Pre-Briefing Simulation And Drug Cards Pre-Briefing Simulation And Drug Cards Pre-Briefing Simulation And Drug Cards THIS ASSIGNMENT HAS TWO PART QUESTIONS INSTRUCTION Please keep in mind you will also be required to recognize a variety of signs and symptoms linked to abnormalities in these skills. Therefore, in order to prepare for the simulation, you are required to complete the Pre-Briefing questions & Drug Cards below and submit to the faculty facilitating the simulation prior to the start of pre-briefing. If you do not complete the pre-briefing questions below and submit to faculty facilitating the simulation prior to the start of pre-briefing, you will not be permitted to participate in the simulation. PART 1 QUESTIONS SCENARIO OVERVIEW: Keola Akana is a 70-year-old male with a history of heart failure. He was admitted to the medical-surgical unit early on Monday morning for medication adjustment, monitoring, and cardiac rehabilitation. The scenario takes place on Monday at 0900, at which time morning medications are due. 1. What are the nutritional implications, key assessment findings, and nursing interventions for a patient with hypokalemia? 2. What are the signs and symptoms of digoxin toxicity and how would the nurse assess for these symptoms? In your response, be sure to include specific body systems. 3. How would the nurse provide family-centered care? PLEASE USE REFERENCE LESS THAN 5 YEARS OLD AND APA FORMAT NEEDED. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Pre-Briefing Simulation And Drug Cards SCENARIO OVERVIEW: Keola Akana is a 70-year-old male with a history of heart failure. He was admitted to the medical-surgical unit early on Monday morning for medication adjustment, monitoring and cardiac rehabilitation. During this scenario, students will have the opportunity to assess and manage medication administration for a patient experiencing digoxin toxicity. FOR EACH OF THE FOLLOWING DRUGS BELOW THAT WAS PRESCRIBED FOR THE ABOVE PATIENT WITH HEART FAILURE, WRITE OUT IN DRUG CARD FORMAT FOLLOWING THE HEADING BELOW 1) THE INDICATION, (2) DOSAGE, (3) CONTRAINDICATION, (4) SIDE EFFECTS, (5) ADVERSE EFFECTS AND (6) NURSING CONSIDERATION ? Patient: Keola Akana Drug Lists Lasix 40 mg po now and daily Potassium Chloride CR 10 mEq po daily Digoxin 0.25 mg po now and daily Atenolol 50mg po now and daily Acetaminophen 650 mg po Q 4 hrs PRN mild pain or temp greater than 101.3 IV saline flush Q 8hrs and PRN Order Now
Nursing
Change Proposal Project Components
Change Proposal Project Components Change Proposal Project Components Change Proposal Project Components In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice. Students will develop a 1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal: Background Problem statement Purpose of the change proposal PICOT Literature search strategy employed Evaluation of the literature Applicable change or nursing theory utilized Proposed implementation plan with outcome measures Identification of potential barriers to plan implementation, and a discussion of how these could be overcome Appendix section, if tables, graphs, surveys, educational materials, etc. are created Review the feedback on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting. Prepare this assignment according to the guidelines found in the APA Style Guide. Literature Review Childhood obesity is one of the leading public health issues facing the United States of America. This problem is characterized by children having a Body Mass Index (BMI) of more than 30. The rate of childhood obesity in the United States has been increasing significantly in the past decade. This has put many children at the risk of physical, social, and psychological issues; some of which are extended to their adulthood. Therefore, it is important to study this problem and develop interventions that can help reduce the rate of obesity in children. This study was designed to provide an evidence-based solution to obesity in children. The PICOT statement, children with a BMI above 30 who are undergoing nutritional monitoring compared to not being monitored nutritionally can achieve significant weight loss in a period of a year will be answered with help of a study aiming at evaluating how diet changes can be helpful in reducing the rates of obesity. This paper evaluates literature on childhood obesity, which helps to understand information on the public health issue that can be used to develop better interventions. Comparison of Research Questions The literature that has been included in this research mainly focuses on the causes and the effects of childhood obesity. Some of the studies evaluate the effects in childhood while others evaluate the adulthood effects. There are also studies on prevention and intervention methods for dealing with the public health issue. The study by GBD 2015 Obesity Collaborators (2017) has a different approach because it evaluates the trends in obesity across the world. This research is important because it helps to understand the extent of childhood obesity as a public health issue not only in America, but also in other countries. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Change Proposal Project Components Sahoo et al. (2015), evaluates the causes and effects of childhood obesity. The research takes an overall approach in evaluating all types of causes and effects of obesity in children. Xu and Xue (2016) also have a similar research question. This research also evaluates the causes and effects of obesity but is extended to evaluate the prevention strategies to avoid the occurrence of obesity in children. These two studies help to understand more about the factors that cause obesity in children, which is helpful in developing the intervention for this research. Other studies that have investigated the effects of childhood obesity pay attention to the possible effects in adulthood. Ayer et al. (2015) investigates the possible lifetime risks of cardiovascular disease because of childhood obesity. The authors hypothesize that a person has a higher lifetime risk of cardiovascular disease if they are overweight or obese as a child. Simmonds et al. (2016) investigates the risk of being obese as an adult when one is obese as a child. The studys research question asks whether the risk of obesity in adulthood is increased by childhood obesity. The remaining studies evaluated in the literature answer research questions aiming at understanding the dynamics of prevention and intervention techniques for childhood obesity. Oelscher et al. (2015) seeks to understand whether a systems-based approach would work better than a primary based approach in preventing obesity in low income and ethnically diverse communities. Allender et al. (2016) evaluates how community action can influence childhood obesity prevention initiatives. Lastly, Davis et al. (2016) investigates whether mothers perceptions on obesity risk factors influence the rate of obesity in the communities. These three studies help to give an insight into the effective strategies of preventing and reducing obesity in children. Comparison of Sample Populations Half of the studies evaluated for this study were reviews of other studies done in the past either in the form of systematic literature reviews or meta-analyses. Sahoo et al. (2015) evaluated literature reviews but does not mention the methodological process; hence, the sample size is not clear. Similarly, Xu and Xue (2016) has a random evaluation of literature with no review of the methodology; hence, the exact sample is unknown. Ayer et al. (2015) sample is made up of primary cohort studies on cardiovascular disease and obesity. The study evaluates 8 research studies to with a total sample of over 300 participants. Lastly, Simmonds et al. (2016) conducted a meta-analysis that included 15 cohort studies with a total sample size of 200,777 participants. The remaining literature includes primary studies. Oelscher et al. (2015) conducted a primary study with 576 children between 2 and 12 years as the participants. Allender et al. (2016) also did a primary study with a sample of 5050 children from 84 primary schools as the participants. GBD 2015 Obesity Collaborators (2017) performed a study of 67.8 million people in 175 countries across the world. Lastly, Davis et al. (2016) only had 40 Mexican American mothers as the participants of the research. Comparison of the Limitations of the Studies The most common limitation in the selected studies is in the sample size of the studies. Sahoo et al (2015) and Xu and Xue (2016) fail to mention the sample selection process. Therefore, the applicability of the information they present is limited. Davis et al (2016) only used 40 Mexican-American women in their study. This is a very small sample to apply the results to a wider community and includes the members of only one community. Therefore, cultural factors such as the beliefs and attitudes of Mexicans towards factors affecting obesity could affect the results. Oelscher et al. (2015) also has a very small sample of slightly above 500 kids; hence, the results may not be representative of the entire population. The limitation of GBD 2015 Obesity Collaborators (2017) study is that it is done in many countries but does not evaluate the unique cultural factors that affect obesity rates in each of the populations evaluated. It may be unwise to generalize the results for all populations. Conclusion Generally, there is consistency is the results of the studies evaluated in this literature review. All the studies show obesity as a serious public health issue regardless of the population within which the study has been conducted. The causes and effects of obesity are also similar in the studies that evaluate these factors. The prevention and intervention techniques that have been examined also revolve around diet and exercise in all studies. Order Now
The Nurse Leader As Knowledge Worker
The Nurse Leader As Knowledge Worker The Nurse Leader As Knowledge Worker The Nurse Leader As Knowledge Worker https://www.onlinenursingessays.com/assignment-the-nurse-leader-as-knowledge-worker-2/ The term knowledge worker was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar? Nurses are very much knowledge workers. What has changed since Druckers time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways. In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker. Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers. To Prepare: Review the concepts of informatics as presented in the Resources. Reflect on the role of a nurse leader as a knowledge worker. Consider how knowledge may be informed by data that is collected/accessed. The Explain the concept of a knowledge worker. Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker. Develop a simple infographic to help explain these concepts. NOTE: For guidance on infographics, including how to create one in PowerPoint, see How to Make an Infographic in PowerPoint presented in the Resources. Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues responses. hypothetical scenario originally shared in the discussion forum is: Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: The Nurse Leader As Knowledge Worker Nursing, as with all other professional fields, has seen an amazing speed in which technological changes in the last 25 years. Assignment The Nurse Leader As Knowledge Worker Information systems provide limitless possibilities for learning and exploring, connecting and bringing the world to within reach. For nursing, the widening range of available technology enables the opportunities for research and reform unproven clinical practices to evidence-based practices. Nursing informatics is synthesis of nursing science, information science, computer science, and cognitive science for the purpose of managing, disseminating, and enhancing healthcare data, information, knowledge, and wisdom to improve collaboration and decision making provide high quality patient care; and advance the profession of nursing.( McGonigle & Mastrian, 2017). Nursing Informatics also needs to stay updated on policies and processes, so they know how to correctly build them in the systems. Technology in hospitals are ever growing, which means that nursing informatics is just scratching the surface and will continue to grow over the year. Sweeny, 2017 define informatics as the integration of healthcare sciences, computer science, information science and cognitive science to assist in the management of healthcare information (p. 223). The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account. Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data. The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account. According to Nagle et al,(2017) Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data. Using The future development of nursing capabilities in data science will essentially lead to an entirely new cadre of nursing informatics specialists whose work will focus on deriving new nursing knowledge from not only electronic health record data, but also the data from sensor and remote monitoring technologies, patient portals and mobile apps described above. The implications of omics data such as genomics, metabolomics, and proteomics, being included as part of the electronic health record in the near future, should be taken into account. Nurse informatics specialists will be pivotal in assisting to identify potential ethical and practice implications in the use of these data. A clarified scenario is patient admission to the hospital, patients with a medical or surgical condition may not be identified as having a substance abuse problem. Nurses need to be able to recognize alcohol withdrawal syndrome and start appropriate interventions within the first 24 hours. Otherwise, such complications as seizures and substance withdrawal delirium may arise. Most hospitals have implemented this practice by including it in initial nursing assessments by checking the vital signs every three hours. But because not all patients are identified on admission as having the potential for alcohol withdrawal, you must stay alert for signs and symptoms. These may arise 4 to 12 hours after the patients last drink and may emerge while the patients still intoxicated. Many patients with long-term alcohol dependence dont allow their blood alcohol level (BAL) to drop below a comfortable level, so withdrawal may begin when BAL is still in the intoxication range.autonomic hyperactivity (such as sweating or a pulse faster than 100 beats/minute), increased hand tremor, insomnia, nausea or vomiting transient visual, tactile, or auditory hallucinations or illusions, psychomotor agitation, anxiety, grand mal seizures. Consider the rapid action on the patient, nurses relied on the immediate data and information that the patient as shown during the initial rapid assessment to deliver appropriate care to the patient. Message send to on call- doctors via telehealth. Using the technology like the pulse oximeter and blood pressure machine and breathalyzer with assist with the support of the delivery care. References: McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning. National Institute on Alcohol Abuse and Alcoholism; National Institutes of Health. Helping Patients Who Drink Too Much: A Clinicians Guide and Related Professional Support Resources. www.niaaa.nih.gov/Publications/EducationTrainingMaterials/Pages/guide.aspx. Accessed May 15, 2012. Nagle, L. M., Sermeus, W., & Junger, A. (2017). Evolving Role of the Nursing Informatics Specialist. Studies In Health Technology And Informatics, 232, 212221. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=28106600&site=eds-live&scope=site Sweeney, J. (2017). Healthcare informatics.(1)Online Journal of Nursing Informatics, 21 Resources: McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 1, Nursing Science and the Foundation of Knowledge (pp. 719) Chapter 2, Introduction to Information, Information Science, and Information Systems (pp. 2133) Chapter 3, Computer Science and the Foundation of Knowledge Model (pp. 3562) Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21(1). Note: You will access this article from the Walden Library databases. Rubric: Develop a 5- to 6-slide PowerPoint presentation that addresses the following: · Explain the concept of a knowledge worker. · Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker. Levels of Achievement:Excellent 32 (32%) 35 (35%) The presentation clearly and accurately explains the concept of a knowledge worker. The presentation clearly and accurately defines and explains nursing informatics with a detailed explanation of the role of the nurse leader as a knowledge worker. Includes: 3 or more peer-reviewed sources and 2 or more course resources.Good 28 (28%) 31 (31%) The presentation explains the concept of a knowledge worker. The presentation defines and explains nursing informatics with an explanation of the role of the nurse leader as a knowledge worker. Includes: 2 peer-reviewed sources and 2 course resources.Fair 25 (25%) 27 (27%) The presentation inaccurately or vaguely explains the concept of a knowledge worker. The presentation inaccurately or vaguely defines and explains nursing informatics with an inaccurate or vague explanation of the role of the nurse leader as a knowledge worker. Includes: 1 peer-reviewed sources and 1 course resources.Poor 0 (0%) 24 (24%) The presentation inaccurately and vaguely explains the concept of a knowledge worker or is missing. The presentation inaccurately and vaguely defines and explains nursing informatics with an inaccurate and vague explanation of the role of the nurse leader as a knowledge worker or is missing. Includes: 1 or fewer resources.Feedback: · Develop a simple infographic to help explain these concepts. Levels of Achievement:Excellent 14 (14%) 15 (15%) The presentation provides an accurate and detailed infographic that helps explain the concepts related to the presentation.Good 12 (12%) 13 (13%) The presentation provides an infographic that helps explain the concepts related to the presentation.Fair 11 (11%) 11 (11%) The presentation provides an infographic related to the concepts of the presentation that is inaccurate or vague.Poor 0 (0%) 10 (10%) The infographic provided in the presentation related to the concepts of the presentation is inaccurate and vague, or is missing.Feedback: · Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data you could use, how the data might be accessed/collected, and what knowledge might be derived from the data. Be sure to incorporate feedback received from your colleagues replies. Levels of Achievement:Excellent 32 (32%) 35 (35%) The presentation clearly and thoroughly includes the hypothetical scenario originally shared in the Discussion Forum, including a detailed and accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.Good 28 (28%) 31 (31%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an accurate examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data.Fair 25 (25%) 27 (27%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague or inaccurate.Poor 0 (0%) 24 (24%) The presentation includes the hypothetical scenario originally shared in the Discussion Forum, including an examination of the data used, how the data might be accessed/collected, and the knowledge that could be derived from the data that is vague and inaccurate, or is missing.Feedback: Written Expression and Formatting Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focusedneither long and rambling nor short and lacking substance. Levels of Achievement:Excellent 5 (5%) 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity.Good 4 (4%) 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.Fair 3.5 (3.5%) 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.Poor 0 (0%) 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.Feedback: Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation Levels of Achievement:Excellent 5 (5%) 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.Good 4 (4%) 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors.Fair 3.5 (3.5%) 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors.Poor 0 (0%) 3 (3%) Contains many (= 5) grammar, spelling, and punctuation errors that interfere with the readers understanding.Feedback: Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. Levels of Achievement:Excellent 5 (5%) 5 (5%) Uses correct APA format with no errors.Good 4 (4%) 4 (4%) Contains a few (1-2) APA format errors.Fair 3.5 (3.5%) 3.5 (3.5%) Contains several (3-4) APA format errors.Poor 0 (0%) 3 (3%) Contains many (= 5) APA format errors.Feedback: Total Points: 100 Order Now
Health Care Culture
Health Care Culture Health Care Culture Health Care Culture The purpose of this assignment is to discuss health care culture and describe how CWV (Christian worldview) can be used to improve ethical practices. In a 1,000-1,250-word essay, discuss the important factors associated with health care culture. Include the following in your essay: 1. A definition of health care culture, including culture of excellence and safety. 2. Two or three examples of principles for building a culture of excellence and safety. 3. An explanation of the role of various stakeholders in improving health care culture. 4. An explanation of how Christian worldview (CWV) principles might be used by health care organizations to improve ethical practices, whether the organizations are Christian or not. 5. Two or three examples of how the integration of faith learning and work at GCU (Grand Canyon University) can be implemented by individuals to improve health care culture. This assignment requires a minimum of three peer-reviewed scholarly sources. Prepare this assignment according to the guidelines found in the APA Style Guide 7th edition. This assignment uses a rubric. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Health Care Culture Health Care Culture RUBRIC Health Care Culture Rubric Definition of Health Care Culture 11 points Examples of How to Build a Culture of Excellence and Culture of Safety 12 points Role of Various Stakeholders in Improving Health Care Culture 12 points Explanation of How CWV Principles Might Be Used 12 points Examples of How the Integration of Faith, Learning, and Work 12 points Scholarly Sources 11 points Thesis, Position, or Purpose 7 points Development, Structure, and Conclusion 8 points Evidence 5 points Mechanics of Writing 5 points Format/Documentation 5 points Total 100 points Order Now
Physical Assessment Gastrointestinal System Assignment
Physical Assessment Gastrointestinal System Assignment Physical Assessment Gastrointestinal System Assignment Physical Assessment Gastrointestinal System Assignment Top of Form You will perform a history of an abdominal problem that your instructor has provided you or one that you have experienced and perform an assessment of the gastrointestinal system. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the drop box provided. Remember to be objective when you document; do not make judgments. For example, if the person has a palpably enlarged liver, do not write the liver is enlarged probably because they drink too much. Avoid stating that something is normal but instead state WHY you think it is normal. For example, if you think that the abdomen looks normal which is subjective then document that the abdomen is flat, skin color consistent with rest of body, no lesions, scars, bulges, or pulsations noted. Write from nursing perspective No consideration for plagiarism Title: Documentation of problem based assessment of the gastrointestinal system. Purpose of Learning the required components of documenting a problem based subjective and objective assessment of gastrointestinal system. Identify abnormal findings. Course Competency: Prioritize appropriate assessment techniques for the gastrointestinal, breasts, and genitourinary systems. Instructions: Content: Use of three sections: · Subjective · Objective · Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Physical Assessment Gastrointestinal System Assignment Format: · Standard American English (correct grammar, punctuation, etc.) Documentation Grading Rubric- 10 possible points Levels of Achievement Criteria Emerging Competence Proficiency Mastery Subjective (4 Pts) Missing components such as biographic data, medications, or allergies. Symptoms analysis is incomplete. May contain objective data. Basic biographic data provided. Medications and allergies included. Symptoms analysis incomplete. Lacking detail. No objective data. Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Lacking detail. No objective data. Information is solely what client provided. Basic biographic data provided. Included list of medications and allergies. Symptoms analysis: PQRSTU completed. Detailed. No objective data. Information is solely what client provided. Points: 1 Points: 2 Points: 3 Points: 4 Objective (4 Pts) Missing components of assessment for particular system. May contain subjective data. May have signs of bias or explanation of findings. May have included words such as normal, appropriate, okay, and good. Includes all components of assessment for particular system. Lacks detail. Uses words such as normal, appropriate, or good. Contains all objective information. May have signs of bias or explanation of findings. Includes all components of assessment for particular system. Avoided use of words such as normal, appropriate, or good. No bias or explanation for findings evident Contains all objective information Includes all components of assessment for particular system. Detailed information provided. Avoided use of words such as normal, appropriate, or good. No bias or explanation for findings evident. All objective information Points: 1 Points: 2 Points: 3 Points: 4 Actual or Potential Risk Factors (2 pts) Lists one to two actual or potential risk factors for the client based on the assessment findings with no description or reason for selection of them. Failure to provide any potential or actual risk factors will result in zero points for this criterion. Brief description of one or two actual or potential risk factors for the client based on assessment findings with description or reason for selection of them. Limited description of two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them. Comprehensive, detailed description of two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them. Points: 0.5 Points: 1 Points: 1.5 Points: 2 Write from nursing perspective No consideration for plagiarism Order Now