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41558The purpose of this assignment is to connect the work of the course (assignments, readings, discussion board, internet reviews) to all of the objectives specified below.
Take some time now to mindfully reflect over the assignments, readings, discussion board, and web site exploration activities of the course, Population Health, Epidemiology, and Statistical Principles.
Next, take a look at the written directions for the assignment and the rubric table for the assignment: Reflection on Achievement.
You will be constructing a mind map, or concept map, that relates (connects) the activities of the course to all of the outcome objectives provided for you on the assignment narrative.
The Concept Map must visually connect all of the specified objectives below (Program Outcomes, MSN Essentials, and NONPF Competencies) to course work
Program Outcome #2:
Create a caring environment for achieving quality health outcomes (Care-Focused).
MSN Essential IV:
Advocates for positive health outcomes through compassionate, evidence-based, collaborative advanced nursing practice. (Extraordinary Nursing)
National Organization of Nurse Practitioner Competencies #4: Practice Inquiry Competencies
Provides leadership in the translation of new knowledge into practice.
Generates knowledge from clinical practice to improve practice and patient outcomes.
Applies clinical investigative skills to improve health outcomes.
Leads practice inquiry, individually or in partnership with others.
Disseminates evidence from inquiry to diverse audiences using multiple modalities.
Analyzes clinical guidelines for individualized application into practice
2. Use Microsoft Word or PowerPoint to create a Concept Map
You can use the features of Word in the ribbon on the top of a Word doc page also. For instance, if you click on “insert” you will see shapes and SmartArt.
You can use a PowerPoint slide with shapes and lines to create a concept/mind map
Your Concept Map will visually depict how you see the assignments of the course meeting the outcomes above.
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