Purpose

This assignment is intended to help you learn to develop a professional presentation.

Overview

The final piece of your portfolio project is a professional presentation in the form of a poster. Nurse leaders are expected to disseminate information to colleagues and the healthcare community. Developing a professional poster provides you with this experience.

Action Items

1. Review the resources listed under resources on developing academic posters in this module’s readings.
2. Develop your policy change proposal in the form of a poster to share with the leadership of your healthcare system (i.e., your classmates). Your poster should include the following elements:
   • Title of Policy Change Proposal: This will be an abbreviated version of your PICOT question.
   • PICOT Question: Provide your PICOT question.
   • Background: Describe the current practice/policy and explain why you are proposing a change.
   • Proposed Practice Policy Change: Provide 1 to 2 sentences that identify the purpose of the change and the proposed treatment
   • Literature: Include the 5 studies that best support the change you are proposing. Provide the citation and a 2- to 3-sentence summary of each article.
   • Implementation Plan: Identify the steps needed to implement the new policy at your organization.
3. You can use this template Download templateas a starting point for your poster, however, you are expected to customize the design (colors, fonts, images, logos, etc.).

Submission Instructions

• By the due date indicated, submit your poster.
• Save your poster to your ePortfolio. (See information about the ePortfolio in this module’s assigned readings.)

Rubric

Portfolio Project Part 4: Poster PresentationPortfolio Project Part 4: Poster PresentationCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeBackground20 to >17.0 ptsClear description of the current practice or policy and evidence for why the policy change is being proposed. PICOT question is clearly stated.17 to >16.0 ptsAcceptable description of the current practice or policy and some reason for why the policy change is proposed. PICOT question is included16 to >0 ptsMinimal description of the background of the practice policy change, with missing elements of the assignment. PICOT question missing or poorly worded.20 pts
This criterion is linked to a Learning OutcomeProposed Practice Policy Change20 to >17.0 ptsProvides in-depth description of the purpose of the change, the proposed policy, and the expected outcomes of the project.17 to >16.0 ptsProvides acceptable description of the purpose of the change, the proposed policy, and the expected outcomes of the project.16 to >0 ptsMinimal description of the proposed policy change and/or missing elements of the assignment.20 pts
This criterion is linked to a Learning OutcomeImplementation Plan20 to >17.0 ptsPlan clearly identifies the steps to implement the new policy, including an in-depth description of the AIM/goals, stakeholders, detailed timeline, and communication methods17 to >16.0 ptsPlan identifies most of the steps to implement the new policy and includes the AIM/goals, stakeholders, detailed timeline, and communication methods.16 to >0 ptsPlan does not clearly identify the steps to implement the new policy and omits some of the criteria.20 pts
This criterion is linked to a Learning OutcomeLiterature20 to >17.0 ptsIncludes 5 or more current scholarly and professional resources. Includes in-depth summary of each resource.17 to >16.0 ptsIncludes 5 or more current scholarly and professional resources. Includes minimal summary of each resource.16 to >0 ptsHas less than minimum number of resources or resources are not current scholarly and professional resources. Minimal or no summary of resources.20 pts
This criterion is linked to a Learning OutcomeAPA, Grammar, and Mechanics10 to >9.0 ptsFollows all APA guidelines for writing skills, formatting, citing, and referencing sources. Contains no notable spelling, grammatical, or mechanical errors.9 to >8.0 ptsFollows most APA guidelines for writing skills, formatting, citing, and referencing sources. Few spelling, grammatical, and/or mechanical errors.8 to >0 ptsDoes not consistently follow APA guidelines for writing skills, formatting, citing, and referencing sources. Has many spelling, grammatical, and/or mechanical errors.10 pts
This criterion is linked to a Learning OutcomePoster Appearance10 to >9.0 ptsPoster has a professional appearance, with a clear layout, colors, fonts, and graphics, and shows creativity in development.9 to >8.0 ptsPoster has an acceptable appearance, with a clear layout, colors, fonts, and graphics.8 to >0 ptsPoster does not have a professional appearance and/or has distracting font, colors, and graphics.10 pts
Total Points: 100PreviousNext
 

  

Nursing Research and Evidence-Based Practice

Article Appraisal

  

INSTRUCTIONS

  Use your own words. Use short answers  when possible to answer the questions below 1-14. use word doc or pdf

· If   you directly quote more than 5 words from the article, include the phrase in   quotation marks and indicate the page number or section heading. 

· Points   will be deducted if you include paragraphs that contain more than one answer.   

Which article did you select? Provide the authors last names, year, and topic of the study.  this is the article below.

                                    Article

 Alyami, M., Serlachius, A., Mokhtar, I., & Broadbent, E. (2020). The association of illness perceptions and God locus of health control with self-care behaviours in patients with type 2 diabetes in Saudi Arabia. Health Psychology and Behavioral Medicine, 8(1), 329-348. https://doi.org/10.1080/21642850.2020.1805322 

1. In the first part of the article, what statistics did the researchers cite for why the topic of the study was important? What other reasons did the researchers give for why the topic was significant? (10 points)

2.  What was the statement of the research problem (gap in what is known)? (10 points)

3. What was the study’s purpose? (5 points)

4. What study design or type of study did the researchers say they implemented? (5 points)

5. Compare the label the researchers used to describe the study to the types of designs in our book and presentations. Was the study a descriptive, correlation, quasi-experimental, and experimental design? (10 points)

6. List the inclusion and exclusion criteria for the sample. (5 points)

7. What was one variable that was measured by the researchers? (5 points)

8. The variable identified above was measured using what specific method (piece of equipment, instrument, tool)? What information did the researchers provide about the reliability (Cronbach’s alpha) or precision (only for equipment) of the measurement method (10 points)

9. What percentage of the sample was comprised of women? (5 points)

10. Use the limitations identified by the researchers to determine one threat to internal or external validity. (10 points)

11. What were the implications for practice (5 points)

12. What were the recommendations for future research? (5 points)

13. State the study’s conclusions- what was learned? (5 points)

14. List at least 2 specific questions that you would like to ask the researchers about the article. (10 points)

TOPIC : Impact of technology or social media on communication

The following are the best practices for creating your speech presentation PowerPoint:

• Title Slide: Include the title, audience (who you prepared the presentation for: school or institution), the presenter who prepared and narrated, and the date.
• Attention-Getter: Give the audience a reason to pay attention. Make them want to listen to your speech.
• Thesis: Clearly state the purpose of your presentation
  • On this slide, establish the tone of the presentation and include any questions you think your audience might have about your topic—questions you will answer during your presentation.
• Body of the Presentation (multiple slides): Include the information you found during your research and organize it in a visually pleasing manner.
  • Use some type of division, like levels of headers or titles.
  • Use words and phrases to clarify key points.
  • Provide researched evidence for each point.
  • Cite your evidence, quotes, and statistics within your presentation using
  • Include in-text citations ( ) on the slides, as well as the full reference information on the last slide.
  • Include images to add visual appeal to the slides.
• Summary and Conclusion: Summarizing is similar to paraphrasing but presents the gist of the material in fewer words than the original.
  • An effective summary identifies the main ideas and major support points from the body of your outline or presentation.
  • Minor details are left out.
  • Summarize the benefits of the ideas and how they affect the thesis statement of the outline and the main objective of the presentation.
  • End with a final strong statement regarding the intent of the presentation.
• References: Use the APA reference format. The illustrations should be included with your resources. APA tutorials are available in the Chamberlain University library. Keep in mind the following:
  • At least 4 authoritative, outside scholarly sources are required from the Week 6 outline. (Anonymous authors or web pages are not acceptable.)
  • Appropriate citations within the presentation are required on the last slide. Just copy and paste this from the last page of your outline—the References page. References should be in APA format.
  • Each resource should be entirely double-spaced.
  • All entries must use hanging indents—the first line is flush left, and all the rest are indented.
  • All Chamberlain University policies are in effect, including the plagiarism policy.

Additional Hints

• Use a minimum of 5 visual aids to further clarify and support the written part of your presentation. You could use example graphs, diagrams, photographs, flowcharts, maps, drawings, pictograms, tables, and Gantt charts. If a slide appears boring, then strongly consider adding a visual. It is the blend of text and images that makes the slides engaging for the audience.
• Animation and video clips should not be used for this speech. YouTube is not allowed.
• Do not type out text onto the slide and then read it during your presentation. Remember, you are the teacher, so teach, don’t read!
• NO AI USAGE
• Time Length: 5–7 minutes
• Slide Length: minimum of 8 slides
• Slide Content
• Title slide
• Attention-Getter
• Thesis
• Body of the Presentation
• Summary and Conclusion
• References slide (minimum of 4 scholarly sources from Week 6 outline)
• Minimum of 5 visual aids

 

My topic is to review the cardiovascular complications of Systemic Lupus Erythematosus (SLE) .

Patients with SLE have a higher risk of stroke, heart attack, and thromboembolic disorders.  The relative risk of CVD is around 2.5 times normal due to SLE (Bello, 2022)

1. Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system? 

SLE causes chronic inflammation in blood vessels throughout the body. High Blood Pressure (HTN) is common for people with SLE.  SLE Kidney damage also causes HTN. 

Vessel inflammation and HTN cause atherosclerosis of coronary arteries and heart attacks are more likely for SLE patients. 

An antibody that is a hallmark of SLE autoimmunity is called anti phospholipid antibody (APL).  This APL antibody can trigger clots, and it can start inflammation on the surface of blood vessels or cardiac tissue. 

Direct SLE inflammation of cardiac tissues is another burden for patients.  Pericarditis occurs in 25%, Endocarditis in 15% and Myocarditis in 10% of SLE patients.  The valve damage that happens in Lupus endocarditis is not from infection it is from immune complex deposits on the valve surface (Ibrahim, 2023).  Scars and hypertrophy impair the valve function. 

   2. Discuss the symptoms and clinical manifestations of SLE on your assigned body system. How do these symptoms impact the client’s function and quality of life? Can changes in your assigned body system affect or be affected by other body systems in clients with SLE? 

The presentation of CVD in SLE patients is not different than for other patients.  SLE patients have the typical signs and symptoms for HTN, heart attack, stroke, venous thrombosis, embolism and heart valve disease.  What is different is that these conditions occur earlier in life.  SLE is more common in women than men, so SLE is the cause of heart disease in women in their 30s and 40s.  Chest pain, shortness of breath are seen in SLE heart attack, endocarditis, pericarditis, and myocarditis. 

Heart disease can affect the function of all other organs.  Poor pump function (CHF) affects lung function, kidney, liver and brain function.  Clots can block blood flow where they form or travel and cause tissue damage.  It is possible for Lupus patients to have heart disease, kidney injury and vision loss all at the same time.

   3. Discuss the diagnostic tests used to diagnose SLE-related complications in your body system. What challenges are associated with diagnosing SLE if only looking at your assigned body system? 

If a person presents for care with signs and symptoms of a cardiac condition and we don’t know they have SLE, we would use the usual diagnosis tools for heart disease; EKG, echocardiogram, stress test or even cardiac cath.  We would also get blood tests to check for heart muscle damage, like troponins.  SLE patients have HTN and atherosclerosis like everyone else, but people with SLE get it younger and more severe.  The one heart condition that is more commonly seen in Lupus is valve damage.  This is diagnosed with an Echocardiogram.  This is one example of how a heart test might make the care team consider SLE. 

   4. Explore the current treatments for managing SLE symptoms associated with your assigned body system. What are the goals of these treatments and how effective are they in mitigating the impact of SLE on the body?  

Medications used for control of LUPUS inflammation include Hydroxychloroquine (HCQ) and corticosteroids.  HCQ is taken chronically.  Steroids are used to control flare ups.  Some patients get targeted auto immune therapy (Siegel, 2024). 

Suppression of Lupus activity with these drugs can delay the onset of organ damage.

The treatments for heart disease caused by SLE are the usual treatments.  Blocked arteries get stents or bypass surgery.  High blood pressure gets HTN medication.  Clots get blooder thinners.  Valves can be replaced if severely damaged.  Poor heart pumps get CHF medication.

     In summary, Lupus is a rough illness that causes damage to blood vessels and all organs.  Heart disease happens younger in SLE patients.  Suppression of Lupus and control of other CVD risk factors are goals of care.

Bello N, Meyers KJ, Workman J, Hartley L, McMahon M. Cardiovascular events and risk in patients with systemic lupus erythematosus: Systematic literature review and meta-analysis. Lupus. 2023 Mar;32(3):325-341. doi: 10.1177/09612033221147471. Epub 2022 Dec 22. PMID: 36547368; PMCID: PMC10012401.

Ibrahim AM, Siddique MS. Libman-Sacks Endocarditis. [Updated 2023 Sep 4]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK532864/Links to an external site.

Siegel CH, Sammaritano LR. Systemic Lupus Erythematosus: A Review. JAMA. 2024;331(17):1480–1491. doi:10.1001/jama.2024.2315