Capella Guidelines for Effective PowerPoint Presentations [PPTX].

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Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

  • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
  • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
  • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
  • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
  • Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.

There are various ways to structure your presentation; following is one example:

  • Part 1: Organizational or Patient Issue.
    • What is the issue that you are trying to solve or improve?
    • Why should the audience care about solving it?
  • Part 2: Relevance of an Interdisciplinary Team Approach.
    • Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
    • How will it help to achieve improved outcomes or reach a goal?
  • Part 3: Interdisciplinary Plan Summary.
    • What is the objective?
    • How likely is it to work?
    • What will the interdisciplinary team do?
  • Part 4: Implementation and Resource Management.
    • How could the plan be implemented to ensure effective use of resources?
    • How could the plan be managed to ensure that resources were not wasted?
    • How does the plan justify the resource expenditure?
  • Part 5: Evaluation.
    • What would a successful outcome of the project look like?
    • What are the criteria that could be used to measure that success?
      • How could this be used to show the degree of success?

Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.

 

  • Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
  • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
  • APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

Guidelines for Effective PowerPoint Presentations

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Guidelines for Effective PowerPoint Presentations

 

 

 

 

 

 

Introduction

One concern about visual presentations is that the technology used to create them can be used in such a way that it actually detracts from the message rather than enhances it. To help you consider carefully how your message is presented so that it reflects care, quality, and professionalism, consider the information provided in the remaining slides.

NOTE: This presentation serves as an example in itself, by utilizing all of the guidelines mentioned.

 

 

 

Outline

Writing

Organization

Audience

Design

Images

Bullets

Tables

Font

Speaker Notes

The following topics will be covered:

 

 

 

Writing

Present ideas succinctly with lean prose.

Use short sentences.

Use active, rather than passive voice.

Avoid negative statements, if possible.

Avoid double negative entirely.

Check spelling and grammar.

Use consistent capitalization rules.

 

 

 

Organization

Develop a clear, strategic introduction to provide context for the presentation.

Develop an agenda or outline slide to provide a roadmap for the presentation.

Group relevant pieces of information together.

Integrate legends and keys with charts and tables.

Organize slides in logical order.

Present one concept or idea per slide.

Use only one conclusion slide to recap main ideas.

 

 

 

 

Audience

Present information at language level of intended audience.

Do not use jargon or field-specific language.

Follow the 70% rule—If it does not apply to 70% of your audience, present it to individuals at a different time.

 

 

 

 

Design

Use a consistent design throughout the presentation.

Keep layout and other features consistent.

Use the master slide design feature to ensure consistency.

Use consistent horizontal and vertical alignment of slide elements throughout the presentation.

Leave ample space around images and text.

 

 

 

 

Images

When applicable, enhance text-only slide content by developing relevant images for your presentation.

Do not use gratuitous graphics on each slide.

Use animations only when needed to enhance meaning. If selected, use them sparingly and consistently.

 

 

 

 

Bullets

Use bullets unless showing rank or sequence of items.

If possible, use no more than five bullet points and eight lines of text total per slide.

 

 

 

Tables

Use simple tables to show numbers, with no more than 4 rows x 4 columns.

Reserve more detailed tables for a written summary.

 

 

 

Font

Keep font size at 24 point or above for slide titles.

Keep font size at 18 or above for headings and explanatory text.

Use sans serif fonts such as Arial or Verdana.

Use ample contrast between backgrounds and text.

 

 

 

 

Speaker Notes

Summarize key information.

Provide explanation.

Discuss application and implication to the field, discipline or work setting.

Document the narration you would use with each slide.

 

 

 

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Bullying prevention is a growing research field that investigates the complexities and consequences of bullying. There is also a complex relationship between bullying and suicide. 

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Bullying prevention is a growing research field that investigates the complexities and consequences of bullying. There is also a complex relationship between bullying and suicide.

Visit http://www.stopbullying.gov/resources/inde x.html and identify resources for preventing bullying and assisting children who have been bullied. Instructions:

Post your discussion to the Moodle Discussion Forum. Word limit 500 words. Support your answers with the literature and provide citations and references in APA, 7th ed. format with shcolarly references no older than 5 years

Organizational, Interpersonal, and Group Communication Page 484

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Organizational, Interpersonal, and Group Communication Page 484

You  are the nursing supervisor of an assisted living facility (ALF).  Recently you have received multiple complaints from several residents  about the lack of assistance and care they receive from one of the day  shift nursing assistants (NAs). You are surprised because this NA  received the “Employee of Year” award just last year. As the nursing  supervisor, you must approach and discuss these complaints with the NA.

 Question #1

Nonverbal communication is very powerful.

a) Identify at least four types of nonverbal communication.

b) Describe how your nonverbal behavior should be congruent with your verbal communication in this scenario.

 Question #2

a) Explain how you will communicate effectively with the NA who is a different gender than yourself.

Guidelines:

  1. Initial post: Respond  to the discussion questions posted in Discussion board by Monday  (11:59pm)  must be at least 150 to 200 words in length to earn credit  for the assignment
  2. Peer response: Each Student must respond to at least (2) other students‘ INITIAL post (must be at least 100 words in length by Wednesday (11:59pm) to earn credit for the assignment
  3. The initial and response posts must  each have a minimum of two (2) outside references (i.e., textbook,  medical/nursing resources, etc.) to earn credit for assignment
  4. Cite your references APA 7th

Assignment topic for Communication:

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Assignment topic for Communication:

Under the communication topic is the idea of advanced directives. The  advance directive idea has grown from basic forms that can be found in  the state statutes to very refined documents such as Five Wishes or  POLST or MOLST. But to start this topic we can access the Florida State  statutes and see what the State of Florida has to offer as a advance  directive. Here is the direct link to the Florida State Statute 765.101 https://www.caringinfo.org/planning/advance-directives/by-state/florida/ 

 Links to an external site.

Scroll down to “Download Florida Advance Directive” This will give  you an idea about the contents of the standard State form using the  Florida one as an example. If you list the main parts it will give you  an idea about the types of choices these forms allow for which are not  exactly detailed or extensive in content. Now if you were to open a Five  Wishes form: https://www.fivewishes.org/five-wishes-sample.pdf 

 Links to an external site. and compare to the earlier State form it becomes obvious the difference.

As a variation on the same theme there is also the POLST form which  also gives several choices as a type of advance directive form. This  will be our discussion for the communication module.

Assignment: Compare  the two methods of Advanced Directives, that is the State of Florida  form with either the Five Wishes or the POLST form and describe the  following:

a) What are the differences between the forms?

b) Why do you think that there are differences between the forms?

c) What is accomplished by the newer generation of advanced directive (eg. Five Wishes or POLST)?

d) Which form would you rather have as a patient? and why?

Your answer should be at least 300 words and have a reference to it.  You should comply with APA 7th ed guidelines and answer all of the  questions clearly and completely.

Managing Generational Diversity in the Hospital SettingLinks to an external site.

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Step 1 Read the article.

Review the article,  Managing Generational Diversity in the Hospital SettingLinks to an external site.

Step 2 Post your response to the discussion board.

Respond to the following question and, if appropriate, include personal experience as part of your answer.

  • The article discusses common threads of safe patient care and optimal patient outcomes. If you were the nurse manager on your unit, how would you use these concepts to work with generational differences?

Step 3 Read other students’ posts and respond to at least two of them by Friday at 11:59pm Mountain Time.

Use your personal experience, if it’s relevant, to support or debate other students’ posts. In your responses, provide one other example of how, as a manager, you would assist to meet patient/family needs. If differences of opinion occur, debate the issues professionally and provide examples to support opinions.

This week, you will select Lewin’s change theory or the PDCA that would work best for your proposed quality improvement project. you will need to summarize the main theoretical notions and concepts of the selected theory.

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This week, you will select Lewin’s change theory or the PDCA that would work best for your proposed quality improvement project. you will need to summarize the main theoretical notions and concepts of the selected theory. You will then need to discuss in detail the various stages of implementation of the proposed project based on the selected theory.

The Doctor of Nursing as a Social Change Agent

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Post an explanation of how you anticipate enacting personal and professional commitment for advocacy to positively impact your patients, communities, and the profession. Be specific. Then, explain how your role as a DNP-prepared nurse contributes to advocacy for positive social change.

1.

My personal and professional commitment to advocacy includes both short and long-term goals within the nursing profession. From a professional standpoint, I am afforded the opportunity to offer input on ways to continuously improve the patient care experience and care delivery. Providing feedback offered directly from patients as well as discussing barriers I experience as a prescriber, including but not limited to coordination with other members of the care team or barriers within technology, will be at the forefront. Openly discussing setbacks provides the opportunity to brainstorm improvements, ultimately improving patient care outcomes.

Personal commitments to the nursing profession and patient advocacy include the accountability to remaining current within my knowledge of medications and therapies available to treat the mental health population. The formal education provided within the Doctor of Nursing practice (DNP) program provides the structure and skills needed to employ within professional practice. These skills ensuring that the DNP is seeking out and utilizing quality, evidence-based measures to treat patients with interventions supported by adequate science and research (American Association of Colleges of Nursing, 2006). Networking with other mental health professionals both within the nursing field and in other capacities will also expand and enact my commitment to patient advocacy and social change. Learning from other professionals, hearing their perspectives on current events, and in exchange offering my perspective will offer a broad view of treatment approaches and current topics (Hann et al., 2020).

The Doctor of Nursing as a Social Change Agent

As a DNP, I would like to employ my skills as a social change agent by engaging in educational opportunities within the mental health community, driven by research opportunities. Engaging in the research that guides evidence-based practices improves outcomes for the millions of patients impacted by care delivery and would exercise the practice-based research skills formed in DNP education (Iwama et al., 2023). Utilizing the terminal DNP degree to its utmost while continuing to engage in patient care would combine the aspects I found most rewarding of my MSN-PMHNP career and the completion of the DNP program. Advocating for improved treatment measures within the mental health community, as well as for increased access to appropriate care and diagnostic assessments, are all ways in which I would like to engage in DNP research opportunities. Providing education, facts, and data related to how patients are impacted by lack of access to specialized psychiatric care due to barriers such as telehealth restrictions and lack of full practice authority for nurse practitioners will continue to increase awareness of these topics and lobby for change. The DNP offers specialized insight into these topics as a professional working not only for but within the field, and holds significant weight when discussing these topics with both other professionals as well as non-professionals.

References

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf

Hann, K., Heather Pearson, Campbell, D., Sesay, D., & Eaton, J. (2020). Factors for success in mental health advocacy. Global Health Action, 8(0), 1–9. https://doi.org/10.3402/gha.v8.28791

Iwama, K., Travis, A., Nowlin, S., Souffront, K., Finlayson, C., Gorbenko, K., & Cohen, B. (2023). Barriers, facilitators, and opportunities for Doctor of Nursing Practice engagement in translational research. Nursing Outlook, 71(5). https://doi.org/10.1016/j.outlook.2023.102031In the nursing profession, advocating for our patients is something that is deeply ingrained in us.  One of the five key areas of the social determinants of health is access to healthcare (Centers for Disease Control and Prevention, 2021).  Unfortunately, approximately one in ten patients do not have health insurance (Berchick et al., 2018).  In the field of mental health, we often see patients who are too disorganized to navigate the health insurance system and experience lapses in insurance.  In Massachusetts, we are required to abide by the Expedited Psychiatric Inpatient Admissions (EPIA) Policy, which mandates that “no individual boarding in an ED waiting placement in a psychiatric hospital will wait more than 96 hours before Department of Mental Health has been notified, regardless of whether the individual is uninsured or has coverage not regulated by Division of Insurance” (Executive Office of Health and Human Services, 2023).  The pressure to decompress emergency rooms and move psychiatric patients out as quickly as possible means that we often receive patients who are uninsured.  In order to help our patients get the services they need, nurses and social workers assist our patients in taking the necessary steps to obtain health insurance.  This often means lengthy phone wait times on phone calls, but as advocates, we do what is necessary to ensure positive outcomes for our patients.

                                                                     Advocacy in my Community

As an agent of positive change, I will advocate at the community level for residents who suffer from mental illness.  In spite of the “growing recognition of the burden associated with mental illnesses and the availability of cost-effective treatments, they are not yet afforded the same policy or program priority as comparably disabling physical conditions” (Stuart, 2017).  I aim to increase access to mental health services by expanding my organization’s service lines to include outpatient services for mental health and substance use disorders.  In order to gain buy-in from the community, I plan to attend town meetings to advocate for increased services as well as partnering with local Emergency Departments to educate them about the mental health services that my organization offers.  I plan to seek meetings with local politicians to advocate that resources be invested into increasing services for mental health and substance use disorder services.

                                                                     Advocacy in my Profession

According to a recent survey conducted by the American Psychiatric Nurses Association (APNA), “only 4% of licensed registered nurses (RNs) work in psychiatric-mental health, If that percentage is still consistent, then there are approximately 154,000 RNs working in psychiatric-mental health, which is not nearly enough to meet the demand” (APNA, 2018).  As a doctorally prepared nurse, it is critical that I take steps now to increase the number of nurses who specialize in mental health.  I aim to do this on the local level by partnering with local nursing schools to invite them into my organization for their psychiatric clinical rotations.  Additionally, I will attend local universities’ career fairs so that I can provide information to nursing students about the advantages of working in the field of mental health.

                                                                          Advocacy and Social Change

As a doctorally prepared nurse, I aim to help close the gaps in the inequities of access in the field of mental health.  To do so, I must first identify opportunities to advocate for my own patients by assisting them in obtaining health insurance so that they are able to have access to outpatient services.  At the community level, I aim to increase access to mental health services by expanding my organization’s service lines to include more outpatient services for psychiatry and substance use disorders.  With regard to the profession of nursing, specifically psychiatric nursing, it is imperative that I identify ways to increase interest for newly graduated RNs to join the field by promoting the field at local nursing schools.  By acting as an advocate on all three levels, I will be able to effect positive social change in the field of psychiatric nursing.

                                                                                   References

American Psychiatric Nurses Association. (2018). Report on the APNA National Psychiatric Mental Health Advanced Practice Registered Nurse Survey. https://journals.sagepub.com/doi/abs/10.1177/1078390318777873?journalCode=japa

Berchick, E.R., Hood, E., & Barnett, J.C. (2018). Health Insurance Coverage in the United States: 2017. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2018/demo/p60-264.pdfLinks to an external site. [PDF – 1.4 MB]

Centers for Disease Control and Prevention. (2021). Social determinants of health: Know what affects health. https://www.cdc.gov/socialdeterminants/index.htmLinks to an external site.

Executive Office of Health and Human Services. (2023). Expedited Psychiatric Inpatient Admissions (EPIA) Policy. https://www.mass.gov/info-details/expedited-psychiatric-inpatient-admissions-epia-policyLinks to an external site.

Stuart, H. (2017). Reducing the Stigma of Mental Illness. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5314742/

2.

My personal and professional commitment to advocacy includes both short and long-term goals within the nursing profession. From a professional standpoint, I am afforded the opportunity to offer input on ways to continuously improve the patient care experience and care delivery. Providing feedback offered directly from patients as well as discussing barriers I experience as a prescriber, including but not limited to coordination with other members of the care team or barriers within technology, will be at the forefront. Openly discussing setbacks provides the opportunity to brainstorm improvements, ultimately improving patient care outcomes.

Personal commitments to the nursing profession and patient advocacy include the accountability to remaining current within my knowledge of medications and therapies available to treat the mental health population. The formal education provided within the Doctor of Nursing practice (DNP) program provides the structure and skills needed to employ within professional practice. These skills ensuring that the DNP is seeking out and utilizing quality, evidence-based measures to treat patients with interventions supported by adequate science and research (American Association of Colleges of Nursing, 2006). Networking with other mental health professionals both within the nursing field and in other capacities will also expand and enact my commitment to patient advocacy and social change. Learning from other professionals, hearing their perspectives on current events, and in exchange offering my perspective will offer a broad view of treatment approaches and current topics (Hann et al., 2020).

The Doctor of Nursing as a Social Change Agent

As a DNP, I would like to employ my skills as a social change agent by engaging in educational opportunities within the mental health community, driven by research opportunities. Engaging in the research that guides evidence-based practices improves outcomes for the millions of patients impacted by care delivery and would exercise the practice-based research skills formed in DNP education (Iwama et al., 2023). Utilizing the terminal DNP degree to its utmost while continuing to engage in patient care would combine the aspects I found most rewarding of my MSN-PMHNP career and the completion of the DNP program. Advocating for improved treatment measures within the mental health community, as well as for increased access to appropriate care and diagnostic assessments, are all ways in which I would like to engage in DNP research opportunities. Providing education, facts, and data related to how patients are impacted by lack of access to specialized psychiatric care due to barriers such as telehealth restrictions and lack of full practice authority for nurse practitioners will continue to increase awareness of these topics and lobby for change. The DNP offers specialized insight into these topics as a professional working not only for but within the field, and holds significant weight when discussing these topics with both other professionals as well as non-professionals.

References

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf

Hann, K., Heather Pearson, Campbell, D., Sesay, D., & Eaton, J. (2020). Factors for success in mental health advocacy. Global Health Action, 8(0), 1–9. https://doi.org/10.3402/gha.v8.28791

Iwama, K., Travis, A., Nowlin, S., Souffront, K., Finlayson, C., Gorbenko, K., & Cohen, B. (2023). Barriers, facilitators, and opportunities for Doctor of Nursing Practice engagement in translational research. Nursing Outlook, 71(5). https://doi.org/10.1016/j.outlook.2023.102031

Assignment: Pick one of the case studies that follow and read  the story and then answer the questions that are listed below the story.

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Assignment: Pick one of the case studies that follow and read  the story and then answer the questions that are listed below the story.

Case #1:

Mr. B.: Family Conflicts

Mr. B. is a 21-year-old African-American male who has been treated  over the last year at your hospital for widely metastatic Burkitt’s  lymphoma. Mr. B. had lived at home with his mother, but a few months ago  against his mother’s wishes, he married his long time 17-year-old  girlfriend who is the mother of his 2-year-old son. His mother does not  get along with the patient’s wife. The couple have a small apartment and  his wife has been trying to keep working nights as a nurses’ aide to  support them. He’s applied for disability, but they currently have no  consistent source of financial support except her part-time job.

Unfortunately, after his first course of chemotherapy, he became  septic and nearly died in the ICU. His disease has continued to progress  through second and third line treatment, and he has been hospitalized  almost continuously for the last two months for dehydration and fevers,  among other problems.

He has been evaluated for bone marrow transplant, but has steadfastly  refused it because “I don’t want my family to lose everything because  it’s probably not going to work at this point.” He has told you that he  was pressured by his mother to have the evaluation: “It’s really hard to  say ‘No’ to her. Mom told me she’d take the hospital to court, if they  don’t do a full court press. She’s already contacted a lawyer. My wife  can’t stand up to her, so I guess I’ll end up doing it even though I  don’t want to.”

Questions:

  1. What ethical principle(s) is/are at issue in this case?
  2. Does this situation warrant an ethics consult from the hospital ethics committee? If so, who should initiate it?
  3. What, if any, legal issues should be examined?
  4. What patient/family issues should be addressed?
  5. What advocacy role do you have as the oncology nurse taking care of this patient?

Case #2:

Ms. D.: Patient & Interdisciplinary Team Disagree on Treatment

As a nurse working in an inner city medical center hospital, you take  care of many underserved patients. On rounds with the gynecology  oncology team, you meet Ms. D., a 33-year-old white unmarried woman with  Stage IIIC ovarian cancer. Ms. D. has refused all offers of  chemotherapy treatment for ovarian cancer that has now spread throughout  her abdomen and inguinal nodes. She has malignant ascites and a bowel  obstruction. Her condition has worsened to the point that she has to  have daily paracenteses and the team has told her that they may have to  operate to partially alleviate the obstruction.

She tells you she has schizophrenia and she hasn’t taken her  psychotropic medications in a while because “they’re poison.” She tells  you, “I may be crazy, but I’m not stupid. That treatment is going to  kill me. I don’t want it.” The treatment team tells her that treatment  is her only chance of curing her cancer, and they will contact her  family against her wishes to make sure she gets appropriate treatment.

Assignment  Questions:
  1. What ethical principle(s) is/are at issue in this case?
  2. Should an ethics consultation be requested?
  3. What advocacy roles do you have as the oncology nurse taking care of this patient?
  4. Do you think Ms. D. is capable of being her own decision-maker? If  not, what resources does your hospital have to assist in appointing a  DPOA (Durable Power of Attorney) or guardian (social services, patient  advocates, relationship with state Ombudsman)?

Case Study

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Case Study

Perhaps the one case study that best depicts the effect that  therapeutic jurisprudence might have involves the case of Theresa  (Terri) M. Schiavo.  Ms. Schiavo suffered a cardiac arrest in February  1990.  She was without oxygen for approximately 11 minutes, or 5 to 7  minutes longer than most medical experts believe is possible to sustain  without suffering brain damage. At the insistence of her husband, she  was intubated, placed on a ventilator, and eventually extubated and  received a tracheotomy. The cause of her cardiac arrest was later  determined to be a severe electrolyte imbalance caused by an eating  disorder, as Ms. Schiavo had lost approximately 140 pounds, going from  250 to 110 pounds, in the months before her cardiac arrest. 

Ms. Schiavo was in a coma for the first 2 months after her  cardiac arrest.  She then regained some wakefulness and was eventually  diagnosed as being in a persistent vegetative state (PVS).  She was  successfully weaned from reflexive behaviors.  Characteristic of  persistent vegetative state, Ms. Schiavo was not able to eat food or  drink liquids, and a permanent feeding tube was placed so that she could  receive nutrition and hydration. 

Once the media became aware of Ms. Schiavo’s condition, court  battles regarding the removal or retention of her feeding tube were  initiated.  During these hearings and trials, sufficient medical and  legal evidence to show that Ms. Schiavo had been correctly diagnosed and  that she would not have wanted to be kept alive by artificial means was  introduced.  Laws in the state of Florida, where Ms. Schiavo resided,  allowed the removal of tubal nutrition and hydration in patients with  PVS.  The feeding tube was removed, but was later reinstated following a  court order.  

Questions:

  1. What legal issues concerning the scenario do you see?
  2. Do you see how the families’ desires conflict with Terry’s  intended wishes? Identify the legal issues involved with this situation  and then instruct a group of nurses about advanced directives and the  lessons learned from Terry Schiavo.
  3. Finally, if you could make a law and put it into the Florida  Legislation, what kind of law would you write that gives tribute to the  suffering that Terry went through? Let’s call it Terry’s law in respect  for her…