Please include at least three scholarly sources within your initial post.
Elder abuse. Include physical, emotional, sexual, etc. How, as an APRN, can you screen for and address elder abuse? What types of health promotion concepts can be used to help advocate for the personal safety of our elders? Are there screening tools available? In what unconventional locations within your community might an elder screening be performed?
RUBRIC:
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplaryExceeds ExpectationsAdvancedMeets ExpectationsIntermediateNeeds ImprovementNoviceInadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 pointsComponents are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 pointsComponents are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 pointsAbsent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 pointsEvidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post.
All instruction requirements noted.
35 pointsLacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number of reply posts.
Most instruction requirements are noted.
31 pointsPost is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Did not follow instructions regarding number of reply posts.
Missing reference from peer posts.
Missing several instruction requirements.
Submits post late.
27 points40Frequency of DistributionInitial post and peer post(s) made on multiple separate days.
All instruction requirements noted.
10 pointsInitial post and peer post(s) made on multiple separate days.
8 pointsMinimum of two post options (initial and/or peer) made on separate days.
7 pointsAll posts made on same day.
Submission demonstrates inadequate preparation.
No post submitted.
6 points10OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas
5 pointsOrganized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 pointsPoor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted.
3 pointsIllogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No purpose statement.
Submits assignment late.
2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).
Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
There are no spelling, punctuation, or word-usage errors.
5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.
There are minimal to no grammar, punctuation, or word-usage errors.
4 pointsThree to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.
Multiple grammar, punctuation, or word usage errors.
3 pointsFive or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).
The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.
Grammar and punctuation are consistently incorrect. Spelling errors are numerous.
Submits assignment late.
2 points5Total Points100
How to Solve Please include at least three scholarly sources within your initial post. Elder abuse. Include physical, emotional, sexual, etc. How, as an APRN, can you screen for and address elder abuse? What types Nursing Assignment Help
Introduction:
Elder abuse is a growing concern in society, with physical, emotional, and sexual abuse, as well as neglect being some of the most common types. As an APRN, it is important to screen for and address elder abuse in our patients, as well as utilize health promotion concepts to advocate for the safety of our elders. This post will discuss how to screen for and address elder abuse, health promotion concepts that can be used for advocacy, screening tools available, and unconventional locations within the community where elder screening can be performed.
Screening and Addressing Elder Abuse:
Screening for elder abuse involves identifying risk factors for abuse, such as cognitive impairment, dependency on a caregiver, and a history of family violence. APRNs should also look for signs of abuse, including unexplained injuries, social isolation, and changes in behavior or personality. To address elder abuse, APRNs can initiate discussions with their patients and their family members, as well as contact adult protective services. In cases of abuse, treating APRNs must have proper reporting methods, counseling, and therapeutic interventions for their patients.
Health Promotion Concepts for Advocacy:
APRNs can use health promotion concepts like education, empowerment, and community mobilization to advocate for the safety of elders. Education programs can increase awareness of elder abuse and identify risk factors and prevention methods. Empowerment programs can help elders become more informed and assertive in their interactions with their caregivers. Community mobilization can involve community outreach, campaigns to raise public awareness, and patient advocacy programs.
Screening Tools Available:
Several screening tools are available for identifying elder abuse. Some examples of available tools include the Elder Abuse Suspicion Index (EASI), Elder Mistreatment Screening Tool (EMST), and Vulnerability to Abuse Screening Scale (VASS). These tools are designed to identify patients at risk of abuse and confront caregivers or family members suspected of elder abuse.
Unconventional Locations for Elder Screening:
Unconventional locations for elder screening include senior centers, community health fairs, and public events. Elder screening programs can be staffed by APRNs and other healthcare professionals who are trained to identify risk factors for abuse. These programs can also distribute educational materials and offer resources for seniors who are at risk of abuse.
Conclusion:
In conclusion, APRNs can play an important role in screening for and addressing elder abuse. They can also use health promotion concepts to advocate for elder safety. Screening tools are available to identify elders at risk of abuse. Unconventional locations for elder screening can include senior centers, community health fairs, and public events. It is important for APRNs to stay vigilant in their efforts to protect their elderly patients and prevent elder abuse in their communities.
