2025 Purpose This assignment will focus on developing a health policy analysis presentation

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Kaltura Health Policy Analysis 2025

Purpose This assignment will focus on developing a health policy analysis presentation that includes a problem statement, background, landscape, options and recommendations from the week’s readings. The health policy analysis presentation is based upon an identified healthcare issue in one’s local community. Activity Learning Outcomes Through this assignment, the student will demonstrate the ability to: Employ strategies to impact the development, implementation, and consequences of holistic healthcare policies using evidence-based practice principles (CO1) Critically analyze how healthcare systems and APRN practice are organized and influenced by ethical, legal, economic and political factors (CO2) Analyze social, historical, ethical and political contexts of healthcare policies and advanced practice leadership (CO4) Advocate for institutional, local, national and international policies that fosters person-centered healthcare and nursing practice (CO5) requirement: https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/2363221/uiconf_id/43522921/entry_id/1_mi79qul4/embed/dynamic transcript: Hello and welcome all to this presentation on the week bore assignment, Health, Policy Analysis, culture presentation, and enter Bible six and p. I am Dr. John, the SLR. I am Course Leader PR and our Bible six and p. Full-time faculty and professor. This orientation will help you understand how to complete the assignment, to understand where the health policy analyses are. And so let’s go through the requirements for the assignment, then we’ll talk about specific. So great. In the Week Four assignment area, you will see the overview. Be researching healthcare issues that have been identified in your local community. Included, we have included many examples. They are, well, imagine yourself as a family nurse practitioner, primary care practice. You’ll notice a trending healthcare issue in your local community. You think to yourself, somebody has to do something about it. And in fact, that is you as an NP leader mirror community. Choosing a health care issue common in your local area gets you involved in the health of your community, something you will be doing as a practicing nurse practitioner. This assignment is not a patient treatment plan by the health policy analysis about that particular healthcare issue. This is very important. Other, more about the requirements, you’ll be developing a PowerPoint presentation offline. And it’ll be structuring and health policy analysis presentation that addresses the following topics, particular to your health problem. Referring to title bomb techs chapter 14 is essential. And on page 279 of that text, it goes through each parts of the health policy analysis, including the problem statement, background, landscape, options, and recommendations. These are the sections of your PowerPoint that you will be needing to fill in. Once you’ve completed the PowerPoint will you will then use culture, a software to record the presentation. A little, be a video of you presenting. Your PowerPoint is you run through the slides when of course your microphone. Greater recording resources are located in home and resources and then technology resources in the course. So let’s start by some definitions. And again, health policy analysis. He’s not a patient plan of care. So again, definitions, definition of a policy analysis. It’s an analysis that provides informed advice to a client that relates to a public policy decision. A decision included that in the course of action or inaction is framed by the clients powers and values. Let’s talk about power for a moment. The power is, does your client actually had the power to do it in value is why is it meaningful to the client? So again, on page 279 of the title, mom texts this brief definitions of all the components of a policy analysis. But now let’s take a look at a more in depth. Beginning, of course, with a problem statement and it defines the problem being addressed in the analysis, typically written in question format and maybe one or two sentences. The title bom, bom tax has multiple examples. The problem statement can be broad or narrow, but for the purposes of this assignment, statement should be much more narrow. Broad problem statements. Take a look at the big picture. Your goal for this assignment assist, help start by solving a health care issue in your local community and you will be saving the world another day. So again, I’m more of a narrow focus. It isn’t tasting to include recommendations in the problem statement, but this should be avoided. So for instance, a problem statement says, drug abuse can be solved by doing these things. You’re operating recommendations and that should be avoided. So now let’s take a look at some problem statements from students that have had in the past. So you have a better a better understanding for nurse practitioners. Decreased, rising drug abuse in the local community and promote recovery. How can mental help access achieved them? Self-score community? What action should you can take to reduce occurences of opioid abuse? What actions will help decrease the incidence of bad lesson tobacco use including beeps. And how can NPS helped to reduce opioid overdose in Camden, New Jersey? So as you read these, you’re seeing, you’re seeing this is not a treatment, but this is prevention. This is primary care prevention. As a family nurse practitioner working in an outpatient family practice, this is exactly what you will be doing, is you’ll be preventing, is it’s, it’s a much law plus expensive and certainly a lot better for your patients to prevent the problems from occurring as opposed to having happened to treat them. Then next is background, and this section provides information not an analysis of the problem, is use layout future options section is factual information that shows a complete picture of the health care issue. It also shows why the issue is important and must be addressed immediately. This section is not partisan or argumentative, that only lays out the facts. Oftentimes with statistics from reliable sources. And I wrote on the next slide, I’ve included some examples. These are very statistical. Come, they come from reliable sources within text references. You can, counties located in Michigan provides the population they are in a particular year. 1993 to 90 to 2014, obesity nutrition rates increased from 11.7%. I’ll read one more is 2628.6% of the valves and can founding world BCE. So again, this is statistical information that used to help to understand the breadth and depth of a health care issue in a local community. Now let’s talk about landscape. Landscape is often tied into the background, in, into the background. But as I’ve stated the background section, the factual information model landscape shows contexts. Contacts is shown by identifying key stakeholders and key factors that must be considered for your health care problem. Stakeholders. As you read, research your healthcare problem, you’ll start to understand who the key stakeholders are. And at some point we’ll have an exhaustive list. There is no required number of stakeholders. You will then outline their correlation to the problem. Let’s take a look at the title mom texts page to A13. And if we look at 283 at the top left, here are some examples of some key stakeholders. Perhaps a politician or are your state’s legislature or and governors. Pharmaceutical industry, health insurance industry, AARP and other elder rights groups, advocacy groups with sable, pharmacists lobby or on pharmaceutical companies and internet based pharmaceutical companies. Key stakeholders and may have a positive or negative impact on the health care issue. Let’s take a look at age 284, box 14, dash one. And you can see possible factors to include in a lanky key that faction is include political factors, social factors, economic factors, legal factors, and practical factors. Well, that’s a good area to start to understand. Once you’ve identified your problem statement, you can start taking a look at these factors and help you develop your landscape through your presentation. Once you’ve completed that, it’s time to look at the options. Now based upon the facts from the background in contexts, from the landscape, it is time to develop options. Page to 85 of the title bomb plaque shows places May 1 look for possible options. The bottom left might be for media, scholarly articles, interest group recommendations. Then take experts in the field, congressional testimony, legislation, whether it’s pastor pending and propose an agency reports. Again, the options talks about the power of the client and the value of the choir. A little bit more about that before we go on for the purpose of this assignment, Scarlatti, outside sources are especially peer-reviewed. Journal articles are required. The options that you will discuss are typically three to five, gives the client some choice of what to do about the health care problem. In this case, a client may most likely will include many of the stakeholders that you’ve discussed. Depending upon that healthcare 100 thousand and pay 286 and title bomb techs provides examples of auction criteria. We look, they’re able 14 dash two. You’ll see some sense sample option criterion. Again, it’s again going to be very particular to your healthcare issue. Now onto recommendations. Finally, this time to choose recommendations based upon the data you presented thus far. The title mom texts states to choose one. However, since you will be discussing a specific health care problem, for the purpose of the purposes of this assignment, multiple recommendations may be chosen and discuss. Again, depending upon the healthcare issue, providing pro and con lists may be appropriate, or perhaps a list of recommendations that may have a priority bless pursued this and then this after evaluating the effects of the first intervention. That concludes this assignment Orientation, please be sure to reach out to your faculty with any questions or issues that may have enjoyed assignment. It is a great primer for new graduates to get involved in the local community. Thank you. And I hope you enjoyed the this assignment. Research healthcare issues that have been identified in your local community. Develop a power point presentation with speaker notes. You will then use the power point during your Kaltura recording. Structure a health policy analysis presentation that addresses the following topics particular to your health problem. Problem Statement Background Landscape Options Recommendations Next, record your Kaltura presentation showing your power point and yourself speaking. Upload your power point with speaker notes AND your Kaltura presentation into the week 4 assignment. How to use Kaltura resources are in Home/Resources/Technology Resources. Posting your recording: Go to the week four assignment tab and hit Submit Assignment Use the Text Entry Tab. You will have the option of selecting the Kaltura icon It will take you to your My Media Gallery and upload it from there. Structure a health policy analysis presentation that addresses the following topics particular to your health problem. Problem Statement Background Landscape Options Recommendations Research healthcare issues that are present in one’s local community. Develop a ppt. offline that addresses the topics according to the criterion listed. Open forum: This is a required, but not graded open forum. Your post should add further clarity to the assignment and content of the readings and lessons for the week. Please feel free to post questions related to content or assignments.

Nursing Assignment Help 2025

2025 Assignment Lab Assignment Assessing the Genitalia and Rectum Photo Credit Getty Images Patients are frequently

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WK10 NURS 6512 ASSIGN 2025

Assignment: Lab Assignment: Assessing the Genitalia and Rectum Photo Credit: Getty Images Patients are frequently uncomfortable discussing with healthcare professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas. In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions. To Prepare Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study. Based on the Episodic note case study: Review this week’s Learning Resources, and consider the insights they provide about the case study. Refer to Chapter 3 of the Sullivan resource to guide you as you complete your Lab Assignment. Search the Walden library or the Internet for evidence-based resources to support your answers to the questions provided. Consider what history would be necessary to collect from the patient in the case study. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Identify at least five possible conditions that may be considered in a differential diagnosis for the patient. The Lab Assignment Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature. Analyze the subjective portion of the note. List additional information that should be included in the documentation. Analyze the objective portion of the note. List additional information that should be included in the documentation. Is the assessment supported by the subjective and objective information? Why or why not? Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis? Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature. In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions. 1- Review this week’s Learning Resources, and consider the insights they provide about the case study. Refer to Chapter 3 of the Sullivan resource to guide you as you complete your Lab Assignment. 2- Search the Walden library or the Internet for evidence-based resources to support your answers to the questions provided. 3- Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? 4-Identify at least five possible conditions that may be considered in a differential diagnosis for the patient. Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature. Analyze the subjective portion of the note. List additional information that should be included in the documentation. Analyze the objective portion of the note. List additional information that should be included in the documentation. Is the assessment supported by the subjective and objective information? Why or why not? Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis? Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature. Post the assignment By Day 7 of Week 10. Follow the rubric! We grade by the rubric! GENITALIA ASSESSMENT Subjective: CC: “I have bumps on my bottom that I want to have checked out.” HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner during the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed. PMH: Asthma Medications: Symbicort 160/4.5mcg Allergies: NKDA FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD Social: Denies tobacco use; occasional ETOH married, 3 children (1 girl, 2 boys) Objective: VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs Heart: RRR, no murmurs Lungs: CTA, chest wall symmetrical Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia. Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney Diagnostics: HSV specimen obtained Assessment: Chancre Learning Resources Required Readings (click to expand/reduce) Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 17, “Breasts and Axillae” This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts. Chapter 19, “Female Genitalia” In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia. Chapter 20, “Male Genitalia” The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas. Chapter 21, “Anus, Rectum, and Prostate” This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate. Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center. Chapter 5, “Amenorrhea” Amenorrhea, or the absence of menstruation, is the focus of this chapter. The authors include key questions to ask patients when taking histories and explain what to look for in the physical exam. Chapter 6, “Breast Lumps and Nipple Discharge” This chapter focuses on the important topic of breast lumps and nipple discharge. Because breast cancer is the most common type of cancer in women, it is important to get an accurate diagnosis. Information in the chapter includes key questions to ask and what to look for in the physical exam. Chapter 7, “Breast Pain” Determining the cause of breast pain can be difficult. This chapter examines how to determine the likely cause of the pain through diagnostic tests, physical examination, and careful analysis of a patient’s health history. Chapter 27, “Penile Discharge” The focus of this chapter is on how to diagnose the causes of penile discharge. The authors include specific questions to ask when gathering a patient’s history to narrow down the likely diagnosis. They also give advice on performing a focused physical exam. Chapter 36, “Vaginal Bleeding” In this chapter, the causes of vaginal bleeding are explored. The authors focus on symptoms outside the regular menstrual cycle. The authors discuss key questions to ask the patient as well as specific physical examination procedures and laboratory studies that may be useful in reaching a diagnosis. Chapter 37, “Vaginal Discharge and Itching” This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies. Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. Chapter 3, “SOAP Notes” (Previously read in Week 8) Cucci, E., Santoro, A., DiGesu, C., DiCerce, R., & Sallustio, G. (2015). Sclerosing adenosis of the breast: Report of two cases and review of the literature. Polish Journal of Radiology, 80 , 122–127. doi:10.12659/PJR.892706. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4356184/ Sabbagh , C., Mauvis, F., Vecten, A., Ainseba, N., Cosse, C., Diouf, M., & Regimbeau, J. M. (2014). What is the best position for analyzing the lower and middle rectum and sphincter function in a digital rectal examination? A randomized, controlled study in men. Digestive and Liver Disease, 46 (12), 1082–1085. doi:10.1016/j.dld.2014.08.045 Westhoff , C. L., Jones, H. E., & Guiahi, M. (2011). Do new guidelines and technology make the routine pelvic examination obsolete? Journal of Women’s Health, 20 (1), 5–10. This article describes the benefits of new technology and guidelines for pelvic exams. The authors also detail which guidelines and technology may become obsolete. Centers for Disease Control and Prevention. (2019). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/# This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools. Document: Final Exam Review (Word document) Optional Resource LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical. Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 2, “The Breasts,” pp. 434–444) Section 2 of this chapter focuses on the anatomy and physiology of breasts. The section provides descriptions of breast examinations and common breast conditions. Chapter 11, “The Female Genitalia and Reproductive System” (pp. 541–562) In this chapter, the authors provide an overview of the female reproductive system. The authors also describe symptoms of disorders in the reproductive system. Chapter 12, “The Male Genitalia and Reproductive System” (pp. 563–584) The authors of this chapter detail the anatomy of the male reproductive system. Additionally, the authors describe how to conduct an exam of the male reproductive system. Review of Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527) Required Media (click to expand/reduce) Special Examinations – Breast, Genital, Prostate, and Rectal – Week 10 (14m) Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Online media for Seidel’s Guide to Physical Examination It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination . Focus on the videos and animations in Chapters 16 and 18–20 that relate to special examinations, including breast, genital, prostate, and rectal. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/ Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6512_Week_10_Assignment_Rubric Grid View List View ExcellentGoodFairPoorWith regard to the SOAP note case study provided and using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature: · Analyze the subjective portion of the note. List additional information that should be included in the documentation. 10 (10%) – 12 (12%)The response clearly, accurately, and thoroughly analyzes the subjective portion of the SOAP note and lists detailed additional information to be included in the documentation.7 (7%) – 9 (9%)The response accurately analyzes the subjective portion of the SOAP note and lists additional information to be included in the documentation.4 (4%) – 6 (6%)The response vaguely analyzes the subjective portion of the SOAP note and vaguely and/or inaccurately lists additional information to be included in the documentation.0 (0%) – 3 (3%)The response inaccurately analyzes the subjective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation. · Analyze the objective portion of the note. List additional information that should be included in the documentation. 10 (10%) – 12 (12%)The response clearly, accurately, and thoroughly analyzes the objective portion of the SOAP note and lists detailed additional information to be included in the documentation.7 (7%) – 9 (9%)The response accurately analyzes the objective portion of the SOAP note and lists additional information to be included in the documentation.4 (4%) – 6 (6%)The response vaguely analyzes the objective portion of the SOAP note and vaguely and/or inaccurately lists additional information to be included in the documentation.0 (0%) – 3 (3%)The response inaccurately analyzes the objective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation. · Is the assessment supported by the subjective and objective information? Why or why not? 14 (14%) – 16 (16%)The response clearly and accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a thorough and detailed explanation.11 (11%) – 13 (13%)The response accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a clear explanation.8 (8%) – 10 (10%)The response vaguely identifies whether or not the assessment is supported by the subjective and/or objective information, with a vague explanation.0 (0%) – 7 (7%)The response inaccurately identifies whether or not the assessment is supported by the subjective and/or objective information, with an inaccurate or missing explanation. · What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis? 18 (18%) – 20 (20%)The response thoroughly and accurately describes appropriate diagnostic tests for the case and explains clearly, thoroughly, and accurately how the test results would be used to make a diagnosis.15 (15%) – 17 (17%)The response accurately describes appropriate diagnostic tests for the case and explains how the test results would be used to make a diagnosis.12 (12%) – 14 (14%)The response vaguely and/or with some inaccuracy describes appropriate diagnostic tests for the case and vaguely and/or with some inaccuracy explains how the test results would be used to make a diagnosis.0 (0%) – 11 (11%)The response inaccurately describes appropriate diagnostic tests for the case, with an inaccurate or missing explanation of how the test results would be used to make a diagnosis. · Would you reject or accept the current diagnosis? Why or why not? · Identify three possible conditions that may be considered as a differenial diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature. 23 (23%) – 25 (25%)The response states clearly whether to accept or reject the current diagnosis, with a thorough, accurate, and detailed explanation of sound reasoning. The response clearly, thoroughly, and accurately identifies three conditions as a differential diagnosis, with reasoning that is explained clearly, accurately, and thoroughly using three or more different references from current evidence-based literature.20 (20%) – 22 (22%)The response states whether to accept or reject the current diagnosis, with an accurate explanation of sound reasoning. The response accurately identifies three conditions as a differential diagnosis, with reasoning that is explained using three different references from current evidence-based literature.17 (17%) – 19 (19%)The response states whether to accept or reject the current diagnosis, with a vague explanation of the reasoning. The response identifies two to three conditions as a differential diagnosis, with reasoning that is explained vaguely and/or inaccurately using three or fewer references from current evidence-based literature.0 (0%) – 16 (16%)The response inaccurately states or is missing a statement of whether to accept or reject the current diagnosis, with an explanation that is inaccurate and/or missing. The response identifies three or fewer conditions as a differential diagnosis, with reasoning that is missing or explained inaccurately using two or fewer references from current evidence-based literature. 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 focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.3 (3%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.0 (0%) – 2 (2%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. Written Expression and Formatting - English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) - 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.4 (4%) - 4 (4%)Contains a few (1 or 2) grammar, spelling, and punctuation errors.3 (3%) - 3 (3%)Contains several (3 or 4) grammar, spelling, and punctuation errors.0 (0%) - 2 (2%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. 5 (5%) - 5 (5%)Uses correct APA format with no errors.4 (4%) - 4 (4%)Contains a few (1 or 2) APA format errors.3 (3%) - 3 (3%)Contains several (3 or 4) APA format errors.0 (0%) - 2 (2%)Contains many (≥ 5) APA format errors. Total Points: 100 Name: NURS_6512_Week_10_Assignment_Rubric Nursing Assignment Help 2025

2025 The purpose of this assignment is to provide research evidence in support of the PICOT you developed for

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Evidence-Based Practice Project: Evaluation of Literature Table 2025

The purpose of this assignment is to provide research evidence in support of the PICOT you developed for your selected topic. Conduct a search for 10 peer-reviewed, translational research articles published within the last 5 years that demonstrate support for your PICOT. You may include previous research articles from assignments completed in this course. Use the “Literature Evaluation Table” provided to evaluate the articles and explain how the research supports your PICOT. Once your instructor returns this assignment, review the feedback and make any revisions necessary. If you are directed by your instructor to select different articles in order to meet the assignment criteria or to better support your PICOT, make these changes accordingly. You will use the literature evaluated in this assignment for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal. Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are not required to submit this assignment to LopesWrite

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2025 Practicum Journal Entry Include references immediately following the content

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6531 wk JOURNAL 2025

Practicum Journal Entry • Include references immediately following the content. • Use APA style for your journal entry and references. As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your Practicum Experience. By applying the concepts that you study in the classroom to clinical settings, you enhance your professional competency To prepare for this course’s Practicum Experience, address the following in your Practicum Journal: 1 to 2 page Jounal: •Select and describe a nursing theory to guide your practice. •Develop goals and objectives for your Practicum Experience in this course. When developing your goals and objectives, be sure to keep the seven domains of practice in mind. •Create a timeline of practicum activities based on your practicum requirements. References Readings •Buttaro, T. M., Trybulski, J., Polgar Bailey, P., & Sandberg-Cook, J. (2013). Primary care: A collaborative practice (4th ed.). St. Louis, MO: Mosby . ◦Part 1, “Introduction” (pp. 1–48) ◦Consensus Model for APRN Regulation http://www.nursecredentialing.org/APRN-ConsensusModelReport.aspx ◦National Organization for Nurse Practitioner Faculties Competencies http://nonpf.com/displaycommon.cfm?an=1&subarticlenbr=14 •Visit the NONPF website for the Core Competencies: http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/npcorecompetenciesfinal2012.pdf •For Family/Across the Lifespan competencies: http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/populationfocusnpcomps2013.pdf?hhSearchTerms=PopulationFocusNPComps2013+and+pdf

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2025 PLEASE READ INSTRUCTION CORRECTLY THIS PAPER IS WORTH 24 OF MY

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UNIT VIII PHARMACOLOGY RESEARCH PAPER 2025

PLEASE READ INSTRUCTION CORRECTLY THIS PAPER IS WORTH 24 % OF MY GRADE. RESEARCH TOPIC IS ENDOCRINE SYSTEM (PITUITARY GLAND CONDITON). APA FORMAT, PAPER NEED TO BE 7-10 PAGES LONG(NOT INCLUDING COVER AND REFERENCE PAGE) WITH A MINIMUM OF 10 REFERENCES.NO PLAGIARISM, TIMES ROMAN FT 12, CITED AND REFERENCED, PARAPHRASED, DUE ON DATE AND TIME REQUESTED. I NEED AN A ON THIS PAPER. BOOK: Moini, J. (2013). Focus on pharmacology. Essential for health professionals (2 nd ed). Upper Saddle River, NJ: Prentice Hall.

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2025 Review the Intelligent Hospital Pavilion ICU video at https youtu be V42 yuH 4

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Intelligent Hospital Pavilion ICU Video Analysis/Reflection 2025

Review the Intelligent Hospital Pavilion ICU video at https :// youtu .be/V42 yuH 4 xmyQ . Write a paper in which you identify and describe elements that you feel are of benefit or risk to both patients and nurses. Explain the benefits/risks and why you do or do not support this type of available technology. Your paper should be a minimum of three pages and written in APA format with at least two outside credible references .

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2025 There are 2 discussions Topic 1 Topic 2 They both require references please I have attached the

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MN506 Discussion Board: Applications of Stadards of Care & Clinical Criteria for Determining Danger to Self 2025

There are 2 discussions: Topic 1 & Topic 2 (They both require references please) I have attached the Case Study 2: Wrongful death by Howard Carpenter on Behalf of Wilma Carpenter, Deceased. Topic 1: Application of Standards of Care Your instructor has placed you in groups and assigned a case study. Case Study 2: Wrongful death by Howard Carpenter on Behalf of Wilma Carpenter, Deseased. Look at the legal malpractice case study that has been assigned to your group. Describe the case and discuss the standard of care that the parties will be held to in this case. How will the standards of care and the Nurse Practice Act be applied in a court of law if the case is sued? Discussion Board: Minimum 200 words, APA Style, Time New Roman, Font 12,  (3 references- in text citations) not older than (2012-2017). No Plagiarism please. Topic 2: Clinical Criteria for Determining Danger to Self A 45-year-old wife of one of the staff physicians was admitted to the emergency room. She is intoxicated and loud. Her husband wants her admitted to the psychiatric unit. He has asked to have two other physicians that are his friends to sign the paper work to admit her. In New York State where the hospital is located two physicians can admit a patient against their will if they are a danger to themselves or others. You happen to be a neighbor and know that the couple is going through a divorce and the husband wants custody of the two children. You also know he is dating a nurse on another unit. Differentiate between the ethical and legal implications of her admission. What actions will you take? Support your decisions with legal reasoning and case law. Discussion Board: Minimum 200 words, APA Style, Time New Roman, Font 12,  (3 references- in text citations) not older than (2012-2017). No Plagiarism please

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2025 Certification Plan Begin to develop a plan to pass the Certification Exam Compare your home

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Assignment Certification Plan 2025

Certification Plan Begin to develop a plan to pass the Certification Exam. Compare your home state’s laws in regards to Advanced Practice Nursing Practice to an alternate state with a less or more restrictive practice environment. To prepare: · Consider the differences in certification exams options for your specialty · Reflect on how to approach relocating licensure from one state to another Write a 3-4 page paper which summarizes the following: · Identify the certification exam you selected and explain why · Outline your plan for passing the appropriate National Certification Exam · Describe the NP Practice environment for your home state highlighting restrictions or limitations for practice · Describe 3 strengths identified from the FHEA Exit Exam · Describe 3 areas of weakness identified by the FHEA Exit Exam and develop a study plan for addressing these areas of weakness http://www.aanpcert.org/index Resources http://www.aanpcert.org/index http://www.nursecredentialing.org/ http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/imported/NPPrimaryCareAcuteCarePracticeFINAL.pdf https://www.ncsbn.org/boards.htm https://www.bartonassociates.com/locum-tenens-resources/nurse-practitioner-scope-of-practice-laws/ http://www.nursingworld.org/EspeciallyForYou/AdvancedPracticeNurses https://class.waldenu.edu/bbcswebdav/institution/USW1/201810_27/MS_NURS/NURS_6565/artifacts/Contact_Hour_Dynamic_Flyer-_CertificationReviewfor%20NP_02_17.pdf

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2025 Discussion Practicum Professional Development Objectives Progress Appraisal In Week 1 you developed your practicum

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NURS 6600: CAPSTONE SYNTHESIS PRACTICUM – Discussion 6 (Very Important For Me Please – Need Only A Work On This) 2025

Discussion: Practicum Professional Development Objectives: Progress Appraisal In Week 1, you developed your practicum professional development objectives. How have your experiences thus far in the practicum contributed to your growth as nurse leader-manager or nurse informaticist? What difficulties, if any, have you experienced, and how might this affect the achievement of your objectives? In this Discussion, you assess your progress toward fulfilling your practicum professional development objectives and consider how you could enhance or alter your activities to achieve your aims. To prepare: Reflect on the practicum professional development objectives you developed and outlined in your Practicum Professional Experience Plan in Week 1. Keeping in mind the practicum activities you have engaged in thus far, consider the following questions: How have these activities helped to promote your professional development? Are you satisfied with your progress toward meeting your objectives? If not, what will you do to ensure you achieve them before the end of your Practicum Experience? As a reminder, you must complete all of your practicum hours on or before Day 5 of Week 11. What challenges or unexpected opportunities have arisen at your practicum site? How has this affected your professional development? Think about the experiences you may have in the forthcoming weeks. Do you foresee any particular challenges on the horizon? If so, what is your plan for addressing those challenges? Think about the time you have spent with your Preceptor. How has this time enhanced or changed your understanding of the role and functions of the nurse leader-manager or nurse informaticist? Post an assessment of your progress toward achieving your practicum professional development objectives, including how your involvement in specific practicum activities has contributed to your development. Explain what you will do to ensure you achieve your objectives by the end of your practicum. Summarize challenges or unexpected opportunities that have arisen, as well as any challenges that you anticipate may arise. Explain how you will address those challenges. Finally, summarize what you have learned about the role and functions related to your specialization through time spent with your Preceptor. Read a selection of your colleagues’ responses. Respond to at least two of your colleagues on two different days, using one or more of the following approaches: Ask a probing question, substantiated with additional background information, evidence, or research. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Validate an idea with your own experience and additional research. Required Readings Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289. Note: Retrieved from the Walden Library databases. “Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy. McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409. Note: Retrieved from the Walden Library databases. This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them. Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153. Note: Retrieved from the Walden Library databases. The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care. Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430. Note: Retrieved from the Walden Library databases. “Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills. Warm, D., & Thomas, B. (2011). A review of the effectiveness of the clinical informaticist role. Nursing Standard, 25(44), 35–38. Note: Retrieved from the Walden Library databases. The authors investigate the application of specialized knowledge and expertise to facilitate the appropriate use of emerging technologies in clinical settings. They argue for informaticists’ involvement in strategic development and delivery of information management and technology initiatives to promote patient-centered outcomes. Wilkinson, J. E., Nutley, S. M., & Davies, H. T. O. (2011). An exploration of the roles of nurse managers in evidence-based practice implementation. Worldviews on Evidence-Based Nursing, 8(4), 236–246. Note: Retrieved from the Walden Library databases. In this article, the authors examine the role nurse managers should play in leading and facilitating evidence-based practice. Armstrong, P. (2013). Bloom’s taxonomy. Retrieved from http://cft.vanderbilt.edu/teaching-guides/pedagogical/blooms-taxonomy/ Vanderbilt University provides this overview of Bloom’s taxonomy. This site also presents the original and updated versions of the taxonomy along with verb suggestions for each level. Clark, D. (2013). Bloom’s taxonomy of learning domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html This article addresses three domains of learning: cognitive, affective, and psychomotor. University of Central Florida, Office of Experiential Learning (n.d.). Writing SMART learning objectives, Retrieved from http://explearning.ucf.edu/registered-students/tips-for-success/writing-smart-learning-objectives/195 This blog post focuses on the distinction between learning outcomes and objectives. Consider this information as you develop your practicum professional development objectives this week. The University of North Carolina at Charlotte, Center for Teaching & Learning. (2013). Writing objectives using Bloom’s taxonomy. Retrieved from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy This resource outlines elements of Bloom’s Taxonomy. Document: Practicum Professional Experience Plan (Word Document) Use this form to develop your Practicum Professional Experience Plan as outlined this week. Document: Practicum Professional Experience Plan (Word Document) Use this form to develop your Practicum Professional Experience Plan as outlined this week. Document: Practicum Journal (Word Document) During your Practicum Experience, you are required to submit your time log and three journal entries. You will use this form to complete your journal reflections. Document: School of Nursing Practicum Manual: Master of Science in Nursing (MSN): Quarter-Based Programs (PDF) This comprehensive manual outlines all of the requirements for the Practicum Experience. Clinical Resources Document: Introduction to Clinical Experiences (PowerPoint) Document: Practicum Manual (PDF)

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2025 Structural Versus Strategic Family Therapies Although structural therapy and strategic therapy are both used in family therapy these

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Assgn 1 – WK4 (G) 2025

Structural Versus Strategic Family Therapies Although structural therapy and strategic therapy are both used in family therapy, these therapeutic approaches have many differences in theory and application. As you assess families and develop treatment plans, you must consider these differences and their potential impact on clients. For this Assignment, as you compare structural and strategic family therapy, consider which therapeutic approach you might use with your own client families. Learning Objectives Students will: · Compare structural family therapy to strategic family therapy · Create structural family maps (Refer to Gerlach (2015) in this week’s Learning Resources for guidance on creating a structural family map.) or LOOK AT THE ATTACHED ONE. · Justify recommendations for family therapy The Assignment In a 2- to 3-page paper, address the following: · Summarize the key points of both structural family therapy and strategic family therapy. · Compare structural family therapy to strategic family therapy, noting the strengths and weaknesses of each. · Provide an example of a family in your practicum using a structural family map. Note: Be sure to maintain HIPAA regulations (Refer to Gerlach (2015) in this week’s Learning Resources for guidance on creating a structural family map.) or LOOK AT THE ATTACHED ONE. · Recommend a specific therapy for the family, and justify your choice using the Learning Resources Required Readings Nichols, M. (2014). The essentials of family therapy (6th ed.). Boston, MA: Pearson. Chapter 5, “Bowen Family Systems Therapy” (pp. 69–88) Chapter 6, “Strategic Family Therapy” (pp. 89–109) Chapter 7, “Structural Family Therapy” (pp. 110–128) Gerlach, P. K. (2015). Use structural maps to manage your family well: Basic premises and examples. Retrieved from http://sfhelp.org/fam/map.htm McNeil, S. N., Herschberger, J. K., & Nedela, M. N. (2013). Low-income families with potential adolescent gang involvement: A structural community family therapy integration model. American Journal of Family Therapy, 41(2), 110–120. doi:10.1080/01926187.2011.649110 Méndez, N. A., Qureshi, M. E., Carnerio, R., & Hort, F. (2014). The intersection of Facebook and structural family therapy volume 1. American Journal of Family Therapy, 42 (2), 167–174. doi:10.1080/01926187.2013.794046 Nichols, M., & Tafuri, S. (2013). Techniques of structural family assessment: A qualitative analysis of how experts promote a systemic perspective. Family Process, 52 (2), 207–215. doi:10.1111/famp.12025 Ryan, W. J., Conti, R. P., & Simon, G. M. (2013). Presupposition compatibility facilitates treatment fidelity in therapists learning structural family therapy. American Journal of Family Therapy, 41 (5), 403–414. doi:10.1080/01926187.2012.727673 Sheehan, A. H., & Friedlander, M. L. (2015). Therapeutic alliance and retention in brief strategic family therapy: A mixed-methods study. Journal of Marital and Family Therapy, 41 (4), 415–427. doi:10.1111/jmft.12113 Szapocznik, J., Muir, J. A., Duff, J. H., Schwartz, S. J., & Brown, C. H. (2015). Brief strategic family therapy: Implementing evidence-based models in community settings. Psychotherapy Research, 25 (1), 121–133. doi:10.1080/10503307.2013.856044 Required Media Psychotherapy.net (Producer). (2010). Bowenian family therapy [Video file]. Mill Valley, CA: Author. Triangle Productions (Producer). (2001). Brief strategic therapy with couples [Video file]. La Jolla, CA: Author.

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