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LUNG CANCER

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.

The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.
The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.
Part 1: Concept Map
• (relevant case study) Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Part 2: Additional Evidence (Narrative)
• Justify the value and relevance of the evidence you used as the basis for your concept map.
• Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
• Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
• Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
• Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
o Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
o Justify the value and relevance of the evidence used as the basis for a concept map.
• Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.
o Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
• Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
o Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
o Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Reference:
Cancer
• American Cancer Society (n.d.). Retrieved from https://www.cancer.org/
• Office on Women’s Health. (2014). Cancer. Retrieved from https://www.womenshealth.gov/cancer/index.htm

Sample Solution

n article targeting the Spanish language classroom, Geeslin (2003) explains why students and teachers should use self-assessment in the classroom, and how to use self-assessment. The author clearly links self-assessment to formative assessments and to the communicative language teaching approach. She states “the incorporation of student self-assessment creates a constructive dialogue between student and instructor and increases the degree to which students are aware of instructional goals for individual assignments (p.857). In their study published in 2014, Salimi, Asghar Kargar, & Zareian, analyzed learners of English as a foreign language (EFL) and self-assessment in order to make the learners more autonomous and to help them take responsibility in evaluating their own performance. The authors investigated the validity and reliability of self-assessment of pronunciation. It is stated that training the learners to evaluate their performance is essential to reliability. The results of the study are positive towards self-assessment. Lappin-Fortin & Rye (2014) investigated the relationship between self-evaluations completed by students and evaluations are done by outside evaluators, or expert raters, in a French pronunciation course. In this study, the researchers focused on general aspects of French pronunciation. They found that there was a significant correlation between the students’ self-evaluations and the experts’ evaluations. Students ranked themselves in a similar way to that of the experts. Additionally, the students’ pronunciation improved over the instructional period. However, this study did not have control and treatment groups, which poses a problem to the pronunciation improvement results, and while having qualitative data in the form of open-ended questions, the researchers did not make use of this data and only presented quantitative results.
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