gigi)

Miss Saigon London 5/19/14 Highlights (Tanya Manalang as Kim) Cast: Tanya Manalang, Alistair Brammer, Jon Jon Briones Highlights include: Kim’s Nightmare - The Fall Of Saigon - Sun and Moon (Partial), Sun And Moon (Reprise), Movie In My Mind, The American Dream, Maybe, I Still Believe, The Last Night Of The World - Morning Of The Dragon (Partial), Why God Why. Musicalmania123’s master.

Miss Saigon 5/13/17 Lianah Sta. Ana (alt. Kim), Jon Jon Briones (The Engineer), Alistair Brammer (Chris), Katie Rose Clarke (Ellen), Nicholas Christopher (John), Devin Ilaw (Thuy), Rachelle Ann Go (Gigi)

Matilda: Broadway March 6th, 2013 Cast: Oona Laurence, Bertie Carvel, Gabriel Ebert, Lesli Margherita, Lauren Ward, Karen Aldridge, Jack Broderick, Frenie Acoba

Matilda: Broadway December 31st, 2015 Cast: Mimi Ryder (Matilda), Christopher Sieber (Miss Trunchbull), Rick Holmes (Mr. Wormwood), Lauralyn McClelland (u/s Mrs. Wormwood), Clay Thomson (Michael Wormwood), Allison Case (Miss Honey), Natalie Venetia Belcon (Mrs. Phelps), Philip Spaeth (Rudolpho), Colin Israel (u/s Party Entertainer), Geoff Packard (Doctor/ t/r Sergei),Michael Minarik (The Escape Artist), Jennifer Bowles (The Acrobat), Benjamin Harding (Bruce), Brooklyn Nelson (u/s Lavender), Jack Mullen (Nigel), Gia Nina Paolantonio (Amanda), Ian Saraceni (Eric), Akira Golz (Alice), Talia Ryder (Hortensia), Cole Alex Edelstein (u/s Tommy) Ensemble: Michaeljon Slinger, Marisa Kennedy, Amanda LaMotte, Travis Waldschmidt Notes: Quite a long black-out at the beginning of each act.

Aladdin (OBC)

A Chorus Line - Broadway - July 25, 1975 CAST: Scott Allen (Roy), Patricia Garland (Judy), Nancy Lane (Bebe), Crissy Wilzak (Vicki), Cameron Mason (Mark), Priscilla Lopez (Diana), Kelly Bishop (Sheila), Renee Baughman (Kristine), Thomas J Walsh (Bobby Strong), Robert LuPone (Zach), Wayne Cilento (Mike), Ron Kuhlman (Don), Brandt Edwards (Tom), Clive Clerk (Larry), Chuck Cissel (Butch), Sammy Williams (Paul), Michael Serrecchia (Frank), Donna Drake (Tricia), Carolyn Kirsch (Lois), Donna McKechnie (Cassie), Ronald Dennis (Richie), Michael Stuart (Greg), Don Percassi (Al), Pamela Blair (Val), Kay Cole (Maggie), Baayork Lee (Connie)

A Chorus Line: Broadway- September 30th, 2006 Cast: Ken Alan, Brad Anderson, Michelle Aravena, David Baum, Michael Berresse, E. Clayton Cornelious, Natalie Cortez, Mike Cannon, Charlotte D'Amboise, Mara Davi, Joey Dudding, Lyndy Franklin, Jessica Lee Goldyn, Deidre Goodwin, Tyler Hanes, Nadine Isenegger, Pamela Jordan, James T. Lane, Lorin Latarro, Paul McGill, Heather Parcells, Michael Paternostro, Alisan Porter, Jeffrey Schecter, Yuka Takara, Jason Tam, Grant Turner, Chryssie Whitehead, Tony Yazbeck Notes: Previews

Aladdin: National Tour-Chicago April 16th, 2017 Cast: Adam Jacobs, Anthony Murphy, Isabelle McCalla, Jonathan Weir, Reggie De Leon, JC Montgomery, Mike Longo, Zach Bencal, Philippe Arroyo. Notes: Beautiful HD capture of the newly launched tour. A terrific cast and a few new small variations to accommodate the tour on the road.

Anastasia: Broadway June 28, 2017 Cast: Christy Altomare, Derek Klena, John Bolton, Ramin Karimloo, Caroline O'Connor, Mary Beth Peil.

Beauty and the Beast: Broadway - July 27, 2007 Anneliese Van Der Pol (Belle), Steve Blanchard (Beast), Chris Hoch (Gaston), David deVries, Jeanne Lehman, Glenn Rainey, Jamie Ross, Trevor Braun, Aldrin Gonzalez, Ann Mandrella

Beauty and The Beast: Broadway- April 28th, 2002 (Need Link) Cast: Sarah Litzsinger as Belle, Steve Blanchard as Beast, Bryan Batt as Lumiere, and Beth Fowler as Mrs. Potts, and Nicholas Jonas as Chip

Beauty and The Beast: US Tour- January 19th, 2014 Cast: Hilary Maiberger, Darick Pead, Tim Rogan, Jardan Aragon, Hassan Nazari-Robati, James May, Stephanie Moskal, Paul Crane, Roxy York, Jack Mullen, Kieron Cindric, Tony D'Alelio, Bonnie Kelly, Sarah Gawron.

Chicago: 1st National Tour: 1978 Cast: Melody Adams, Kristen Childs.

Chicago US tour: November 23th, 2005 Chicago, IL Cast: Paige Davis, Brenda Braxton, Tom Wopat, Carol Woods

Chicago: Broadway September 18th, 2002 Cast: Michael C Hall (Billy), Amy Spanger (Roxie), Stephanie Pope (Velma), Rob Bartlett (Amos), Roz Ryan (Mama), R Bean (Mary Sunshine). Chicago: Broadway May 22, 2007 Cast: Amy Spanger, Amra-Faye Wright, Billy Ray Cyrus, Cory English, Carol Woods, R. Lowe

Chicago: Broadway 1996- Press Reels Ann Reinking, Bebe Neuwirth, James Naughton, Joel Grey. The pro shot video that was used to make the reviewers reel; excellent quality with the time code bar at the bottom; not the complete show, songs only but great video A+

Cats- UK tour, Wolverhampton 30 March 2013 full show Cast: Joanna Ampil (Grizabella) Katie Warsop (Rumpleteazer) Clare Rickard (Jellylorum) Melissa James (Bombalurina) Lily Fraser (Demeter) Alice Redmond (Jennyanydots) Alicia Beck (Victoria/White Cat) Dawn Williams (Jemima) Nicholas Pound (Old Deutoronomy) Ben Palmer (Munkustrap) Oliver Savile (Rum Tum Tugger) Joseph Poulton (Quazo/Mistoffelees) Paul F Monaghan (Asparagus/Bustopher Jones/Growl Tiger:) Barnaby Thompson (Mungojerrie) Ross Finnie (Skimbleshanks) Jessica Buckby (Cassandra) Lizzi Franklin (Tantomile) Joal Morris (Carbucketty) Richard Astbury (Coricopat) Cameron Ball (Admetus/Macavity) James Darch (Alonzo) and Will Lucas (Bill Bailey).

Cats Broadway: July 2016 VOB (no small) Cast: Leona Lewis (Grizabella), Tyler Hanes (Rum Tum Tugger), Ricky Ubeda (Mistoffelees), Quentin Earl Darrington (Old Deuteronomy), Eloise Kropp (Jennyanydots), Giuseppe Bausilio (Carbucketty), Jeremy Davis (Skimbleshanks), Kim Faure (Demeter), Sara Jean Ford (Jellylorum), Lili Froehlich (Electra), Daniel Gaymon (Macavity), Shonica Gooden (Rumpleteazer), Christopher Gurr (Gus/Bustopher Jones), Andy Huntington Jones (Munkustrap), Kolton Krouse (Tumblebrutus), Jess Le Protto (Mungojerrie), Georgina Pazcougin (Victoria), Emily Pynenburg (Cassandra), Arianna Rosario (SIllabub), Ahmad Smmons (Alonzo), Christine Cornish Smith (Bombalurina), Corey Snide (Coricopat), Emily Tate (Tantomile), Sharrod Wiliams (Pouncival)

Cats Broadway: November 30th, 2017 Cast: Mamie Parris, Andy Huntington Jones, Quentin Earl Darrington, Jeremy Davis, Tyler Hanes, Francesca Granell as (u/s) Jennyanydots, Corey John Snide as (u/s) Mistoffelees. Great HD capture of the final Broadway Revival cast. Mamie has such a strong voice and is a wonderful Grizabella. Come Far Away (OBC)

Cinderella: Broadway March 2nd, 2013 Cast: Laura Osnes (Ella), Santino Fontana (Prince Topher), Victoria Clark (Fairy Godmother), Harriet Harris (Evil Stepmother), Ann Harada (Charlotte)

Cinderella: Broadway August 21, 2014 Cast: Paige Faure (Cinderella), Joe Caroll (Prince Topher), Victoria Clark (Crazy Marie/Fairy Godmother), Nancy Opel (Madame), Stephanie Gibson (Gabrielle), Ann Harada (Charlotte), Todd Buonopane (Jean-Michel), Branch Woodman (u/s Lord Pinkleton), Peter Bartlett (Sebastian), Andy Mills (Footman), Michael Callahan (Driver), Jill Abramovitz (Lady of Ridicule)

Dear Evan Hansen (Broadway) Cast: Ben Platt, Laura Dreyfuss, Will Roland, Kristolyn Lloyd, Mike Faist, Rachel Bay Jones, Michael Park, Jennifer Laura Thompson (OBC)

Falsettos Broadway: October 28th, 2016 Cast: Christian Borle (Marvin), Andrew Rannells (Whizzer), Stephanie J. Block (Trina), Brandon Uranowitz (Mendel), Anthony Rosenthal (Jason), Tracie Thoms (Charlotte), Betsy Wolfe (Cordelia) Link:

Follies: Broadway September 18, 2011 Cast: Bernadette Peters, Jan Maxwell, Danny Burstein, Rod Raines, Elaine Paige, Jayne Houdyshell, Rosalind Elias, Susan Watson, Terri White, Florence Lacey, Mary Beth Peil, Don Correia, Brian Shepard as (u/s) Young Ben, Christian Delcroix, Kirsten Scott, Lora Lee Gayer.

Finding Neverland (OBC)

Wicked Broadway: Preview October 12th, 2003 Original Broadway Cast Cast: Idina Menzel (Elphaba), Kristin Chenoweth (Glinda), Norbert Leo Butz (Fiyero), Carole Shelley (Madame Morrible), Joel Grey (The Wizard) Michelle Federer (Nessarose), Christopher Fitzgerald (Boq), William Youmans (Dr. Dillamond)

Wicked Chicago: July 1, 2005- Cast: Ana Gasteyer (Elphaba), Kate Reinders (Glinda), Kristoffer Cusick (Fiyero), Gene Weygandt (The Wizard), Steven Skybell (Doctor Dillamond), Rondi Reed (Madame Morrible), Heidi Kettenring Nessarose), Telly Leung (Boq)

Wicked (Broadway): January 8, 2006 Cast: Shoshana Bean (Elphaba), Megan Hilty (Glinda), David Ayers (Fiyero), Rue McClanahan (Madame Morrible), Ben Vereen (The Wizard), Michelle Federer (Nessarose), Rob Sapp (Boq), Sean McCourt (Dr. Dillamond). notes: Shoshana’s, David’s, Rue’s and Michelle’s last performances. Camera wanders at points due to the master’s blind filming.

Wicked (Broadway): May 28, 2006) (Megan’s Last) cast: Eden Espinosa (Elphaba), Megan Hilty (Glinda), David Garrison (The Wizard), Derrick Williams (Fiyero), Carol Kane (Madame Morrible), Jenna Leigh Green (Nessarose), Rob Sapp (Boq), David McCourt (Dr. Dillamond)

Wicked First National Tour PROSHOT May 2006 - Victoria Matlock (s/b Elphaba), Kendra Kassebaum, Nicolas Dromard (u/s Fiyero), Jennifer Waldman (Nessarose), Alma Cuervo (Morrible), PJ Benjamin (The Wizard) *Proshot from one camera at the back of the house. Sound is patched in from the soundboard and is incredibly clear. Some washout, but amazing to see the set and choreo like this.

Wicked: México Mayo 2006 Proshot Elenco: Daniela Ranz (Elphaba), Liesl Lar (Galinda), Omar Muñoz (Fiyero), Laura Korl (Madame Morrible), Fernando Diaz (Boq), Ileana Muñoz (Nessarose), Hector Kori (Dr. Dillamond) Notes: Pro-Shot Multicameras excellent production of the Thomas Jefferson Musical School. Includes future Wicked Mexico City understudy for Glinda, Liesl Lar

Wicked: México, Veracruz | Multicam Proshot | A | 2 DVDs- Elenco/Cast: Odette Villarreal (Glinda), Andrés Elvira (Padre de la Bruja), Natalia Valdillo (Madre de la Bruja), Angelina Viesca (Partera), Luz María Santana (Elphaba), Patricia de la Garza Noble (Nessarose), Roberto Rodriguez (Boq), Amanda García (Madame Morrible), Paulina Cañedo (Pfanee), Melissa Cruz (Shen-shen), Andrés Dordón (Fiyero). Notes: Includes rehearsal footage. Directed by future Mexican Dr. Dillamond Beto Torres!

Wicked London: October 18, 2007 Cast: Kerry Ellis (Elphaba), Dianne Pilkington (Glinda), Oliver Tompsett (Fiyero), Susie Blake (Madame Morrible), Nigel Planer (The Wizard), James Gillan (Boq), Katy Rowley Jones (Nessarose)

Wicked Broadway: July 17th, 2008 Cast: Kerry Ellis (Elphaba), Kendra Kassebaum (Glinda), David Burnham (Fiyero), Cristy Candler (Nessarose), Ben Liebert (Boq), Lenny Wolpe (The Wizard), Jayne Houdyshell (Madame Morrible), Steven Skybell (Dr. Dillamond) Notes: Kerry’s first on Broadway

Wicked Chicago: December 13th 2006 Cast: Dee Roscioli (Elphaba), Megan Sikora (u/s Glinda), Brad Bass (Fiyero), Rondi Reed (Madame Morrible), Gene Weygandt (The Wizard), Adam Fleming (Boq), Heidi Kettenring (Nessarose), William Youmans (Dr. Dillamond) Notes: Blooper during Popular. Featuring a young Jennifer DiNoia as Elphaba’s mother! (Need Link)

Wicked 1st National Tour: March 4, 2007 Baltimore, Maryland Cast: Victoria Matlock (Elphaba), Christina DeCicco (Glinda), Cliffton Hall (Fiyero), Deedee Magno Hall (Nessarose), Barbara Tirrell (Morrible), P.J. Benjamin (Wizard), Josh Lamon (Boq), Tom Flynn (Dillamond),Paul Slade Smith as Witch’s Father/Frex, Lori Homles as Witch’s Mother/Melena, Leslie Becker as Midwife/ Nanny

Wicked Broadway: October 9, 2007 (mp4) Stephanie J. Block (Elphaba), Annaleigh Ashford (Glinda), Sebastian Arcelus (Fiyero), Kathy Santen (Morrible), Lenny Wolpe (Wizard), Logan Lipton (Boq), Cristy Candler (Nessarose), Steven Skybell (Dillamond)

Wicked: Tokyo 28th January 2008 Cast: Megumi Hamada (Elphaba), Asako Tomada (Glinda, u/s), Li Tao (Fiyero), Kurihara Hideo (The Wizard u/s), Mori Izumi (Madame Morrible), Yamamoto Takae (Nessarose), Takayuki Ito (Boq), Takemi Ryoma (Doctor Dillamond) Kazunari Shirakura (Frex u/s), Akane Mao (Melena), and Tamaki Endo (Midwife)

Wicked: Stuttgart February 20 2009 Cast: Willemijn Verkaik (Elphaba), Lucy Scherer (Glinda), Mathias Edenborn (Fiyero), Barbara Raunegger (Madame Akaber), Stefan Poslovski (u/s Der Zauberer), Nicole Radeschnig (Nessarose), Robert Knorr (u/s Moq), Michael Günther (Doktor Dillamonth).

Wicked 1st National Tour-February 28, 2009 Cast-Stephanie Torns (Elphaba U/S), Katie Rose Clarke (Glinda), Richard H. Blake (Fiyero), Lenny Wolpe (Wizard), Myra Lucretia Taylor (Morrible), Amanda Rose (Nessarose), Ben Liebert (Boq). Notes: Spotlight washout on wides. Blackouts for applause. Nice quality and pretty well filmed (though there are some odd closeups in DTL). Wandering cam at times.

Wicked Broadway: March 8, 2009 -Nicole Parker (Elphaba), Alli Mauzey (Glinda), Aaron Tveit (Fiyero), Jayne Houdyshell (Morrible), PJ Benjamin (Wizard), Alex Brightman (Boq), Cristy Candler (Nessa), Timothy Britten Parker (Dr. Dillamond) Notes: Final performance for Aaron Tveit. Wicked: Broadway September 27, 2009 Cast: Dee Roscioli (Elphaba), Erin Mackey (Glinda), Kevin Kern (Fiyero), Rondi Reed (Morrible), PJ Benjamin (Wizard), Michelle Federer (Nessarose), Alex Brightman (Boq), Timothy Britten Parker (Dillamond) Master: SunsetBlvd79

Wicked: National Tour 5/22/10 ~ Charlotte, NC Cast: Vicki Noon, Michelle London (u/s Glinda), Chris Peluso, Don Amendolia, Merilyn Caskey, Laura Pugliese (u/s Nessarose), Zach Hanna, David DeVries, Don Richard, Lindsay Wood (u/s Witch's Mother) About a minute of the beginning of WITF is blacked out, full show otherwise. Filmed with a mix of wides, mediums, and close-ups; slight washout in some of the wides, but nothing too terrible. No significant obstruction, good clear sound and picture; good video.

Wicked Broadway: February 1, 2015 Cast: Lilli Cooper (s/b Elphaba), Kara Lindsay (Glinda), Jerad Bortz (u/s Fiyero), Brian Munn (u/s The Wizard), Kathy Fitzgerald (Madame Morrible), Catherine Charlebois (Nessarose), Robin De Jesus (Boq).

Wicked: Singapore April 22nd, 2012 Cast- Zoe Jarrett (understudy Elphaba), Suzie Mathers (Glinda), David Harris (Fiyero), Anne Wood (Madame Morrible), Elisa Colla (Nessarose), James D Smith (Boq), Glen Hogstrom (u/s The Wizard) At just over 2 hours long, this is missing a few sequences, but all the big numbers and memorable dialogue scenes are intact. It’s shot from the very front row of the stalls at the side so, although this causes a lot of problems for the brave person who filmed it, we DO get many nice close-ups and a chance to see the show from quite an unusual angle at times! Very clear sound throughout.

Wicked Korea (Date: November 2013 ) Cast: Oak Joo Hyun (Elphaba), Jeong Sun Ah (Glinda), Lee Ji Hoon (Fiyero), Nam Kyoung Joo (The Wizard), Cho Jung Keun (Doctor Dillamond), Kim Young Joo (Madame Morrible), Lee Yea Eun (Nessarose), Kim Dong Hyun (Boq)

Wicked First National Tour: February 24th, 2013 Cast: Dee Roscioli (Elphaba), Cassie Okenka (u/s Glinda), Cliffton Hall (Fiyero), Tom McGowan (The Wizard), Kim Zimmer (Madame Morrible), Demeree Hill (Nessarose), Justin Brill (Boq), Clifton Davis (Dillamond)

Wicked; 1NT January 27 2011 Cast: Jackie Burns (Elphaba), Chandra Lee Schwartz (Glinda), Richard H. Blake (Fiyero)

Wicked 2nd National Tour (Madison, WI): May 28, 2013 Cast: Jennifer DiNoia (Elphaba), Hayley Podschun (Glinda), David Nathan Perlow (Fiyero), Walker Jones (The Wizard), Gina Ferrall (Madame Morrible), Zarah Mahler (Nessarose), Michael Wartella (Boq), Jay Russell (Doctor Dillamond). quality: An absolutely beautiful HD capture with no obstructions. Jennifer is wonderful as Elphaba.

Wicked: Korea 2014 Aug 2nd // AVI 박혜나 Park Hye Na (Elphaba), 김보경 Kim Bo Kyung (Glinda), 조상웅 Jo Sang Woong (Fiyero), 이상준 Lee Sang Jun (The Wizard), 김영주 Kim Young Joo (Madame Morrible), 이에은 Lee Ye Eun (Nessarose), 긴동현 Kim Dong Hyun (Boq), 초정근 Cho Jung Keun (Doctor Dillamond) Notes: Lots of washout shot, from the stalls on the left facing the stage, Kim Bo Kyung is literally just a ball of light in this, her Glinda is so full of energy

Wicked West End: 25th October 2014 Evening | Cast Change Kerry Ellis (Elphaba), Savannah Stevenson (Glinda) *Final performance of Kerry Ellis, Sue Kelvin, Paul Clarkson and many ensemble members.

Wicked West End: October 27th, 2014 Cast: Jennifer DiNoia (Elphaba), Savannah Stevenson (G(a)linda) Jeremy Taylor (Fiyero), Liza Sadovy (Madame Morrible), Martyn Ellis (The Wizard), Katie Rowley-Jones (Nessarose), Sam Lupton (Boq), Philip Childs (Dr. Dillamond)

Wicked Mexico: November 18th 2014 Cast: Ana Cecilia Anzaldúa, Crisanta Gómez (s/b), Jorge Lau, Anahí Allué, Paco Morales, Adam Sadwing, Beto Torres. Notes: Highlights include “No One Mourns the Wicked”, “Dear Old Shiz”, the Room Assignment scene from Let Her GO! to “What Is This Feeling?”, “Popular”, “Defying Gravity”, “Thank Goodness”, “No Good Deed” and “For Good”.

Wicked Mexico: January 18, 2015 (Evening) Danna Paola (Elphaba), Cecilia de la Cueva (Glinda), Jorge Lau (Fiyero), Paco Morales (The Wizard), Anahi Allué (Madame Morrible), Marisol Meneses (Nessarose), Adam Sadwing (Boq), Beto Torres (Doctor Dillamond) Notes: Closing night. Highlights including Room Assignments, The Wizard and I, 2 x Popular, 2 x Defying Gravity, As Long As You’re Mine, No Good Deed and For Good. Varying video quality.

Wicked Broadway: January 2, 2015 Cast: Caroline Bowman (Elphaba), Kara Lindsay (Glinda), Matt Shingledecker (Fiyero), Tom McGowan (The Wizard), Kathy Fitzgerald (Madame Morrible), Robin de Jesus (Boq), Arielle Jacobs (Nessarose), Timothy Britten Parker (Dr. Dillamond)

Wicked 2nd National Tour: 10/29/15 Cast: Mary Kate Morrissey (s/b Elphaba), Carrie St. Louis (Glinda), Jake Boyd (Fiyero), Liana Hunt (Nessarose), Wendy Worthington (Madame Morrible), Stuart Zagnit (The Wizard). Lee Slobotikin (Boq), Chad Jennings (Dr. Dillamond)

Wicked 2nd National Tour: November 6th, 2017 Cast: Jessica Vosk (Elphaba), Allison Bailey (u/s Glinda), Jeremy Woodard (Fiyero), Kristen Martin (Nessarose), Sam Sefarian (Boq), Chad Jennings (Doctor Dillamond), Stuart Zagnit (The Wizard), Wendy Worthington (Madame Morrible).

Wicked 2nd National Tour September 24th, 2017 Cincinnati, Ohio Jessica Vosk (Elphaba), Ginna Claire Mason (Glinda), Jon Robert Hall (Fiyero), Isabel Keating (Madame Morrible), Tom McGowan (The Wizard), Sam Seferian (Boq), Catherine Charlebois (Nessarose), Harry Bouvy (Dr. Dillamond) Notes: Jessica Vosk’s final show.

Wicked 2nd National Tour Date: 4/8/2018 Toronto, CA MP4 (original format) Cast: Mary Kate Morrissey, Ginna Claire Mason, Jon Robert Hall, Wayne Shroeder (u/s The Wizard), Chad Jennings, Jody Gelb, Catherine Charlebois (t/r Nessarose), Cole Doman (Boq) Notes: Captured with high quality camera. Some obstructions due to heads and washout but majority very clear high quality.

Wicked Broadway: June 21, 2016 Cast: Rachel Tucker (Elphaba), Ginna Claire Mason (s/b Glinda), Jonah Platt (Fiyero), Peter Scolari (The Wizard), Judy Kaye (Madame Morrible), Dawn Cantwell (Nessarose), Zachary Noah Piser (Boq), Michael Genet (Doctor Dillamond).

Wicked San Francisco: September 5, 2010 (Last Show) Marcie Dodd (Elphaba) Alli Mauzey (Glinda) Clifton C. Hall (Fiyero) Jody Gelb (Madame Morrible) Tom McGowan (The Wizard) DeeDee Magno Hall (Nessarose) Etai Benshlomo (Boq)

Wicked 1st National Tour: December 12, 2007; St. Louis, MO. Carmen Cusack (Elphaba), Katie Rose Clarke (Glinda), Cliffton Hall (Fiyero), Alma Cuervo (Madame Morrible), Lee Wilkof (The Wizard), Deedee Magno Hall (Nessarose), Brad Weinstock (Boq), Tom Flynn (Dr. Dillamond)

Wicked UK/International Tour April 15th, 2017 Jodie Steele (alt. Elphaba), Carly Anderson (Glinda), Bradley Jaden (Fiyero), Kim Ismay (Mme. Morrible), Steven Pinder (Dr. Dillamond/Wizard), Emily Shaw (Nessarose), Iddon Jones (Boq)

Wicked: Broadway August 11th, 2017 Cast: Jackie Burns (Elphaba), Amanda Jane Cooper (Glinda), Rondi Reed (Madame Morrible), PJ Benjamin (The Wizard), Ashley Parker Angel (Fiyero), Kristen Martin (Nessarose), Jye Frasca (Boq) Notes: Excellent HD capture of Jackie’s return to the role, captured from the Orchestra.

Wicked: Broadway July, 2018 (NYCG8R's master) CAST: Jessica Vosk (Elphaba), Amanda Jane Cooper (Glinda), Curt Hansen (t/r Fiyero), Kevin Chamberlin (The Wizard), Martin Moran (Dr. Dillamond), Isabel Keating (Madame Morrible), Jye Frasca (Boq), Kristen Martin (Nessarose)

Waitress (Broadway) − June 14, 2016: Jessie Mueller (Jenna), Keala Settle (Becky), Kimiko Glenn (Dawn), Drew Gehling (Dr Pomatter), Nick Cordero (Earl), Dakin Matthews (Joe), Eric Anderson (Cal), Christopher Fitzgerald (Ogie) (OBC)

Waitress ( Broadway) April, 2017 Cast: Sara Bareilles, Charity Angel Dawson, Molly Jobe as (u/s) Dawn, Chris Diamantopoulos, Will Swenson, Dakin Matthews, Eric Anderson, Christopher Fitzgerald

The Producers 4/25/01 ~ Broadway Cast: Nathan Lane, Matthew Broderick, Roger Bart, Gary Beach, Brad Oscar, Cady Huffman. Slight spotlight washout, bar in the way version. Cam Video Video includes the 2001 Gypsy of the Year skit after the show

The Drowsy Chaperone 10/8/08 ~ Sacramento, CA Cast: Jonathan Crombie, Georgia Engel, Alicia Irving, Jen Taylor Farrell as (u/s) Janet Van De Graaff, Noble Shropshire, Mark Ledbetter, Richard Vida, Cliff Bemis, Linda Griffin, Paul Riopelle, Peter Riopelle, Dale Hensley, Natasha Yvette Williams. Filmed in widescreen with no obstructions and almost no blackouts, great picture that follows the action very well.

The Book Of Mormon: London - 03/01/18 Blackout at certain parts, filmed from the circle. Overall watchable. Known Cast: KJ Hippensteel - Elder Price Cody Jamison Strand - Elder Cunningham Stevie Webb - Elder McKinley

The Play That Goes Wrong: Broadway May 2018 Cast: Akron Watson, Mark Evans, Quinn Van Antwerp, Preston Truman Boyd, Harrison Unger, Amelia McClain, Alex Mandell, Ashley Bryant

Frozen: Denver (Try Outs) October 1st, 2017 Cast: Caissie Levy, Patti Murin, Jelani Alladin, Greg Hildreth, John Riddle, Timothy Hughes, Andrew Pirozzi, Robert Creighton, Alya Schwartz, Audrey Bennet. Notes: Final performance. There are scene changes, an added song just before For the First Time in Forever (Reprise) sung by Elsa (in the tune of the pop version of Let It Go), and “When Everything Falls Apart” was completely removed Frozen: Broadway May 3rd, 2018 Cast: Caissie Levy, Patti Murin, Jelani Alladin, Zoe Glick, Mimi Ryder, Robert Creighton, Kevin Del Aguila, Greg Hildreth, Timothy Hughes, Andrew Pirozzi, John Riddle, Tracee Beazer, Wendi Bergamini, Ashley Blanchet, James Brown III, Claire Camp, Lauren Nicole Chapman, Jeremy Davis, Kali Grinder, Zach Hess, Donald Jones Jr., Nina Lafarga, Ross Lekites, Austin Lesch, Synthia Link, Adam Perry, Olivia Philip, Noah J. Ricketts, Ann Sanders, Jacob Smith, Nicholas Ward Notes: NYCG8R’s Master Les Miserables: West End- September 17, 2010 Cast: Christopher Jacobsen, Earl Carpenter, Madalena Alberto, Gareth Gates, Katie Hall, Rosalind James, Ashley Artus, Lynne Wilmot, Jon Robyns

El Hombre de La Mancha: Santiago, Chile Teatro Munipal:: 1974 Cast: Frankie Bravo, Jose del Campo, Omar Galarcé, Fernando Gallardo, Mary Hernandez, José Maria Langlais, Valentina Martinez, Alicia Quiroga, Carlos Trujillo

El Hombre de La Mancha: Madrid, Teatro Lope de Vega de Madrid Cast: David V Muro (Cervantes / Quixote) The rest of the cast is unknown

Evita: Broadway 1980 (OBC)- Cast: Patti LuPone, Mandy Patinkin. Notes: Decent for its age and one of the best copies I’ve found and in Color! B+

Evita: US Tour 1999- Cast: Natalie Toro, Raul Esparza, Raymond Jaramillo McLeod, Tom Flynn, Angela Covington

Evita: Costa Mesa December 14, 2013- Cast: Cast: Caroline Bowman (Eva), John Riddle (u/s Che), Sean MacLaughlin (Peron), Krystina Alabado (Mistress), Christopher Johnstone (Magaldi).

Evita: Broadway Revival July 28, 2012 Cast: Christina DeCicco (u/s Eva Peron), Ricky Martin, Michael Cerveris, Max von Essen, Rachel Potter Notes: Excellent HD capture of the Alternate Eva. Great clear video with nice picture and sound; great video 2 DVDs. https://www.4shared.com/folder/FTw9s2y8/Evita__7-28-12_.html Evita: Broadway Revival July 28, 2012 Cast: Christina DeCicco (u/s Eva Peron), Ricky Martin, Michael Cerveris, Max von Essen, Rachel Potter Notes: Excellent HD capture of the Alternate Eva. Great clear video with nice picture and sound; great video 2 DVDs.

Legally Blonde: Broadway (MTV Filmed) September 9th, 2007 Cast-Laura Bell Bundy, Christian Borle, Orfeh, Michael Rupert, Kate Shindle, Nikki Snelson, Richard H. Blake

Mary Poppins- US tour February 15 2013 Full Show Cast: Con O'Shea-Creal (Bert), Madeline Trumble (Mary Poppins), Madison Ann Mullahey (Jane Banks), Eli Tokash (Michael Banks), Chris K. Hoch (George Banks), Kerry Conte (Winifred Banks)

Man of La Mancha - Cast: Joan Diener as Aldonza (Dulcinea); Richard Kiley as Don Quixote (Cervantes); Dianne Barton as Antonia; Lee Bergere as Dr. Carrasco; Renato Cibelli as Captain of the Inquisition; Jack Dabdoub as The Innkeeper; Edmond Verrato as Sancho Panza (U/S); Eleanore Knapp as The Housekeeper; Robert Rounseville as The Padre; Ted Forlow as The Barber/The Horse (U/S); John Aristides as Juan; Robert Cromwell as Guard/Man of The Inquisition; Fernando Grahal as Tenorio/Dancing Horse; Laura Kenyon as Fermina; Jeff Killion as Man of The Inquisition/Guard; Hector Mercado as Dancing Horse/Jose; Rita Metzger as Maria; Shev Rodgers as The Horse/Pedro; Bill Stanton as Paco; David Wasson as Man of The Inquisition/Guard.

Man of La Mancha: Broadway November 24th, 2002 (Previews)- Cast: Brian Stokes Mitchell (Don Quixote), Mary Elizabeth Mastrantonio (Aldonza), Ernie Sabella (Sancho), Stephen Bogardus (Dr Carrasco), Bradley Dean (Anselmo), Natascia Diaz (Antonia), Mark Jakoby (Padre), Olga Merediz (Housekeeper), Jamie Torcellini (Barber), Don Mayo (Innkeeper).

Mamma Mia! Broadway - November 21, 2012 (VOBs + smalls) Christy Altomare (Sophie), Natalie Bradshaw/Monica Kapoor* (u/s Ali), Thomasina Gross (Lisa), Felicia Findley (Tanya), Laureen Cohn (Rosie), Judy McLane (Donna), Zak Resnick (Sky), Graham Rowat (Harry), Daniel Cooney (Bill), Aaron Lazar (Sam)

Natasha, Pierre and The Great Comet of 1812 (Broadway) − October 29, 2016: Josh Groban, Denee Benton, Brittain Ashford, Nicholas Belton, Lucas Steele, Gelsey Bell, Nick Choksi, Amber Gray

Natasha, Pierre and The Great Comet of 1812 (Broadway)- December 29, 2016 Cast: Josh Groban, Denee Benton, Brittain Ashford, Lucas Steele, Nicholas Belton, Grace McLean, Nick Choksi, Amber Gray, Gelsey Bell, Paul Pinto, Reed Luplau, Ani Taj (OBC)

Once On This Island-Rendondo Beach, CA 2017, March 4 I VOB + smalls & MP4 Cast: Leah Stewart, Cooper Howell, Erika Bowman, Keith Jefferson, Jay Donnell, Dominique Kent, Daebreon Poiema, Edred Utomi, Kayla Joy Smith, Jenna Gillespie, David T. Morris, Nic Hodges, Christopher C. Fishburn, Gabrielle Jackson, Mia L. Jones, Jade Payton, Eran Scoggins, Kennedy Nibbe, Mackenzie Nibbe, Inaya Reddick Hamilton: Broadway December 29, 2015 Lin-Manuel Miranda (Alexander Hamilton), Leslie Odom Jr. (Aaron Burr), Jonathan Groff (King George III), Renée Elise Goldsberry (Angelica Schuyler Church), Phillipa Soo(Eliza Schuyler Hamilton), Christopher Jackson (George Washington), Jasmine Cephas Jones (Maria Reynolds/Peggy Schuyler), Daveed Diggs (Thomas Jefferson/Marquis de Lafayette), Okieriete Onaodowan (James Madison/Hercules Mulligan), Anthony Ramos(John Laurens/Philip Hamilton) (OBC)

Hamilton Broadway August 13th, 2016 - Javier Munoz (Alexander Hamilton), Lexi Lawson (Eliza Hamilton), Sydney James Harcourt (u/s Aaron Burr), Renee Elise Goldsberry ( Angelica Schuyler), Christopher Jackson (George Washington), Andrew Chappelle (u/s Marquis de Lafayette/Thomas Jefferson), Ephraim Sykes (u/s Hercules Mulligan/James Madison), Anthony Ramos (John Laurens/Philip Hamilton), Jasmine Cephas Jones (Peggy Schuyler/Maria Reynolds), Rory O’Malley (King George), Roddy Kennedy (u/s Philip Schuyler/James Reynolds/Doctor), Thayne Jasperson (Samuel Seabury), Neil Haskell (Charles Lee), David Guzman (u/s George Eacker), Ensemble: Carleigh Bettiol, Hope Easterbrook, Karla Puno Garcia, Gregory Haney, Sasha Hollinger, Seth Stewart, Kamille Upshaw

Hamilton: Chicago 2016-10-02 Joseph Morales (alt. Alexander Hamilton), Ari Asfar (Eliza Hamilton), Joshua Henry (Aaron Burr), Jonathan Kirkland (George Washington), Chris De'Sean Lee (Marquis de Lafayett/Thomas Jefferson), Karen Olivo (Angelica Schuyler), Alexander Gemignani (King George), Jose Ramos (John Laurens/Philip Hamilton), Wallace Smith (Hercules Mulligan/James Madison), Samantha Marie Ware (Peggy Schuyler/Maria Reynolds)

Hamilton: National Tour- Los Angeles Michael Luwoye - Alexander Hamilton Joshua Henry - Aaron Burr Rory O'Malley - King George III, RUBÉN J. CARBAJAL - John Laurens/Phillip Hamilton Jordan Donica - Marquis de Lafayette/Thomas Jefferson; Amber Iman - Peggy Schuyler/Maria Reynolds; Isaiah Johnson - George Washington; Solea Pfeiffer - Eliza, Emmy Raver-Lampman - Angelica Schuyler Mathenee Treco - Hercules Mulligan/James Madison. Harry Potter and the Cursed Child: April 1st, 2017

Heathers- Concert reading at Joe’s Pub - September 14 2010 Cast: Annaleigh Ashford (Veronica), Jeremy Jordan (Jason Dean), Jenna Leigh Green (Heather Chandler), Corri English (Heather McNamara), Christine Lakin (Heather Duke), James Snyder (Kurt), PJ Griffith (Ram), Julie Garnye (Martha)

Heather Off Broadway- Cast: Dan Domenech as JD, Barrett Wilbert Weed as Veronica, and Charissa Hogeland as Heather Chandler

Into the Woods -July 27, 2015 Cast-Heather Headley (The Witch), Rob McClure (The Baker), Erin Dilly (The Baker's Wife), Ken Page (The Narrator), Elena Shaddow (Cinderella) , Ryan Silverman (Rapunzel's Prince), Andrew Samonsky (Cinderella's Prince/The Wolf), Jason Gotay (Jack), Sara Kapner (Little Red Riding Hood), Ellen Harvey (Cinderella's Stepmother), Samantha Massell (Rapunzel)

Phantom of the Opera: Broadway (June 21, 2016): James Barbour (Phantom), Ali Ewoldt (Christine), Jordan Donica (Raoul), Michele McConnell (Carlotta), Richard Poole (u/s Monsieur Andre), Craig Bennett (Monsieur Firmin), Rebecca Eichenberger (Madame Giry), Kara Klein (Meg), John Easterlin (Ubaldo Piangi)

Spongebob the Musical: Chicago (Try-Out)

Wants: Anything from Wicked's UK/ Ireland National Tour also Australian Cast and any production of A Chorus Line/ Cats Broadway with Mamie Parris and from the current run in Mexico!

#norikateatro #bootleg trading #theatre bootlegs #wicked bootleg #heathers bootleg

12 notes · View notes

lopez-richter-fangirl · 5 years

Note

do you know why lauren is missing in the big group photo jill devries posted?

Because that pic was just people in the wedding party (I believe, it does admittedly look like a lot of people)

4 notes · View notes

garp20-oliviaspencer · 4 years

Text

Art in Early Childhood: Curriculum Connections

By Jill Englebright Fox, Ph.D., and Stacey Berry, M.Ed.

Art has traditionally been an important part of early childhood programs. Friedrich Froebel, the father of kindergarten, believed that young children should be involved in both making their own art and enjoying the art of others. To Froebel, art activities were important, not because they allowed teachers to recognize children with unusual abilities, but because they encouraged each child's "full and all-sided development" (Froebel, 1826). More than a century later, early childhood teachers are still concerned with the "all-sided" development of each child. Our curriculum includes activities that will help children develop their cognitive, social, and motor abilities. As Froebel recognized, making art and enjoying the art of other people and cultures are very important to the development of the whole child. The purpose of this article is to discuss the importance of art in young children's learning and development and to describe elements of an art program within a developmentally appropriate early childhood curriculum.

Art and Socio-Emotional Development

Young children feel a sense of emotional satisfaction when they are involved in making art, whether they are modeling with clay, drawing with crayons, or making a collage from recycled scraps. This satisfaction comes from the control children have over the materials they use and the autonomy they have in the decisions they make (Schirrmacher, 1998; Seefeldt, 1993). Deciding what they will make and what materials they will use may be the first opportunity children have to make independent choices and decisions.

Making art also builds children's self-esteem by giving them opportunities to express what they are thinking and feeling (Klein, 1991; Sautter, 1994). Sautter (1994) stated that when children participate in art activities with classmates, the feedback they give to each other builds self-esteem by helping them learn to accept criticism and praise from others. Small group art activities also help children practice important social skills like taking turns, sharing, and negotiating for materials.

Art and Cognitive Development

For very young children, making art is a sensory exploration activity. They enjoy the feeling of a crayon moving across paper and seeing a blob of colored paint grow larger. Kamii and DeVries (1993) suggested that exploring materials is very important because it is through exploration that children build a knowledge of the objects in the world around them.

Activities centering around making art also require children to make decisions and conduct self-evaluations. Klein (1991) described four decisions that child artists make. First, they decide what they will portray in their art—a person, a tree, a dragon. Second, they choose the media they will use, the arrangement of objects in their work, and the perspective viewers will take. Children decide next how quickly or how slowly they will finish their project, and finally, how they will evaluate their creation. Most often, children evaluate their artwork by thinking about what they like and what other people tell them is pleasing (Feeney & Moravcik, 1987).

As children grow and develop, their art-making activities move beyond exploring with their senses and begin to involve the use of symbols. Children begin to represent real objects, events, and feelings in their artwork. Drawing, in particular, becomes an activity that allows them to symbolize what they know and feel. It is a needed outlet for children whose vocabulary, written or verbal, may be limited (de la Roche, 1996). This early use of symbols in artwork is very important because it provides a foundation for children's later use of words to symbolize objects and actions in formal writing.

Art and Motor Development

While making art, young children develop control of large and small muscle groups (Koster, 1997). The large arm movements required for painting or drawing at an easel or on large paper on the floor build coordination and strength. The smaller movements of fingers, hands, and wrists required to cut with scissors, model clay, or draw or paint on smaller surfaces develop fine motor dexterity and control. With repeated opportunities for practice, young children gain confidence in their use of tools for making art and later for writing.

Making art also helps children develop eye-hand coordination (Koster, 1997). As children decide how to make parts fit together into a whole, where to place objects, and what details to include, they learn to coordinate what they see with the movements of their hands and fingers. This eye-hand coordination is essential for many activities, including forming letters and spacing words in formal writing.

Art Experiences in Classrooms for Young Children

Although art activities help children develop in many areas, teachers must recognize that art also has value in and of itself. Fostering the development of children's aesthetic sense and engaging children in creative experiences should be the objectives of an early childhood art program.

Activities that involve children in both making and enjoying art are essential if programs are to meet the needs of the whole child. The challenge for early childhood teachers is to provide these activities in an art program that is developmentally appropriate and that can be integrated throughout the curriculum. Such a program should include:

using reproductions to expose children to masterpiece art

taking field trips to local museums to provide opportunities for art appreciation

providing access to a classroom art center in which children choose their own topics and media

displaying children's artwork in a classroom gallery

involving families in the art program.

To integrate an art program into a developmentally appropriate curriculum, adults must recognize that children express their ideas through art, just as they do in writing. Creative teachers find ways to support children's learning across the curriculum through activities in which children make art and enjoy the art of others. The following elements form the basis of an art program to be integrated into a developmentally appropriate curriculum for young children.

Using Masterpiece Reproductions

Posters and smaller reproductions of masterpiece art can be purchased at most art museums or through teacher supply catalogs. Less expensive reproductions can be obtained from calendars, stationery, magazines, and newspapers. Teachers can use these reproductions in many ways to support children's learning throughout the classroom and curriculum.

Reproductions may be used on signs to designate learning centers or label parts of the classroom. For example, Jacob Lawrence's Builders #1might be displayed in the woodworking center, or Jean Simeon Chardin's Soap Bubbles could be hung over the water table. Reproductions could be used to indicate gender on the restroom door or where children line up to go outside. Reproductions could also be used on bulletin boards to accompany displays related to thematic units. The work of Piet Mondrian might be used to illustrate a focus on primary colors or shapes, that of Claude Monet might accompany a unit on spring, while the works of Maurice Utrillo might go with a study of communities. Masterpiece art would not, in either learning centers or group discussions, replace the use of real objects or photographs as visual aids, but would provide children with another way of seeing and thinking about the concepts they are learning. Reproductions help children to make the connection "between reality and art—someone's interpretation of reality" (Dighe, Calomiris, & Van Zutphen, 1998, p. 5).

Museum Field Trips

Taking young children to an art museum can be a challenging experience for any adult. Museums are designed for grown-ups who engage in thoughtful reflection, not for active children who want to point and exclaim. With a little preparation, however, a museum field trip can be an enjoyable experience for all.

Many museums schedule special times for children's tours and family visits. During these times, the museum staff and other patrons expect children to visit, and special tours and support personnel will be available. If the children will not be participating in a tour planned specifically for them, it is important that the teacher select a few key items on which to focus during the visit. Artwork done by artists featured in the classroom or portraying objects related to thematic units will be of interest to the children. They will have a context for thinking about and discussing what they see. Because the attention span of young children is short, museum field trips should not be lengthy. Thirty minutes is probably long enough for children to view the pieces pre-selected by the teacher without getting tired or frustrated in the museum setting. Other exhibits can be saved for future field trips.

Classroom Art Center

The art center should provide opportunities for child-centered activities. Although teachers might suggest themes, too much direction or assistance interferes with the creative process. Adult models for children to follow are also frustrating because most children do not have the fine motor and visual perceptual skills to replicate adult efforts. Instead, teachers can encourage children to design and complete their own projects by recognizing that the same themes may be repeated many times as children explore ideas and practice skills.

Open-ended materials such as paint, crayons, markers, scissors, glue, clay, and assorted paper support child-centered activities. Although having too many choices can be overwhelming for young children, making a selection from two or three options at a time is an excellent way for children to practice decision-making. Lowenfeld and Brittain (1975) also "cautioned" teachers not to change materials or introduce new materials into the center too often. Children need time to practice and develop skills with materials if they are to use them to express their ideas and feelings.

Finally, it should be noted that the creative process takes time. Although some children will complete their artwork within a short time, others will need large blocks of time to design and make their projects. The design of the art center and the class schedule should encourage children to return to a project and work until they decide it is completed (Edwards & Nabors, 1993).

Displaying Children's Art in a Classroom Gallery

A classroom gallery exhibiting children's art highlights the work for the children themselves and for classroom visitors. A large bulletin board or wall space provides a backdrop for the gallery. Children should take the responsibility for mounting their work and selecting its placement in the gallery. Labels, including a title for the work, name of the artist, medium, and year of creation, can be dictated and will provide a meaningful experience with print. Children can also serve as curators and lecturers, giving tours of the gallery to classroom visitors.

Involving Families in the Art Program

Keeping families involved in the life of the classroom is an important responsibility for early childhood teachers. Sharing with families the role of art in the curriculum and the activities in which their children are participating will encourage their support of the program and of their children's learning. Family involvement can be encouraged in several ways. Inviting families to participate in museum field trips and classroom art activities provides the opportunity for shared experiences and discussion between children and their parents.

Teachers may also suggest at-home art projects for children and parents to participate in together. These projects should always be optional and teachers should provide any special materials that might be needed in a packet which includes explanations and directions for the project. Brand (1996) suggested linking art projects with book themes as a way of encouraging parents with differing skill levels to feel comfortable in working with their children at home. For example, after reading Lucy's Picture(1995) by Nicola Moon, children and parents might work together to create a collage depicting activities they would like to participate in together from materials found at home and/or supplied by the teacher.

"Artists' knapsacks" for children's use at home are another way to involve families in classroom art activities. Four to five knapsacks, each featuring one medium such as paint and paper or modeling clay, can be available for children to check out and share with their families. Although the general purpose of the knapsacks should be shared with parents, specific directions for each knapsack need not be provided. The goal of the knapsacks is to encourage the same creative use of materials at home as in the classroom.

Conclusion

Through the art activities described in this article, young children will develop abilities and skills that have application in many other areas of the curriculum. Most importantly, however, children will also develop an appreciation for the art of other people and cultures, and the confidence to express their own thoughts and feelings through art. Far from creating individual prodigies, this integration of making and enjoying art in the early childhood classroom will result in the "all-sided development" of the children participating.

0 notes

hwlanceassignments-blog · 5 years

Text

Devry NR451 All Weeks Discussion and Milestone Entire Course

Follow Below Link to Download File

https://homeworklance.com/downloads/devry-nr451-all-weeks-discussion-and-milestone-entire-course/

We also Do 100% Original and Plagiarism Free Assignment / Homework and Essay

Email us for original and Plagiarism Free Work At ( [email protected] ) or order us at (https://homeworklance.com/custom-order/ )

Devry NR451 Week 1 Discussion DQ 1 & DQ 2 DQ 1 Assessing Need for Change (graded) Think about a problem in your clinical practice. Are the satisfaction scores in your unit low? Does your unit have a higher than average infection rate? What is a problem you see in your clinical practice? What are some of the possible solutions? Why is it important to evaluate the need for change and not just stick with the “it’s the way we always have done it” mentality? DQ 1 Nurse’s Role in EBP (graded) Evidence based practice dates back to Florence Nightingale, yet it took a long time for nurses to conduct nursing research. Why is it important for nurses to have their own body of knowledge? Give a specific example of how bedside nurses contribute to nursing research? Devry NR451 Week 2 Discussion DQ 1 & DQ 2 DQ 1 Forming the PICO Question (graded) Form a PICO question that you will use for your change project. Include each element of the PICO question. How did you develop this question? Why is it important to your clinical practice? DQ 2 Appraisal of Evidence (graded) When reviewing a journal article, how do you best determine its credibility and reliability? Why is it important to determine the strength of evidence and how does that affect your implementation of the results into clinical practice? Devry NR451 Week 3 Discussion DQ 1 & DQ 2 DQ 1 Feasibility of your Capstone Project (graded) Now that you have identified your capstone project. What is the cost involved to implement your project? Remember that cost isn’t always just money but also time and resources (both tangible and intangible). Will the initial cost pay off in the long run with improved outcomes? DQ 2 Communication Errors (graded) Have you ever played the telephone game when you were younger? Communication can take on a life of its own and the content can often be distorted over time. Give an example in your clinical practice where miscommunication was the root cause of an error. How could this communication error have been prevented? Devry NR451 Week 4 Discussion DQ 1 & DQ 2 DQ 1 Patterns of Nursing Care (graded) Your lesson this week discussed patterns of nursing care delivery. In your opinion, what is the most effective nursing care delivery model and why? What are the advantages and disadvantages of your chosen nursing care delivery model? Give specific clinical examples. DQ 2 Discussion of Articles (graded) Discuss the two articles that you read from the Patient Safety and Quality: An Evidence-based Handbook for Nurses website. Give the title and the URL address for each article. How is the information in each article applicable to your practice? Devry NR451 Week 5 Discussion DQ 1 & DQ 2 DQ 1 An Ethical Dilemma (graded) Nurses face many ethical issues on a daily basis. Consider the following scenario: Your unit has team nursing. As luck would have it, you and your best friend, Jill, are paired as a team this shift. Jill is a new nurse so you feel this is a great opportunity to take her under your wing a bit and show her the ropes. It is a busy shift and you administered Mr. Smith his insulin dose based on the sliding scale before lunch. You chart your medication administration and continuing caring for your patients. An hour later, Jill comes to you terrified because she forgot to chart the insulin she gave Mr. Smith and realized that you also gave the medication. She rushed to take his blood sugar and it was 115. Mr. Smith felt fine and was eating a candy bar his family had snuck in for him. No harm done, in fact he probably needed the extra insulin to compensate for the candy bar he wasn’t supposed to have, Jill explained. Jill begs you not to report this since she is still on probation. She says that she has learned her lesson and since nothing bad happened, why does anyone need to know? What would you do in this situation? Apply ethical principles to explain the rationale for your decision making process. DQ 2 Core Competencies for Nurses (graded Explore the website for the Quality and Safety Education for Nurses (QSEN) initiative athttp://www.qsen.org. How can these competencies for nurses be implemented into the workplace or professional nursing setting if you are not currently working? Devry NR451 Week 6 Discussion DQ 1 & DQ 2 DQ 1 Implementing Change Despite Resistance (graded) Change can be difficult to implement. Now that you are almost finished with your change project, if you were to implement your project in your clinical practice, what type of resistance do you expect from staff? List at least three ways that you can lessen the resistance you may encounter to help ensure the success of your project. DQ 2 Workplace Safety (graded) Select an American Nurses Association (ANA) publication on workplace safety from the ANA. Search the American Nurses Association (ANA) website for workplace safety (http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Work-Environmentand select a publication on workplace safety. Review the document (publication), include the URL, and discuss implications for you and your work setting. Devry NR451 Week 7 Discussion DQ 1 & DQ 2 DQ 1 Healthcare Policy (graded) Describe a recent health care policy and discuss it’s implication to your personal clinical practice or health care as a whole. Why is it important for nurses to be aware of health care policy? DQ 2 Healthcare Economics (graded) Health care costs are on the rise. What is an example of wasted health care dollars in your clinical practice and how do you propose improving the utilization of these dollars? Devry NR451 Week 8 Discussion Educational Preparation as a BSN Graduate (graded) How has this educational program prepared you for the future of nursing as a BSN graduate? Capstone Project Milestone #1: Capstone Project Milestone 1: Practice Issue and Evidence Summary Worksheets Directions Refer to the guidelines for specific details on how to complete this assignment. Type your answers directly into the worksheets below. Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT. Post questions about this assignment to the Q & A Forum. You may also email questions to the instructor for a private response. Practice Issue Worksheet

What is the Practice Issue? Define the scope of the Practice Issue: What is the practice area? ___ ___ ___ (list)_________________________________ How was the practice issue identified? ___ Describe the rationale for your checked selections: What evidence must be gathered? (Check all that apply) Describe the rationale for your checked selections: Evidence Summary Worksheet Directions: Please type your answers directly into the worksheet.

Describe the practice problem in your own words with reference to the identified population, setting and magnitude of the problem in measurable terms: Find a source of evidence that is a systematic review article on a nursing topic that is relevant to your practice problem. Write the complete APA reference for the systematic review article you selected: Define the search terms for your systematic review: Identify the objectives of the article. Summarize (in your own words) the interventions the author(s) suggest to improve patient outcomes. Summarize the main findings by the authors of your systematic review including the strength of evidence for each main outcome. Consider the relevance to your project proposal for the Milestone 2 project paper. Outline evidence-based solutions that you will consider for your project. Discuss any limitations to the studies performed that you believe impacts your ability to utilize the research in your project. Capstone Project Milestone 1: Practice Issue and Evidence Summary Grading Grid Evidence Summary Grading Grid

Assignment Criteria A (100%) Exceptional Outstanding or highest level of performance B (88%) Exceeds Very good or high level of performance C (80%) Meets Competent or satisfactory level of performance NI (38%) Needs Improvement Poor or failing level of performance F (0%) Developing Unsatisfactory level of performance Practice Issue Worksheet Practice issue statement, scope of practice, practice area 20 points Practice issue is identified. Practice issue is an independent nursing decision. Scope of practice issue is fully described. Practice area identified. 20 points ☒ Practice Issue is identified but is not clear. Practice issue is an independent nursing decision. Scope of practice issue is described in simple terms. Practice area identified. 18 points ☐ Practice Issue is identified but is not clearly related to a nursing practice issue. Practice Issue is not an independent nursing decision. Scope of practice issue is described but is not logical in comparison to Practice Issue described. Practice area identified. 16 points ☐ Practice Issue is unclear. Practice Issue is not an independent nursing decision. Scope of practice issue is not described. Practice area identified. 8 points ☐ Practice Issue is not identified; practice issue is not an independent nursing decision; scope of practice issue is not described; practice area is not identified. 0 points ☐ Practice issue identification, rationale for selections 35 points Documents how the practice issue was identified. Rationale for responses is logical and described thoroughly. 35 points ☒ Documents how the practice issue was identified. Rationale for responses is logical and briefly described. 33 points ☐ Documents how the practice issue was identified. Rationale for responses is somewhat logical and vaguely described. 30 points ☐ Vaguely describes how the practice issue was identified. Rationale for responses is somewhat logical and vaguely described. 15 points ☐ Does not document how the practice issue was identified. Rationale is not completed. This section of the form is blank. 0 points ☐ Practice issue identification, rationale for selections 20 points Documents how the practice issue was identified. Rationale for responses is logical and described thoroughly. 35 points ☒ Documents how the practice issue was identified. Rationale for responses is logical and briefly described. 33 points ☐ Documents how the practice issue was identified. Rationale for responses is somewhat logical and vaguely described. 30 points ☐ Vaguely describes how the practice issue was identified. Rationale for responses is somewhat logical and vaguely described. 15 points ☐ Does not document how the practice issue was identified. Rationale is not completed. This section of the form is blank. 0 points ☐ Evidence Summary Worksheet Practice Problem 10 points -Practice problem is in own words, with reference to the population of interest. -Setting of the problem is identified -Magnitude of problem is discussed. -The practice issue is stated in measurable terms. Met all objectives as stated above 10 points ☒ -Practice problem is in own words, with reference to the population of interest. -Setting of the problem is not discussed. -Magnitude of problem is discussed. -The practice issue is stated in measurable terms. Met 3 out of 4 objectives 9 points ☐ -Practice problem is in own words, with reference to the population of interest. -Setting of the problem is not discussed. -Magnitude of problem is not discussed. -The practice issue is stated in measurable terms. Met 2 out of 4 objectives 8 points ☐ -Practice problem is in own words, with reference to the population of interest. -Setting of the problem is not discussed. -Magnitude of problem is not discussed. -The practice issue is stated but not measurable. Met only 1 out of 4 objectives 4 points ☐ -Practice problem is not in own words -There are no references to the population of interest. -Setting and magnitude of problem is not discussed -The practice issue is not stated in measurable terms. Did not meet any objectives 0 points ☐ Source of evidence 20 points -Source of evidence is nursing topic. -Source is a Systematic Review article. -Search terms are identified. -Complete reference is given for Systematic Review article. Met all 4 objectives as above 20 points ☒ -Source of evidence is nursing topic. -Source is a Systematic Review article. -Search terms are identified. -Complete reference is not given for Systematic Review article. Met 3 out of 4 objectives 18 points ☐ -Source of evidence is nursing topic. -Source is not a Systematic Review article. -Search terms are identified. -Complete reference is not given for Systematic Review article. Met only 2 out of 2 objectives 16 points ☐ -Source of evidence is not nursing topic. -Source is a Systematic Review article. -Search terms are not identified. -Complete reference is not given for Systematic Review article. Met only 1 out of 4 objectives 8 points ☐ -Source of evidence is not nursing topic or Systematic Review article. -Search terms are not identified. -Reference is missing. No objectives were met. 0 points ☐ Objectives of the article/ Statement of questions 20 points -Objectives of article are identified. -Questions being addressed by author/s are thorough. -Relationship to your practice issue is explained. 20 points ☒ -Objectives of article are identified. -Questions being addressed by author/s are explained but not thorough. -Relationship to your practice issue is explained. 18 points ☐ -Objectives of article are identified. -Questions being addressed by author/s are not thorough. -Relationship to your practice issue is vague. 16 points ☐ -Objectives of article are identified. -Questions being addressed by author/s is missing. -Relationship to your practice issue is not explained. 8 points ☐ -Objectives of article are not identified. -Questions being addressed in article and relationship to own practice is not identified. 0 points ☐ Interventions/ Main findings summary 30 points -Thoroughly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes. -Thoroughly summarized main findings of the author/s. -Included strength of evidence for each main outcome. 30 points ☒ -Briefly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes. -Briefly summarized main findings of the author/s. -Included strength of evidence for each main outcome. 27 points ☐ -Vaguely summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes. -Vaguely summarized main findings of the author/s. -Included strength of evidence for most of main outcomes. 25 points ☐ -Summary of interventions is not in own words. -Summarized main findings of the author/s is not apparent. -Did not include strength of evidence for any of the main outcome. 12 points ☐ -Summary of the interventions the author(s) suggest to improve patient outcomes is missing. -Summary of the main findings of the author is missing. -The strength of the evidence for outcomes are missing. 0 points ☐ Evidence-based solutions and limitations 20 points -Outline of evidence-based solutions considered for project is documented and clear. Discussed any limitations to the studies performed. Documents limitations believed may impact use in project. 20 points ☒ -Outline of evidence-based solutions being considered for project is documented but not clear. Discussed any limitations to the studies performed. Documents limitations believed may impact use in project. 18 points ☐ -Outline of evidence-based solutions considered for project is documented but not clear. Discussed most limitations to the studies performed. Documents limitations believed may impact use in project. 16 points ☐ -Outline of evidence-based solutions being considered for project is not documented. -Discussed most limitations to the studies performed. Documents limitations believed may impact use in project. 8 points ☐ -Outline of evidence-based solutions, limitations of studies and potential impact to project is missing. 0 points ☐ Comments: You did great job on this assignment. Total Points Possible = 175 points Points earned (sum of points in all columns) = _175___ Late assignment point deduction (if applicable) = ____ Total points earned for this assignment = _175___ Capstone Project Milestone #2:

Design for Change Proposal Guidelines PURPOSE You are to create a Design for Change proposal inclusive of your PICO and evidence appraisal information from your Capstone Project Milestone #1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced. In the event you are not currently working as a nurse, please use a hypothetical clinical situation you experienced in nursing school, or nursing education issue you identified in your nursing program. COURSE OUTCOMES

This assignment enables the student to meet the following course outcomes. CO1: Applies the theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities from entry to the healthcare system through long-term planning. (PO #1) CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2) DUE DATE Milestone #2 consists of the proposal for your Design for Change Capstone Project. Submit this Milestone to the Dropbox by the end of Week 4. POINTS Milestone #2 is worth 225 points. DIRECTIONS 1. Create a proposal for your Design for Change Capstone Project. Open the template in Doc Sharing. You will include the information from Milestone #1, your PICO question, and evidence appraisal, as you compose this proposal. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced. 2. The format for this proposal will be a paper following the Publication manual of APA 6th edition. 3. The paper is to be four- to six-pages excluding the Title page and Reference page. 4. As you organize your information and evidence, include the following topics. a. Introduction: Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution. b. Change Plan: Write an overview using the John Hopkins Nursing EBP Model and Guidelines (2012) i. Practice Question ii. Evidence iii. Translation c. Summary 5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites. 6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change. GRADING CRITERIA: DESIGN FOR CHANGE CAPSTONE PROJECT Category Points % Description Introduction 25 11% Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified. Change Plan; Practice Question (Steps 1–5) 50 22% Activities to achieve the first steps of change are fully described in detail and are based on the first five steps of the John Hopkins EBP Process; Practice Question. Change Plan; Evidence (Steps 6–10) 50 22% Activities to achieve steps six through ten of the John Hopkins EBP Process are fully described in detail; Evidence. Change Plan; Translation (Steps 11–18) 50 22% Activities to achieve the final steps of change are fully described in detail and are based on steps 11 through 18 of the John Hopkins EBP Process; Practice Question. Summary 25 11% Clear, solid summary summarizing the key points and steps of the change plan is included; ways to maintain the change plan are described. APA Format 25 11% Minimal errors. Total 225 points 100% GRADING RUBRIC: CAPSTONE PROJECT MILESTONE #2 Assignment Criteria Outstanding or Highest Level of Performance A (92–100%) Very Good or High Level of Performance B (84–91%) Competent or Satisfactory Level of Performance C (76–83%) Poor, Failing or Unsatisfactory Level of Performance F (0–75%) Total Introduction 25 points Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified. 23–25 points Introduction to the plan is nursing focused, with evidence to support the problem and potential solution identified but convincing areas are missing. 21–22 points Introduction to the plan is provided; however, evidence to support the problem and potential solution is not convincing. 19–20 points Introduction lacks evidence to support need for change and/or potential solution is not realistic. 0–18 points /25 Change Plan Practice Question (Steps 1–5) 50 points Activities to achieve the first five steps of change are fully described in detail and are based on the first section of the John Hopkins EBP Process: *Practice question is identified. *Scope of the problem discussed (including supportive statistics). *Stakeholders identified. *Team is identified. 46–50 points Activities to achieve the first five steps of change are fully described, not in detail but are based on the first section of the John Hopkins EBP Process: *Practice question is identified. *Scope of the problem discussed (including supportive statistics). *Stakeholders identified. *Team is identified. 42–45 points Activities to achieve the first five steps of change are vague. The first section of the John Hopkins EBP Process is not clearly identified. *Practice question is identified. *Scope of the problem does not contain statistics to support the problem. *Stakeholders are identified but not appropriate or missing key members. *Team members are identified but not appropriate or missing key members. 38–41 points Activities to address and support change are not specifically addressed. Portions of the first five steps are missing or absent. 0–37 points /50 Change Plan Evidence (Steps 6–10) 50 points Activities to achieve steps six through ten of change are fully described in detail and are based on the first section of the John Hopkins EBP Process: Evidence is identified. *At least four reliable sources are used, three of which are peer-reviewed. *Summary of evidence is thorough and detailed. *Strength of evidence is discussed. *Recommendation for change is based on evidence and is thorough. 46–50 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified. *At least four reliable sources are used, three of which are peer-reviewed. *Summary of evidence is vague. *Strength of evidence is discussed. *Recommendation for change is based on evidence but connection is vague. 42–45 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified. *At least four reliable sources are used but less than three are peer-reviewed. *Summary of evidence is vague. *Strength of evidence is not discussed. *Recommendation for change is present but not weak connection to the evidence. 38–41 points Activities to achieve steps six through ten of change may be missing or absent. *Less than four reliable sources are used. *Summary of evidence is not present or missing important elements. *Strength of evidence is missing. *Recommendation for change lacks support from evidence. 0–37 points /50 Change Plan Translation (Steps 11–18) 50 points Activities to achieve the last steps of change are fully described in detail and are based on the last steps of the John Hopkins EBP Process: Translation. *Action plan is well-developed with specific timeline in place to include all elements of the plan. *Measurable outcomes and way to report results are discussed in detail. *Plan for implementation is thoroughly discussed. *Ways to communicate findings (internally and externally) are discussed. 46–50 points Activities to achieve the last steps of change are described and are based on the last steps of the John Hopkins EBP Process: Translation. *Action plan is developed with specific timeline in but some elements of the timeline are missing. *Outcomes are present but not measurable. Ways to report results are discussed in detail. *Plan for implementation is discussed. *Communication of findings is present but does not address both internal and external ways. 42–45 points Activities to achieve the last steps of change are vague. *Action plan is developed but timeline is missing. *Outcomes are vague and not measurable. Ways to report results are discussed but not in detail. *Plan for implementation is vague. *Communication of findings is missing. 38–41 points Activities to achieve the last steps of change are vague or missing. *Action plan is not well-developed or missing. *Outcomes are vague or not present. Ways to report results are discussed but not in detail. *Plan for implementation is not present. *Communication of findings is missing. 0–37 points /50 Summary 25 points Clear, solid summary of the key points and the change plan are included; ways to maintain the change plan are described. 23–25 points A clear summary of the key points and part of the change plan are provided; ways to maintain the change plan are mentioned, but not in detail. 21–22 points A summary is present but is vague; parts of the change plan are highlighted; ways to maintain the change plan are not clear. 19–20 points A summary is difficult to determine or absent. Key points of the change plan are not recapped or are absent. 0–18 points /25 APA formatting, scholarly writing 25 points APA format sixth edition: third person, grammar, sentence structure, punctuation, and spelling; sources correctly cited and referenced; title page, headers, and page numbers. No errors to one error. 23–25 points Two to three errors. 21–22 points Four to five errors. 19–20 points Multiple errors 0–18 points /25 Total Points /225 Reference: Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines (2nd ed.). Indianapolis, IN: Sigma Theta Tau International. Title Your Name Chamberlain College of Nursing NR451 RN Capstone Course Term and Year Your title here This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person. Change Model Overview In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link y .our identified topic to the John Hopkins EBP Process. Practice Question Step 1: Recruit Interprofessional Team You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc) Step 2: Develop and Refine the EBP Question Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format. Step 3: Define the Scope of the EBP Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale? Steps 4 and 5: Determine Responsibility of Team Members Why are the members chosen important to your project? What are their roles? Evidence Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps. Steps 8 and 9: Summarize the Evidence Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use. In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. You should avoid one paragraph for each of the sources. Step 10: Develop Recommendations for Change Based on Evidence What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program. Translation Steps 11, 12, and 13, 14: Action Plan You have not implemented your project yet, therefore, this section will be hypothetical. Develop your plan for implementation. What are the specific steps you will take to implement your pilot study? What is the timeline for your plan? Make sure you include a plan for evaluation of outcomes and method to report the results. Steps 16 and 16: Evaluating Outcomes and Reporting Outcomes What are the desired outcomes? How will they be measured? How will you report the results to the key stakeholders? Steps 17: Identify Next Steps How will you implement the plan on a larger scale? Will this be applicable to other units or the facility as a whole? What will you do to ensure that the implementation becomes permanent? Step 18: Disseminate Findings How will you communicate your findings internally (within your organization) and externally (to others outside of your organization)? Conclusion Provide a clear and concise summary. Review the key aspects of the problem as well as the change model. Be sure to include important aspects of the three levels of change for the John Hopkins EBP process. References Capstone Project: Milestone #3: Educating the Staff (graded) Capstone Project Milestone #3: Educating the Staff PowerPoint assignment is due by Sunday, 11:59 p.m. (MT). Guidelines for this milestone may be found in Doc Sharing. Submit the assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions. See the Syllabus section “Due Dates for Assignments & Exams” for due date information. Capstone Project Milestone #3: Educating Staff: Implementing Change Guidelines Purpose The purpose of this assignment is to create the Educating Staff: Implementing Change Project PowerPoint presentation. Your plan is to educate the staff that will be involved in the pilot program. You will need to educate them on the problem, show the supporting evidence, and how your pilot plan will be implemented. Course Outcomes This assignment enables the student to meet the following Course Outcomes. CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2) CO3: Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO #3) CO7:Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO #7) Due Date Milestone #3 consists of the PowerPoint presentation Educating Staff: Implementing Change Project. Submit this Milestone to the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 6. Points Milestone #3 is worth 225 points. Directions 1. Create an educational presentation for staff before the launch of your change project. This should inform the staff of the problem, your potential solution, and their role in change project. 2. The format for this proposal will be a PowerPoint presentation. 3. The length of the PowerPoint presentation should be 15-20 slides; excluding the title and reference slides. 4. Below are the topics for the slides: a. Title slide b. Description of the change model used c. PICO question—include the elements d. Scope of the problem—use statistics e. Your team/stakeholders f. Evidence to support your need for change—from research g. Action Plan h. Timeline for the plan i. The nurses role and responsibility in the pilot program j. Procedure k. Forms that will be used (if applicable) l. Resources available to the staff—including yourself m. Summary n. References 5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. Citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means choose peer-reviewed journals and credible websites. Guidelines • Application: Use Microsoft PowerPoint 2010. • Length: The PowerPoint slide show is expected to be between 15-20 slides in length (not including the title slide and reference list slide). • Submission: Submit your files via the basket in the Dropbox: “Educating the Staff: Implementing the Change Project” by 11:59 p.m. Sunday of Week 6. • Late Submission: See the course policy on late submissions. • Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started. Best Practices in Preparing a PowerPoint Presentation The following are best practices in preparing this project. 1. Slides should be easy to read with short bullet points and large font. Do not use paragraphs. 2. Be creative, but realistic with your intervention and evaluation tool. 3. Incorporate graphics, clip art, or photographs to increase interest. 4. Review directions thoroughly. 5. Cite all sources within the slide show with in-text citations, as well as a reference page. 6. Proofread prior to final submission. 7. Spell check for spelling and grammar errors prior to final submission. 8. Abide by the Chamberlain College of Nursing academic integrity policy. Grading Criteria: Educating Staff: Implementing Change Category Points % Description The Problem 30 13% Summary of change model discussed.PICO question including elements. Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. Team and stakeholders and their role/reason chosen. The Evidence 40 18% Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts discovered. At least four sources used (at least three peer reviews and the other a credible resource). The Plan 40 18% Plan of action described. Important elements are discussed and logical.Timeline is thorough and contains all elements. Timeline is logical and appropriate. The Nurse’s Role 30 13% The nurse’s role in the pilot plan is described and clear.Procedures for the pilot plan are clear and concise. Resources 20 9% Form for tracking the outcomes is included.Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included. Summary 10 5% Summary slide reiterates the problem and purpose of the plan along with the measurable goals. Overall Presentation 25 11% Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read. Mechanics 30 13% Includes title slide. Grammar, punctuation, and sentence structure are correct. References are properly cited within the paper. Reference page includes all citations. Evidence of spell and grammar check. Total 225 points 100% Grading Rubric: Educating the staff Milestone #3 Criteria A (92–100%) Outstanding or highest level of performance B (84–91%) Very good or high level of performance C (76–83%) Competent or satisfactory level of performance F (0–75%) Poor or failing or unsatisfactory level of performance Pts The Problem 30 points * Summary of change model discussed (1 slide) * PICO question including elements (1 slide) * Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. (1-2 slides) * Team and stakeholders and their role/reason chosen (1 slide) (28–30 points) * One of the four elements was not thorough or did not include all appropriate elements. (25–27 points) * Two of the four elements was not thorough or did not include all appropriate elements. (23–24 points) * Three or more of the four elements was not thorough or did not include all appropriate elements. (0–22 points) /30 The Evidence 40 points Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts. At least four sources used (at least three peer reviews and the other is a credible resource). (3–4 slides) (37–40 points) Four sources are discussed but evidence is not synthesized into themes learned. (34–36 points) Four sources are discussed but evidence is not synthesized or summarized. (30–33 points) Not all four sources are discussed. Summary of information not detailed or pertinent. (0–29 points) /40 The Plan 40 points * Plan of action described. Important elements are discussed and logical. (1-2 slide) * Timeline is thorough and contains all elements. Timeline is logical and appropriate. (1 slide) (37–40 points) *Plan of action described but not all important elements included.OR * Timeline is present but doesn’t contain all elements. (34–36 points) *Plan of action described but not all important elements included.AND * Timeline is present but doesn’t contain all elements. (30–33 points) Plan of action not present or not logical and complete. The timeline is not present or not appropriate and logical. (0–29 points) /40 The Nurse’s Role 30 points * The nurse’s role in the pilot plan is described and clear. (1 slide) * Procedures for the pilot plan are clear and concise. (2-3 slides) (28–30 points) * The nurses’ role is describes but not clear. OR * Procedures are discussed but not clear. (25–27 points) * The nurses’ role is describes but not clear. AND * Procedures are discussed but not clear. (23–24 points) Nurses’ roles are either absent or not appropriate. Procedures are either absent or not clearly written and complete. (0–22 points) /30 Resources 20 points * Form for tracking the outcomes is included. (1 slide) * Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included. (1 slide) (18–20 points) * Form for tracking outcomes included. *At least three resources are included but the resources were not the best available resources. (16–17 points) * Form for tracking outcomes included but was not well-developed. *At least three resources are included but the resources were not the best available resources. (15 points) * Form for tracking outcomes either absent or not well-developed. * Less than three appropriate and helpful resources were given. (0–14 points) /20 Summary 10 points Summary slide reiterates the problem and purpose of the plan along with the measurable goals. (1-2 slides) (9–10 points) Summary does not clearly reiterate the problem OR purpose. (8 points) Lacks reiteration of problem AND purpose. (7 points) Summary slide not present or incomplete. (0–6 points) /10 Overall presentation 25 points Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read. (23–25 points) Presentation is accurate and covers most elements but lacks creativity. (21–22 points) Presentation lacks flow and creativity or is difficult to follow. (19–20 points) Presentation lacks any attempt at organization and comes across as chaotic. (0–18 points) /25 Mechanics 30 points Includes title slide (3 points) Grammar, punctuation, and sentence structure are correct. (9 points) References properly cited within the paper. (6 points) Reference page includes all citations. (6 points) Evidence of spell and grammar check. (6 points) (28–30 total points) Title slide incomplete Minimal errors in grammar, punctuation, and/or sentence structure noted. Citations are present but not correct format. References are present, with minimal errors in format. (25–27 points) Missing title slide Multiple grammar and punctuation errors noted. (23–24 points) Title slide and citations are missing. References are missing or incomplete. No evidence of proof-reading prior to submitting paper. (0–2 points) /30 Total points: /225 Reference: Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines(2nd ed.).Indianapolis, IN: Sigma Theta Tau International.

#Devry NR451 All Weeks Discussion and Milestone Entire Course

0 notes

daniel-browne · 5 years

Quote

At least 75 companies receive anonymous, precise location data from apps whose users enable location services to get local news and weather or other information, The Times found... Health care facilities are among the more enticing but troubling areas for tracking...Tell All Digital, a Long Island advertising firm that is a client of a location company, says it runs ad campaigns for personal injury lawyers targeting people anonymously in emergency rooms.

Jennifer Valentino-DeVries, Natasha Singer, Michael H. Keller, and Aaron Krolik, “Your Apps Know Where You Were Last Night, and They’re Not Keeping It Secret,” The New York Times

Jill Scott warned us (eighteen years ago!).

0 notes

d-criss-news · 4 years

Text

merediddys: Uh oh uh oh @slowpez8 I heard it’s your special special day!! So glad the @umichtheatre brought you into my life. I’ll never forget the day I found out that you carried a little brush around and offered to brush my hair, and realized I had a fellow “scratch my head/play with my hair” freak in our class! We also both like to bounce our heads on the backs of our chairs to the beat of music. We freaks!! Anyway hope your day is great!! Look at this great photo of the class of ‘09!!!

#darren criss #meredith stepien #brian holden #dylan saunders #lauren lopez #liam white #jim povolo #sarah ashley #joe walker #nico ager #jill devries #angela kiessel #jess maynard #brian & meredith's wedding #lauren lopez's bday #instagram #march 2020

36 notes · View notes

dorothy16 · 4 years

Photo

brian.holden Happy Birthday, @funkwox! Thank you for always being there!!! 📸 @jilldevriesphotography

#meredith stepien #brian holden #darren criss #joe walker #joey richter #brian holden instagram #meredith and brian wedding #jill devries #me edits #.added and edited but it have a meaning?

5 notes · View notes

carlosnicholson-blog · 6 years

Text

Devry NR451 All Weeks Discussion and Milestone Entire Course

Follow Below Link to Download Tutorial

https://homeworklance.com/downloads/devry-nr451-all-weeks-discussion-and-milestone-entire-course/

For More Information Visit Our Website ( https://homeworklance.com/ )

Email us At: [email protected] or [email protected]

Devry NR451 All Weeks Discussion and Milestone Entire Course

Devry NR451 Week 1 Discussion DQ 1 & DQ 2

DQ 1

Assessing Need for Change (graded)

Think about a problem in your clinical practice. Are the satisfaction scores in your unit low? Does your unit have a higher than average infection rate? What is a problem you see in your clinical practice? What are some of the possible solutions? Why is it important to evaluate the need for change and not just stick with the “it’s the way we always have done it” mentality?

DQ 1

Nurse’s Role in EBP (graded)

Evidence based practice dates back to Florence Nightingale, yet it took a long time for nurses to conduct nursing research. Why is it important for nurses to have their own body of knowledge? Give a specific example of how bedside nurses contribute to nursing research?

Devry NR451 Week 2 Discussion DQ 1 & DQ 2

DQ 1

Forming the PICO Question (graded)

Form a PICO question that you will use for your change project. Include each element of the PICO question. How did you develop this question? Why is it important to your clinical practice?

DQ 2

Appraisal of Evidence (graded)

When reviewing a journal article, how do you best determine its credibility and reliability? Why is it important to determine the strength of evidence and how does that affect your implementation of the results into clinical practice?

Devry NR451 Week 3 Discussion DQ 1 & DQ 2

DQ 1

Feasibility of your Capstone Project (graded)

Now that you have identified your capstone project. What is the cost involved to implement your project? Remember that cost isn’t always just money but also time and resources (both tangible and intangible). Will the initial cost pay off in the long run with improved outcomes?

DQ 2

Communication Errors (graded)

Have you ever played the telephone game when you were younger? Communication can take on a life of its own and the content can often be distorted over time. Give an example in your clinical practice where miscommunication was the root cause of an error. How could this communication error have been prevented?

Devry NR451 Week 4 Discussion DQ 1 & DQ 2

DQ 1

Patterns of Nursing Care (graded)

Your lesson this week discussed patterns of nursing care delivery. In your opinion, what is the most effective nursing care delivery model and why? What are the advantages and disadvantages of your chosen nursing care delivery model? Give specific clinical examples.

DQ 2

Discussion of Articles (graded)

Discuss the two articles that you read from the Patient Safety and Quality: An Evidence-based Handbook for Nurses website. Give the title and the URL address for each article. How is the information in each article applicable to your practice?

Devry NR451 Week 5 Discussion DQ 1 & DQ 2

DQ 1

An Ethical Dilemma (graded)

Nurses face many ethical issues on a daily basis. Consider the following scenario:

Your unit has team nursing. As luck would have it, you and your best friend, Jill, are paired as a team this shift. Jill is a new nurse so you feel this is a great opportunity to take her under your wing a bit and show her the ropes. It is a busy shift and you administered Mr. Smith his insulin dose based on the sliding scale before lunch. You chart your medication administration and continuing caring for your patients. An hour later, Jill comes to you terrified because she forgot to chart the insulin she gave Mr. Smith and realized that you also gave the medication. She rushed to take his blood sugar and it was 115. Mr. Smith felt fine and was eating a candy bar his family had snuck in for him. No harm done, in fact he probably needed the extra insulin to compensate for the candy bar he wasn’t supposed to have, Jill explained. Jill begs you not to report this since she is still on probation. She says that she has learned her lesson and since nothing bad happened, why does anyone need to know?

What would you do in this situation? Apply ethical principles to explain the rationale for your decision making process.

DQ 2

Core Competencies for Nurses (graded

Explore the website for the Quality and Safety Education for Nurses (QSEN) initiative athttp://www.qsen.org. How can these competencies for nurses be implemented into the workplace or professional nursing setting if you are not currently working?

Devry NR451 Week 6 Discussion DQ 1 & DQ 2

DQ 1

Implementing Change Despite Resistance (graded)

Change can be difficult to implement. Now that you are almost finished with your change project, if you were to implement your project in your clinical practice, what type of resistance do you expect from staff? List at least three ways that you can lessen the resistance you may encounter to help ensure the success of your project.

DQ 2

Workplace Safety (graded)

Select an American Nurses Association (ANA) publication on workplace safety from the ANA. Search the American Nurses Association (ANA) website for workplace safety (http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Work-Environmentand select a publication on workplace safety. Review the document (publication), include the URL, and discuss implications for you and your work setting.

Devry NR451 Week 7 Discussion DQ 1 & DQ 2

DQ 1

Healthcare Policy (graded)

Describe a recent health care policy and discuss it’s implication to your personal clinical practice or health care as a whole. Why is it important for nurses to be aware of health care policy?

DQ 2

Healthcare Economics (graded)

Health care costs are on the rise. What is an example of wasted health care dollars in your clinical practice and how do you propose improving the utilization of these dollars?

Devry NR451 Week 8 Discussion

Educational Preparation as a BSN Graduate (graded)

How has this educational program prepared you for the future of nursing as a BSN graduate?

Capstone Project Milestone #1: Capstone Project Milestone 1:

Practice Issue and Evidence Summary Worksheets

Directions

1. Refer to the guidelines for specific details on how to complete this assignment.

2. Type your answers directly into the worksheets below.

3. Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT.

4. Post questions about this assignment to the Q & A Forum. You may also email questions to the instructor for a private response.

Practice Issue Worksheet

What is the Practice Issue?

Define the scope of the Practice Issue:

What is the practice area?

___ ___

___

(list)_________________________________

How was the practice issue identified?

___

Describe the rationale for your checked selections:

What evidence must be gathered? (Check all that apply)

Describe the rationale for your checked selections:

Evidence Summary Worksheet

Directions: Please type your answers directly into the worksheet.

Describe the practice problem in your own words with reference to the identified population, setting and magnitude of the problem in measurable terms:

Find a source of evidence that is a systematic review article on a nursing topic that is relevant to your practice problem. Write the complete APA reference for the systematic review article you selected:

Define the search terms for your systematic review:

Identify the objectives of the article.

Summarize (in your own words) the interventions the author(s) suggest to improve patient outcomes.

Summarize the main findings by the authors of your systematic review including the strength of evidence for each main outcome. Consider the relevance to your project proposal for the Milestone 2 project paper.

Outline evidence-based solutions that you will consider for your project.

Discuss any limitations to the studies performed that you believe impacts your ability to utilize the research in your project.

Capstone Project Milestone 1:

Practice Issue and Evidence Summary

Grading Grid

Evidence Summary Grading Grid

Assignment Criteria

A (100%)

Exceptional

Outstanding or highest level of performance

B (88%)

Exceeds

Very good or high level of performance

C (80%)

Meets

Competent or satisfactory level of performance

NI (38%)

Needs Improvement

Poor or failing level of performance

F (0%)

Developing

Unsatisfactory level of performance

Practice Issue Worksheet

Practice issue statement, scope of practice, practice area

20 points

Practice issue is identified.

Practice issue is an independent nursing decision.

Scope of practice issue is fully described.

Practice area identified.

20 points ☒

Practice Issue is identified but is not clear.

Practice issue is an independent nursing decision.

Scope of practice issue is described in simple terms.

Practice area identified.

18 points ☐

Practice Issue is identified but is not clearly related to a nursing practice issue.

Practice Issue is not an independent nursing decision.

Scope of practice issue is described but is not logical in comparison to Practice Issue described.

Practice area identified.

16 points ☐

Practice Issue is unclear.

Practice Issue is not an independent nursing decision.

Scope of practice issue is not described.

Practice area identified.

8 points ☐

Practice Issue is not identified; practice issue is not an independent nursing decision; scope of practice issue is not described; practice area is not identified.

0 points ☐

Practice issue identification, rationale for selections

35 points

Documents how the practice issue was identified.

Rationale for responses is logical and described thoroughly.

35 points ☒

Documents how the practice issue was identified.

Rationale for responses is logical and briefly described.

33 points ☐

Documents how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

30 points ☐

Vaguely describes how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

15 points ☐

Does not document how the practice issue was identified.

Rationale is not completed.

This section of the form is blank.

0 points ☐

Practice issue identification, rationale for selections

20 points

Documents how the practice issue was identified.

Rationale for responses is logical and described thoroughly.

35 points ☒

Documents how the practice issue was identified.

Rationale for responses is logical and briefly described.

33 points ☐

Documents how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

30 points ☐

Vaguely describes how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

15 points ☐

Does not document how the practice issue was identified.

Rationale is not completed.

This section of the form is blank.

0 points ☐

Evidence Summary Worksheet

Practice Problem

10 points

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is identified

-Magnitude of problem is discussed.

-The practice issue is stated in measurable terms.

Met all objectives as stated above

10 points ☒

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is not discussed.

-Magnitude of problem is discussed.

-The practice issue is stated in measurable terms.

Met 3 out of 4 objectives

9 points ☐

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is not discussed.

-Magnitude of problem is not discussed.

-The practice issue is stated in measurable terms.

Met 2 out of 4 objectives

8 points ☐

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is not discussed.

-Magnitude of problem is not discussed.

-The practice issue is stated but not measurable.

Met only 1 out of 4 objectives

4 points ☐

-Practice problem is not in own words

-There are no references to the population of interest.

-Setting and magnitude of problem is not discussed

-The practice issue is not stated in measurable terms.

Did not meet any objectives

0 points ☐

Source of evidence

20 points

-Source of evidence is nursing topic.

-Source is a Systematic Review article.

-Search terms are identified.

-Complete reference is given for Systematic Review article.

Met all 4 objectives as above

20 points ☒

-Source of evidence is nursing topic.

-Source is a Systematic Review article.

-Search terms are identified.

-Complete reference is not given for Systematic Review article.

Met 3 out of 4 objectives

18 points ☐

-Source of evidence is nursing topic.

-Source is not a Systematic Review article.

-Search terms are identified.

-Complete reference is not given for Systematic Review article.

Met only 2 out of 2 objectives

16 points ☐

-Source of evidence is not nursing topic.

-Source is a Systematic Review article.

-Search terms are not identified.

-Complete reference is not given for Systematic Review article.

Met only 1 out of 4 objectives

8 points ☐

-Source of evidence is not nursing topic or Systematic Review article.

-Search terms are not identified.

-Reference is missing.

No objectives were met.

0 points ☐

Objectives of the article/ Statement of questions

20 points

-Objectives of article are identified.

-Questions being addressed by author/s are thorough.

-Relationship to your practice issue is explained.

20 points ☒

-Objectives of article are identified.

-Questions being addressed by author/s are explained but not thorough.

-Relationship to your practice issue is explained.

18 points ☐

-Objectives of article are identified.

-Questions being addressed by author/s are not thorough.

-Relationship to your practice issue is vague.

16 points ☐

-Objectives of article are identified.

-Questions being addressed by author/s is missing.

-Relationship to your practice issue is not explained.

8 points ☐

-Objectives of article are not identified.

-Questions being addressed in article and relationship to own practice is not identified.

0 points ☐

Interventions/ Main findings summary

30 points

-Thoroughly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.

-Thoroughly summarized main findings of the author/s.

-Included strength of evidence for each main outcome.

30 points ☒

-Briefly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.

-Briefly summarized main findings of the author/s.

-Included strength of evidence for each main outcome.

27 points ☐

-Vaguely summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.

-Vaguely summarized main findings of the author/s.

-Included strength of evidence for most of main outcomes.

25 points ☐

-Summary of interventions is not in own words.

-Summarized main findings of the author/s is not apparent.

-Did not include strength of evidence for any of the main outcome.

12 points ☐

-Summary of the interventions the author(s) suggest to improve patient outcomes is missing.

-Summary of the main findings of the author is missing.

-The strength of the evidence for outcomes are missing.

0 points ☐

Evidence-based solutions and limitations

20 points

-Outline of evidence-based solutions considered for project is documented and clear.

Discussed any limitations to the studies performed.

Documents limitations believed may impact use in project.

20 points ☒

-Outline of evidence-based solutions being considered for project is documented but not clear.

Discussed any limitations to the studies performed.

Documents limitations believed may impact use in project.

18 points ☐

-Outline of evidence-based solutions considered for project is documented but not clear.

Discussed most limitations to the studies performed.

Documents limitations believed may impact use in project.

16 points ☐

-Outline of evidence-based solutions being considered for project is not documented.

-Discussed most limitations to the studies performed.

Documents limitations believed may impact use in project.

8 points ☐

-Outline of evidence-based solutions, limitations of studies and potential impact to project is missing.

0 points ☐

Comments:

You did great job on this assignment.

Total Points Possible = 175 points

Points earned (sum of points in all columns) = _175___

Late assignment point deduction (if applicable) = ____

Total points earned for this assignment = _175___

Capstone Project Milestone #2:

GRADING RUBRIC: CAPSTONE PROJECT MILESTONE #2 Assignment Criteria Outstanding or Highest Level of Performance A (92–100%) Very Good or High Level of Performance B (84–91%) Competent or Satisfactory Level of Performance C (76–83%) Poor, Failing or Unsatisfactory Level of Performance F (0–75%) Total Introduction 25 points Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified. 23–25 points Introduction to the plan is nursing focused, with evidence to support the problem and potential solution identified but convincing areas are missing. 21–22 points Introduction to the plan is provided; however, evidence to support the problem and potential solution is not convincing. 19–20 points Introduction lacks evidence to support need for change and/or potential solution is not realistic. 0–18 points /25 Change Plan Practice Question (Steps 1–5) 50 points Activities to achieve the first five steps of change are fully described in detail and are based on the first section of the John Hopkins EBP Process: *Practice question is identified. *Scope of the problem discussed (including supportive statistics). *Stakeholders identified. *Team is identified. 46–50 points Activities to achieve the first five steps of change are fully described, not in detail but are based on the first section of the John Hopkins EBP Process: *Practice question is identified. *Scope of the problem discussed (including supportive statistics). *Stakeholders identified. *Team is identified. 42–45 points Activities to achieve the first five steps of change are vague. The first section of the John Hopkins EBP Process is not clearly identified. *Practice question is identified. *Scope of the problem does not contain statistics to support the problem. *Stakeholders are identified but not appropriate or missing key members. *Team members are identified but not appropriate or missing key members. 38–41 points Activities to address and support change are not specifically addressed. Portions of the first five steps are missing or absent. 0–37 points /50 Change Plan Evidence (Steps 6–10) 50 points Activities to achieve steps six through ten of change are fully described in detail and are based on the first section of the John Hopkins EBP Process: Evidence is identified. *At least four reliable sources are used, three of which are peer-reviewed. *Summary of evidence is thorough and detailed. *Strength of evidence is discussed. *Recommendation for change is based on evidence and is thorough. 46–50 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified. *At least four reliable sources are used, three of which are peer-reviewed. *Summary of evidence is vague. *Strength of evidence is discussed. *Recommendation for change is based on evidence but connection is vague. 42–45 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified. *At least four reliable sources are used but less than three are peer-reviewed. *Summary of evidence is vague. *Strength of evidence is not discussed. *Recommendation for change is present but not weak connection to the evidence. 38–41 points Activities to achieve steps six through ten of change may be missing or absent. *Less than four reliable sources are used. *Summary of evidence is not present or missing important elements. *Strength of evidence is missing. *Recommendation for change lacks support from evidence. 0–37 points /50 Change Plan Translation (Steps 11–18) 50 points Activities to achieve the last steps of change are fully described in detail and are based on the last steps of the John Hopkins EBP Process: Translation. *Action plan is well-developed with specific timeline in place to include all elements of the plan. *Measurable outcomes and way to report results are discussed in detail. *Plan for implementation is thoroughly discussed. *Ways to communicate findings (internally and externally) are discussed. 46–50 points Activities to achieve the last steps of change are described and are based on the last steps of the John Hopkins EBP Process: Translation. *Action plan is developed with specific timeline in but some elements of the timeline are missing. *Outcomes are present but not measurable. Ways to report results are discussed in detail. *Plan for implementation is discussed. *Communication of findings is present but does not address both internal and external ways. 42–45 points Activities to achieve the last steps of change are vague. *Action plan is developed but timeline is missing. *Outcomes are vague and not measurable. Ways to report results are discussed but not in detail. *Plan for implementation is vague. *Communication of findings is missing. 38–41 points Activities to achieve the last steps of change are vague or missing. *Action plan is not well-developed or missing. *Outcomes are vague or not present. Ways to report results are discussed but not in detail. *Plan for implementation is not present. *Communication of findings is missing. 0–37 points /50 Summary 25 points Clear, solid summary of the key points and the change plan are included; ways to maintain the change plan are described. 23–25 points A clear summary of the key points and part of the change plan are provided; ways to maintain the change plan are mentioned, but not in detail. 21–22 points A summary is present but is vague; parts of the change plan are highlighted; ways to maintain the change plan are not clear. 19–20 points A summary is difficult to determine or absent. Key points of the change plan are not recapped or are absent. 0–18 points /25 APA formatting, scholarly writing 25 points APA format sixth edition: third person, grammar, sentence structure, punctuation, and spelling; sources correctly cited and referenced; title page, headers, and page numbers. No errors to one error. 23–25 points Two to three errors. 21–22 points Four to five errors. 19–20 points Multiple errors 0–18 points /25 Total Points /225

Reference:

Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines (2nd ed.). Indianapolis, IN: Sigma Theta Tau International.

Title Your Name Chamberlain College of Nursing NR451 RN Capstone Course Term and Year

Your title here This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person. Change Model Overview In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link y .our identified topic to the John Hopkins EBP Process. Practice Question Step 1: Recruit Interprofessional Team You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc) Step 2: Develop and Refine the EBP Question Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format. Step 3: Define the Scope of the EBP Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale? Steps 4 and 5: Determine Responsibility of Team Members Why are the members chosen important to your project? What are their roles? Evidence Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps. Steps 8 and 9: Summarize the Evidence Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use. In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. You should avoid one paragraph for each of the sources. Step 10: Develop Recommendations for Change Based on Evidence What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program. Translation Steps 11, 12, and 13, 14: Action Plan You have not implemented your project yet, therefore, this section will be hypothetical. Develop your plan for implementation. What are the specific steps you will take to implement your pilot study? What is the timeline for your plan? Make sure you include a plan for evaluation of outcomes and method to report the results. Steps 16 and 16: Evaluating Outcomes and Reporting Outcomes What are the desired outcomes? How will they be measured? How will you report the results to the key stakeholders? Steps 17: Identify Next Steps How will you implement the plan on a larger scale? Will this be applicable to other units or the facility as a whole? What will you do to ensure that the implementation becomes permanent? Step 18: Disseminate Findings How will you communicate your findings internally (within your organization) and externally (to others outside of your organization)? Conclusion Provide a clear and concise summary. Review the key aspects of the problem as well as the change model. Be sure to include important aspects of the three levels of change for the John Hopkins EBP process.

References

Capstone Project: Milestone #3: Educating the Staff (graded) Capstone Project Milestone #3: Educating the Staff PowerPoint assignment is due by Sunday, 11:59 p.m. (MT). Guidelines for this milestone may be found in Doc Sharing. Submit the assignment to the Dropbox located on the silver tab at the top of this page. For instructions on how to use the Dropbox, read thesestep-by-step instructions. See the Syllabus section “Due Dates for Assignments & Exams” for due date information.

Capstone Project Milestone #3: Educating Staff: Implementing Change Guidelines Purpose The purpose of this assignment is to create the Educating Staff: Implementing Change Project PowerPoint presentation. Your plan is to educate the staff that will be involved in the pilot program. You will need to educate them on the problem, show the supporting evidence, and how your pilot plan will be implemented. Course Outcomes This assignment enables the student to meet the following Course Outcomes. CO2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2) CO3: Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates, and communities. (PO #3) CO7:Integrates the professional role of leader, teacher, communicator, and manager of care to plan cost-effective, quality healthcare to consumers in structured and unstructured settings. (PO #7) Due Date Milestone #3 consists of the PowerPoint presentation Educating Staff: Implementing Change Project. Submit this Milestone to the Dropbox by Sunday, 11:59 p.m. MT at the end of Week 6. Points Milestone #3 is worth 225 points. Directions 1. Create an educational presentation for staff before the launch of your change project. This should inform the staff of the problem, your potential solution, and their role in change project. 2. The format for this proposal will be a PowerPoint presentation. 3. The length of the PowerPoint presentation should be 15-20 slides; excluding the title and reference slides. 4. Below are the topics for the slides: a. Title slide b. Description of the change model used c. PICO question—include the elements d. Scope of the problem—use statistics e. Your team/stakeholders f. Evidence to support your need for change—from research g. Action Plan h. Timeline for the plan i. The nurses role and responsibility in the pilot program j. Procedure k. Forms that will be used (if applicable) l. Resources available to the staff—including yourself m. Summary n. References 5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. Citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means choose peer-reviewed journals and credible websites. Guidelines • Application: Use Microsoft PowerPoint 2010. • Length: The PowerPoint slide show is expected to be between 15-20 slides in length (not including the title slide and reference list slide). • Submission: Submit your files via the basket in the Dropbox: “Educating the Staff: Implementing the Change Project” by 11:59 p.m. Sunday of Week 6. • Late Submission: See the course policy on late submissions. • Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started. Best Practices in Preparing a PowerPoint Presentation The following are best practices in preparing this project. 1. Slides should be easy to read with short bullet points and large font. Do not use paragraphs. 2. Be creative, but realistic with your intervention and evaluation tool. 3. Incorporate graphics, clip art, or photographs to increase interest. 4. Review directions thoroughly. 5. Cite all sources within the slide show with in-text citations, as well as a reference page. 6. Proofread prior to final submission. 7. Spell check for spelling and grammar errors prior to final submission. 8. Abide by the Chamberlain College of Nursing academic integrity policy.

Grading Criteria: Educating Staff: Implementing Change Category Points % Description The Problem 30 13% Summary of change model discussed.PICO question including elements. Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. Team and stakeholders and their role/reason chosen. The Evidence 40 18% Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts discovered. At least four sources used (at least three peer reviews and the other a credible resource). The Plan 40 18% Plan of action described. Important elements are discussed and logical.Timeline is thorough and contains all elements. Timeline is logical and appropriate. The Nurse’s Role 30 13% The nurse’s role in the pilot plan is described and clear.Procedures for the pilot plan are clear and concise. Resources 20 9% Form for tracking the outcomes is included.Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included. Summary 10 5% Summary slide reiterates the problem and purpose of the plan along with the measurable goals. Overall Presentation 25 11% Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read. Mechanics 30 13% Includes title slide. Grammar, punctuation, and sentence structure are correct. References are properly cited within the paper. Reference page includes all citations. Evidence of spell and grammar check. Total 225 points 100% Grading Rubric: Educating the staff Milestone #3 Criteria A (92–100%) Outstanding or highest level of performance B (84–91%) Very good or high level of performance C (76–83%) Competent or satisfactory level of performance F (0–75%) Poor or failing or unsatisfactory level of performance Pts The Problem 30 points * Summary of change model discussed (1 slide) * PICO question including elements (1 slide) * Scope of the problem includes statistics and scope of problem to healthcare as a whole discussed. (1-2 slides) * Team and stakeholders and their role/reason chosen (1 slide) (28–30 points) * One of the four elements was not thorough or did not include all appropriate elements. (25–27 points) * Two of the four elements was not thorough or did not include all appropriate elements. (23–24 points) * Three or more of the four elements was not thorough or did not include all appropriate elements. (0–22 points) /30 The Evidence 40 points Discussion of the evidence is done in terms of themes. Pertinent information is summarized. Sources are not listed individually but synthesized into concepts. At least four sources used (at least three peer reviews and the other is a credible resource). (3–4 slides) (37–40 points) Four sources are discussed but evidence is not synthesized into themes learned. (34–36 points) Four sources are discussed but evidence is not synthesized or summarized. (30–33 points) Not all four sources are discussed. Summary of information not detailed or pertinent. (0–29 points) /40 The Plan 40 points * Plan of action described. Important elements are discussed and logical. (1-2 slide) * Timeline is thorough and contains all elements. Timeline is logical and appropriate. (1 slide) (37–40 points) *Plan of action described but not all important elements included.OR * Timeline is present but doesn’t contain all elements. (34–36 points) *Plan of action described but not all important elements included.AND * Timeline is present but doesn’t contain all elements. (30–33 points) Plan of action not present or not logical and complete. The timeline is not present or not appropriate and logical. (0–29 points) /40 The Nurse’s Role 30 points * The nurse’s role in the pilot plan is described and clear. (1 slide) * Procedures for the pilot plan are clear and concise. (2-3 slides) (28–30 points) * The nurses’ role is describes but not clear. OR * Procedures are discussed but not clear. (25–27 points) * The nurses’ role is describes but not clear. AND * Procedures are discussed but not clear. (23–24 points) Nurses’ roles are either absent or not appropriate. Procedures are either absent or not clearly written and complete. (0–22 points) /30 Resources 20 points * Form for tracking the outcomes is included. (1 slide) * Resources the nurses will need are included. At least three resources are included. The nurse investigator, the team, internet resources, or other resources the staff needs is included. (1 slide) (18–20 points) * Form for tracking outcomes included. *At least three resources are included but the resources were not the best available resources. (16–17 points) * Form for tracking outcomes included but was not well-developed. *At least three resources are included but the resources were not the best available resources. (15 points) * Form for tracking outcomes either absent or not well-developed. * Less than three appropriate and helpful resources were given. (0–14 points) /20 Summary 10 points Summary slide reiterates the problem and purpose of the plan along with the measurable goals. (1-2 slides) (9–10 points) Summary does not clearly reiterate the problem OR purpose. (8 points) Lacks reiteration of problem AND purpose. (7 points) Summary slide not present or incomplete. (0–6 points) /10 Overall presentation 25 points Presentation is presented in a clear and logical manner. PowerPoint is appealing to the eye and includes creativity. Font is easy to read. (23–25 points) Presentation is accurate and covers most elements but lacks creativity. (21–22 points) Presentation lacks flow and creativity or is difficult to follow. (19–20 points) Presentation lacks any attempt at organization and comes across as chaotic. (0–18 points) /25 Mechanics 30 points Includes title slide (3 points) Grammar, punctuation, and sentence structure are correct. (9 points) References properly cited within the paper. (6 points) Reference page includes all citations. (6 points) Evidence of spell and grammar check. (6 points) (28–30 total points) Title slide incomplete Minimal errors in grammar, punctuation, and/or sentence structure noted. Citations are present but not correct format. References are present, with minimal errors in format. (25–27 points) Missing title slide Multiple grammar and punctuation errors noted. (23–24 points) Title slide and citations are missing. References are missing or incomplete. No evidence of proof-reading prior to submitting paper. (0–2 points) /30 Total points: /225 Reference: Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines(2nd ed.).Indianapolis, IN: Sigma Theta Tau International.

#Devry NR451 All Weeks Discussion and Milestone Entire Course

0 notes

ultrasarahgordon-blog · 6 years

Text

Devry NR451 All Weeks Discussion and Milestone Entire Course

Follow Below Link to Download Tutorial

https://homeworklance.com/downloads/devry-nr451-all-weeks-discussion-and-milestone-entire-course/

For More Information Visit Our Website ( https://homeworklance.com/ )

Email us At: [email protected] or [email protected]

Devry NR451 All Weeks Discussion and Milestone Entire Course

Devry NR451 Week 1 Discussion DQ 1 & DQ 2

DQ 1

Assessing Need for Change (graded)

DQ 1

Nurse’s Role in EBP (graded)

Devry NR451 Week 2 Discussion DQ 1 & DQ 2

DQ 1

Forming the PICO Question (graded)

Form a PICO question that you will use for your change project. Include each element of the PICO question. How did you develop this question? Why is it important to your clinical practice?

DQ 2

Appraisal of Evidence (graded)

Devry NR451 Week 3 Discussion DQ 1 & DQ 2

DQ 1

Feasibility of your Capstone Project (graded)

DQ 2

Communication Errors (graded)

Devry NR451 Week 4 Discussion DQ 1 & DQ 2

DQ 1

Patterns of Nursing Care (graded)

DQ 2

Discussion of Articles (graded)

Devry NR451 Week 5 Discussion DQ 1 & DQ 2

DQ 1

An Ethical Dilemma (graded)

Nurses face many ethical issues on a daily basis. Consider the following scenario:

#Devry NR451 All Weeks Discussion and Milestone Entire Course

0 notes

toddwillingham-blog · 7 years

Text

Devry NR451 All Weeks Discussion and Milestone Entire Course

Follow Below Link to Download Tutorial

https://homeworklance.com/downloads/devry-nr451-all-weeks-discussion-and-milestone-entire-course/

For More Information Visit Our Website ( https://homeworklance.com/ )

Email us At: [email protected] or [email protected]

Devry NR451 All Weeks Discussion and Milestone Entire Course

Devry NR451 Week 1 Discussion DQ 1 & DQ 2

DQ 1

Assessing Need for Change (graded)

DQ 1

Nurse’s Role in EBP (graded)

Devry NR451 Week 2 Discussion DQ 1 & DQ 2

DQ 1

Forming the PICO Question (graded)

Form a PICO question that you will use for your change project. Include each element of the PICO question. How did you develop this question? Why is it important to your clinical practice?

DQ 2

Appraisal of Evidence (graded)

Devry NR451 Week 3 Discussion DQ 1 & DQ 2

DQ 1

Feasibility of your Capstone Project (graded)

DQ 2

Communication Errors (graded)

Devry NR451 Week 4 Discussion DQ 1 & DQ 2

DQ 1

Patterns of Nursing Care (graded)

DQ 2

Discussion of Articles (graded)

Devry NR451 Week 5 Discussion DQ 1 & DQ 2

DQ 1

An Ethical Dilemma (graded)

Nurses face many ethical issues on a daily basis. Consider the following scenario:

What would you do in this situation? Apply ethical principles to explain the rationale for your decision making process.

DQ 2

Core Competencies for Nurses (graded

Devry NR451 Week 6 Discussion DQ 1 & DQ 2

DQ 1

Implementing Change Despite Resistance (graded)

DQ 2

Workplace Safety (graded)

Devry NR451 Week 7 Discussion DQ 1 & DQ 2

DQ 1

Healthcare Policy (graded)

Describe a recent health care policy and discuss it’s implication to your personal clinical practice or health care as a whole. Why is it important for nurses to be aware of health care policy?

DQ 2

Healthcare Economics (graded)

Health care costs are on the rise. What is an example of wasted health care dollars in your clinical practice and how do you propose improving the utilization of these dollars?

Devry NR451 Week 8 Discussion

Educational Preparation as a BSN Graduate (graded)

How has this educational program prepared you for the future of nursing as a BSN graduate?

Capstone Project Milestone #1: Capstone Project Milestone 1:

Practice Issue and Evidence Summary Worksheets

Directions

1. Refer to the guidelines for specific details on how to complete this assignment.

2. Type your answers directly into the worksheets below.

3. Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT.

4. Post questions about this assignment to the Q & A Forum. You may also email questions to the instructor for a private response.

Practice Issue Worksheet

What is the Practice Issue?

Define the scope of the Practice Issue:

What is the practice area?

___ ___

___

(list)_________________________________

How was the practice issue identified?

___

Describe the rationale for your checked selections:

What evidence must be gathered? (Check all that apply)

Describe the rationale for your checked selections:

Evidence Summary Worksheet

Directions: Please type your answers directly into the worksheet.

Describe the practice problem in your own words with reference to the identified population, setting and magnitude of the problem in measurable terms:

Define the search terms for your systematic review:

Identify the objectives of the article.

Summarize (in your own words) the interventions the author(s) suggest to improve patient outcomes.

Outline evidence-based solutions that you will consider for your project.

Discuss any limitations to the studies performed that you believe impacts your ability to utilize the research in your project.

Capstone Project Milestone 1:

Practice Issue and Evidence Summary

Grading Grid

Evidence Summary Grading Grid

Assignment Criteria

A (100%)

Exceptional

Outstanding or highest level of performance

B (88%)

Exceeds

Very good or high level of performance

C (80%)

Meets

Competent or satisfactory level of performance

NI (38%)

Needs Improvement

Poor or failing level of performance

F (0%)

Developing

Unsatisfactory level of performance

Practice Issue Worksheet

Practice issue statement, scope of practice, practice area

20 points

Practice issue is identified.

Practice issue is an independent nursing decision.

Scope of practice issue is fully described.

Practice area identified.

20 points ☒

Practice Issue is identified but is not clear.

Practice issue is an independent nursing decision.

Scope of practice issue is described in simple terms.

Practice area identified.

18 points ☐

Practice Issue is identified but is not clearly related to a nursing practice issue.

Practice Issue is not an independent nursing decision.

Scope of practice issue is described but is not logical in comparison to Practice Issue described.

Practice area identified.

16 points ☐

Practice Issue is unclear.

Practice Issue is not an independent nursing decision.

Scope of practice issue is not described.

Practice area identified.

8 points ☐

Practice Issue is not identified; practice issue is not an independent nursing decision; scope of practice issue is not described; practice area is not identified.

0 points ☐

Practice issue identification, rationale for selections

35 points

Documents how the practice issue was identified.

Rationale for responses is logical and described thoroughly.

35 points ☒

Documents how the practice issue was identified.

Rationale for responses is logical and briefly described.

33 points ☐

Documents how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

30 points ☐

Vaguely describes how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

15 points ☐

Does not document how the practice issue was identified.

Rationale is not completed.

This section of the form is blank.

0 points ☐

Practice issue identification, rationale for selections

20 points

Documents how the practice issue was identified.

Rationale for responses is logical and described thoroughly.

35 points ☒

Documents how the practice issue was identified.

Rationale for responses is logical and briefly described.

33 points ☐

Documents how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

30 points ☐

Vaguely describes how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

15 points ☐

Does not document how the practice issue was identified.

Rationale is not completed.

This section of the form is blank.

0 points ☐

Evidence Summary Worksheet

Practice Problem

10 points

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is identified

-Magnitude of problem is discussed.

-The practice issue is stated in measurable terms.

Met all objectives as stated above

10 points ☒

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is not discussed.

-Magnitude of problem is discussed.

-The practice issue is stated in measurable terms.

Met 3 out of 4 objectives

9 points ☐

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is not discussed.

-Magnitude of problem is not discussed.

-The practice issue is stated in measurable terms.

Met 2 out of 4 objectives

8 points ☐

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is not discussed.

-Magnitude of problem is not discussed.

-The practice issue is stated but not measurable.

Met only 1 out of 4 objectives

4 points ☐

-Practice problem is not in own words

-There are no references to the population of interest.

-Setting and magnitude of problem is not discussed

-The practice issue is not stated in measurable terms.

Did not meet any objectives

0 points ☐

Source of evidence

20 points

-Source of evidence is nursing topic.

-Source is a Systematic Review article.

-Search terms are identified.

-Complete reference is given for Systematic Review article.

Met all 4 objectives as above

20 points ☒

-Source of evidence is nursing topic.

-Source is a Systematic Review article.

-Search terms are identified.

-Complete reference is not given for Systematic Review article.

Met 3 out of 4 objectives

18 points ☐

-Source of evidence is nursing topic.

-Source is not a Systematic Review article.

-Search terms are identified.

-Complete reference is not given for Systematic Review article.

Met only 2 out of 2 objectives

16 points ☐

-Source of evidence is not nursing topic.

-Source is a Systematic Review article.

-Search terms are not identified.

-Complete reference is not given for Systematic Review article.

Met only 1 out of 4 objectives

8 points ☐

-Source of evidence is not nursing topic or Systematic Review article.

-Search terms are not identified.

-Reference is missing.

No objectives were met.

0 points ☐

Objectives of the article/ Statement of questions

20 points

-Objectives of article are identified.

-Questions being addressed by author/s are thorough.

-Relationship to your practice issue is explained.

20 points ☒

-Objectives of article are identified.

-Questions being addressed by author/s are explained but not thorough.

-Relationship to your practice issue is explained.

18 points ☐

-Objectives of article are identified.

-Questions being addressed by author/s are not thorough.

-Relationship to your practice issue is vague.

16 points ☐

-Objectives of article are identified.

-Questions being addressed by author/s is missing.

-Relationship to your practice issue is not explained.

8 points ☐

-Objectives of article are not identified.

-Questions being addressed in article and relationship to own practice is not identified.

0 points ☐

Interventions/ Main findings summary

30 points

-Thoroughly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.

-Thoroughly summarized main findings of the author/s.

-Included strength of evidence for each main outcome.

30 points ☒

-Briefly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.

-Briefly summarized main findings of the author/s.

-Included strength of evidence for each main outcome.

27 points ☐

-Vaguely summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.

-Vaguely summarized main findings of the author/s.

-Included strength of evidence for most of main outcomes.

25 points ☐

-Summary of interventions is not in own words.

-Summarized main findings of the author/s is not apparent.

-Did not include strength of evidence for any of the main outcome.

12 points ☐

-Summary of the interventions the author(s) suggest to improve patient outcomes is missing.

-Summary of the main findings of the author is missing.

-The strength of the evidence for outcomes are missing.

0 points ☐

Evidence-based solutions and limitations

20 points

-Outline of evidence-based solutions considered for project is documented and clear.

Discussed any limitations to the studies performed.

Documents limitations believed may impact use in project.

20 points ☒

-Outline of evidence-based solutions being considered for project is documented but not clear.

Discussed any limitations to the studies performed.

Documents limitations believed may impact use in project.

18 points ☐

-Outline of evidence-based solutions considered for project is documented but not clear.

Discussed most limitations to the studies performed.

Documents limitations believed may impact use in project.

16 points ☐

-Outline of evidence-based solutions being considered for project is not documented.

-Discussed most limitations to the studies performed.

Documents limitations believed may impact use in project.

8 points ☐

-Outline of evidence-based solutions, limitations of studies and potential impact to project is missing.

0 points ☐

Comments:

You did great job on this assignment.

Total Points Possible = 175 points

Points earned (sum of points in all columns) = _175___

Late assignment point deduction (if applicable) = ____

Total points earned for this assignment = _175___

Capstone Project Milestone #2:

Reference:

Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines (2nd ed.). Indianapolis, IN: Sigma Theta Tau International.

Title Your Name Chamberlain College of Nursing NR451 RN Capstone Course Term and Year

References

#Devry NR451 All Weeks Discussion and Milestone Entire Course

0 notes

williamtreadway-blog · 7 years

Text

Devry NR451 All Weeks Discussion and Milestone Entire Course

Follow Below Link to Download Tutorial

https://homeworklance.com/downloads/devry-nr451-all-weeks-discussion-and-milestone-entire-course/

For More Information Visit Our Website ( https://homeworklance.com/ )

Email us At: [email protected] or [email protected]

Devry NR451 All Weeks Discussion and Milestone Entire Course

Devry NR451 Week 1 Discussion DQ 1 & DQ 2

DQ 1

Assessing Need for Change (graded)

DQ 1

Nurse’s Role in EBP (graded)

Devry NR451 Week 2 Discussion DQ 1 & DQ 2

DQ 1

Forming the PICO Question (graded)

Form a PICO question that you will use for your change project. Include each element of the PICO question. How did you develop this question? Why is it important to your clinical practice?

DQ 2

Appraisal of Evidence (graded)

Devry NR451 Week 3 Discussion DQ 1 & DQ 2

DQ 1

Feasibility of your Capstone Project (graded)

DQ 2

Communication Errors (graded)

Devry NR451 Week 4 Discussion DQ 1 & DQ 2

DQ 1

Patterns of Nursing Care (graded)

DQ 2

Discussion of Articles (graded)

Devry NR451 Week 5 Discussion DQ 1 & DQ 2

DQ 1

An Ethical Dilemma (graded)

Nurses face many ethical issues on a daily basis. Consider the following scenario:

What would you do in this situation? Apply ethical principles to explain the rationale for your decision making process.

DQ 2

Core Competencies for Nurses (graded

Devry NR451 Week 6 Discussion DQ 1 & DQ 2

DQ 1

Implementing Change Despite Resistance (graded)

DQ 2

Workplace Safety (graded)

Devry NR451 Week 7 Discussion DQ 1 & DQ 2

DQ 1

Healthcare Policy (graded)

Describe a recent health care policy and discuss it’s implication to your personal clinical practice or health care as a whole. Why is it important for nurses to be aware of health care policy?

DQ 2

Healthcare Economics (graded)

Health care costs are on the rise. What is an example of wasted health care dollars in your clinical practice and how do you propose improving the utilization of these dollars?

Devry NR451 Week 8 Discussion

Educational Preparation as a BSN Graduate (graded)

How has this educational program prepared you for the future of nursing as a BSN graduate?

Capstone Project Milestone #1: Capstone Project Milestone 1:

Practice Issue and Evidence Summary Worksheets

Directions

1. Refer to the guidelines for specific details on how to complete this assignment.

2. Type your answers directly into the worksheets below.

3. Submit to the Dropbox by the end of Week 3, Sunday at 11:59 p.m. MT.

4. Post questions about this assignment to the Q & A Forum. You may also email questions to the instructor for a private response.

Practice Issue Worksheet

What is the Practice Issue?

Define the scope of the Practice Issue:

What is the practice area?

___ ___

___

(list)_________________________________

How was the practice issue identified?

___

Describe the rationale for your checked selections:

What evidence must be gathered? (Check all that apply)

Describe the rationale for your checked selections:

Evidence Summary Worksheet

Directions: Please type your answers directly into the worksheet.

Describe the practice problem in your own words with reference to the identified population, setting and magnitude of the problem in measurable terms:

Define the search terms for your systematic review:

Identify the objectives of the article.

Summarize (in your own words) the interventions the author(s) suggest to improve patient outcomes.

Outline evidence-based solutions that you will consider for your project.

Discuss any limitations to the studies performed that you believe impacts your ability to utilize the research in your project.

Capstone Project Milestone 1:

Practice Issue and Evidence Summary

Grading Grid

Evidence Summary Grading Grid

Assignment Criteria

A (100%)

Exceptional

Outstanding or highest level of performance

B (88%)

Exceeds

Very good or high level of performance

C (80%)

Meets

Competent or satisfactory level of performance

NI (38%)

Needs Improvement

Poor or failing level of performance

F (0%)

Developing

Unsatisfactory level of performance

Practice Issue Worksheet

Practice issue statement, scope of practice, practice area

20 points

Practice issue is identified.

Practice issue is an independent nursing decision.

Scope of practice issue is fully described.

Practice area identified.

20 points ☒

Practice Issue is identified but is not clear.

Practice issue is an independent nursing decision.

Scope of practice issue is described in simple terms.

Practice area identified.

18 points ☐

Practice Issue is identified but is not clearly related to a nursing practice issue.

Practice Issue is not an independent nursing decision.

Scope of practice issue is described but is not logical in comparison to Practice Issue described.

Practice area identified.

16 points ☐

Practice Issue is unclear.

Practice Issue is not an independent nursing decision.

Scope of practice issue is not described.

Practice area identified.

8 points ☐

Practice Issue is not identified; practice issue is not an independent nursing decision; scope of practice issue is not described; practice area is not identified.

0 points ☐

Practice issue identification, rationale for selections

35 points

Documents how the practice issue was identified.

Rationale for responses is logical and described thoroughly.

35 points ☒

Documents how the practice issue was identified.

Rationale for responses is logical and briefly described.

33 points ☐

Documents how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

30 points ☐

Vaguely describes how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

15 points ☐

Does not document how the practice issue was identified.

Rationale is not completed.

This section of the form is blank.

0 points ☐

Practice issue identification, rationale for selections

20 points

Documents how the practice issue was identified.

Rationale for responses is logical and described thoroughly.

35 points ☒

Documents how the practice issue was identified.

Rationale for responses is logical and briefly described.

33 points ☐

Documents how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

30 points ☐

Vaguely describes how the practice issue was identified.

Rationale for responses is somewhat logical and vaguely described.

15 points ☐

Does not document how the practice issue was identified.

Rationale is not completed.

This section of the form is blank.

0 points ☐

Evidence Summary Worksheet

Practice Problem

10 points

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is identified

-Magnitude of problem is discussed.

-The practice issue is stated in measurable terms.

Met all objectives as stated above

10 points ☒

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is not discussed.

-Magnitude of problem is discussed.

-The practice issue is stated in measurable terms.

Met 3 out of 4 objectives

9 points ☐

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is not discussed.

-Magnitude of problem is not discussed.

-The practice issue is stated in measurable terms.

Met 2 out of 4 objectives

8 points ☐

-Practice problem is in own words, with reference to the population of interest.

-Setting of the problem is not discussed.

-Magnitude of problem is not discussed.

-The practice issue is stated but not measurable.

Met only 1 out of 4 objectives

4 points ☐

-Practice problem is not in own words

-There are no references to the population of interest.

-Setting and magnitude of problem is not discussed

-The practice issue is not stated in measurable terms.

Did not meet any objectives

0 points ☐

Source of evidence

20 points

-Source of evidence is nursing topic.

-Source is a Systematic Review article.

-Search terms are identified.

-Complete reference is given for Systematic Review article.

Met all 4 objectives as above

20 points ☒

-Source of evidence is nursing topic.

-Source is a Systematic Review article.

-Search terms are identified.

-Complete reference is not given for Systematic Review article.

Met 3 out of 4 objectives

18 points ☐

-Source of evidence is nursing topic.

-Source is not a Systematic Review article.

-Search terms are identified.

-Complete reference is not given for Systematic Review article.

Met only 2 out of 2 objectives

16 points ☐

-Source of evidence is not nursing topic.

-Source is a Systematic Review article.

-Search terms are not identified.

-Complete reference is not given for Systematic Review article.

Met only 1 out of 4 objectives

8 points ☐

-Source of evidence is not nursing topic or Systematic Review article.

-Search terms are not identified.

-Reference is missing.

No objectives were met.

0 points ☐

Objectives of the article/ Statement of questions

20 points

-Objectives of article are identified.

-Questions being addressed by author/s are thorough.

-Relationship to your practice issue is explained.

20 points ☒

-Objectives of article are identified.

-Questions being addressed by author/s are explained but not thorough.

-Relationship to your practice issue is explained.

18 points ☐

-Objectives of article are identified.

-Questions being addressed by author/s are not thorough.

-Relationship to your practice issue is vague.

16 points ☐

-Objectives of article are identified.

-Questions being addressed by author/s is missing.

-Relationship to your practice issue is not explained.

8 points ☐

-Objectives of article are not identified.

-Questions being addressed in article and relationship to own practice is not identified.

0 points ☐

Interventions/ Main findings summary

30 points

-Thoroughly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.

-Thoroughly summarized main findings of the author/s.

-Included strength of evidence for each main outcome.

30 points ☒

-Briefly summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.

-Briefly summarized main findings of the author/s.

-Included strength of evidence for each main outcome.

27 points ☐

-Vaguely summarized (in their own words) the interventions the author(s) suggest to improve patient outcomes.

-Vaguely summarized main findings of the author/s.

-Included strength of evidence for most of main outcomes.

25 points ☐

-Summary of interventions is not in own words.

-Summarized main findings of the author/s is not apparent.

-Did not include strength of evidence for any of the main outcome.

12 points ☐

-Summary of the interventions the author(s) suggest to improve patient outcomes is missing.

-Summary of the main findings of the author is missing.

-The strength of the evidence for outcomes are missing.

0 points ☐

Evidence-based solutions and limitations

20 points

-Outline of evidence-based solutions considered for project is documented and clear.

Discussed any limitations to the studies performed.

Documents limitations believed may impact use in project.

20 points ☒

-Outline of evidence-based solutions being considered for project is documented but not clear.

Discussed any limitations to the studies performed.

Documents limitations believed may impact use in project.

18 points ☐

-Outline of evidence-based solutions considered for project is documented but not clear.

Discussed most limitations to the studies performed.

Documents limitations believed may impact use in project.

16 points ☐

-Outline of evidence-based solutions being considered for project is not documented.

-Discussed most limitations to the studies performed.

Documents limitations believed may impact use in project.

8 points ☐

-Outline of evidence-based solutions, limitations of studies and potential impact to project is missing.

0 points ☐

Comments:

You did great job on this assignment.

Total Points Possible = 175 points

Points earned (sum of points in all columns) = _175___

Late assignment point deduction (if applicable) = ____

Total points earned for this assignment = _175___

Capstone Project Milestone #2:

Reference:

Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines (2nd ed.). Indianapolis, IN: Sigma Theta Tau International.

Title Your Name Chamberlain College of Nursing NR451 RN Capstone Course Term and Year

References

#Devry NR451 All Weeks Discussion and Milestone Entire Course

0 notes