2025 Within a healthcare setting the needs of the workforce resources and patients are often in conflict Mandatory overtime

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Developing Organizational Policies and Practices 2025

Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice. Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization. To Prepare: Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.( Restrictionsonnursepractitioners.) · Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor. · Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs. The Assignment (4-5 pages): Developing Organizational Policies and Practices Add a section to the paper you submitted in Module 1. The new section should address the following: · Identify and describe at least two competing needs impacting your selected healthcare issue/stressor. · Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor. · Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics. · Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples. · Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations. INSTRUCTION This paper MUST contain a title page, an introduction , a purpose statement , body , and conclusion – all with appropriate citations and references ( 3 or more references.) Make sure you are using headings so that the content is clear.

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2025 Part 3 Section 1 Writing Sample The Connection Between Academic and Professional Integrity Using the Academic and

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Academic Resources and Strategies 2025

Part 3, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity Using the Academic and Professional Success Development Template you began in Week 1 and continued working on in Week 2, write a 2- 3-paragraph analysis that includes the following: Explanation for the relationship between academic integrity and writing Explanation for the relationship between professional practices and scholarly ethics Cite at least 2 resources that support your arguments, being sure to use proper APA formatting. Use Grammarly and SafeAssign to improve the product. Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity Part 3, Section 2: Strategies for Maintaining Integrity of Work Expand on your thoughts from Section 1 by: Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional. Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template .

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2025 Search the GCU Library and find two new health care articles that use quantitative research

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Article Analysis 2 2025

Search the GCU Library and find two new health care articles that use quantitative research. Do not use articles from a previous assignment, or articles that appear in the Topic Materials or textbook. Complete an article analysis for each using the “Article Analysis: Part 2” template. Refer to the “Patient Preference and Satisfaction in Hospital-at-Home and Usual Hospital Care for COPD Exacerbations: Results of a Randomised Controlled Trial,” in conjunction with the “Article Analysis Example 2,” for an example of an article analysis. 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 required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance

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2025 Mr JD is a 24 year old who presents to Urgent Care with a 2 week history of cough and congestion

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Answer a discussion post 2025

Mr. JD is a 24-year-old who presents to Urgent Care with a 2-week history of cough and congestion. He says it started out as a “normal cold” and it will not go away. He has a productive cough for green mucous and has green nasal discharge. He says he has had a low-grade temperature for the past 2 days. John reports an intermittent frontal headache with this cold. He is otherwise healthy, with no known allergies. In his assessment it is found that his vital signs are stable, temperature is 99.9 degrees F, tympanic membranes (TMs) are clear bilaterally, pharynx is erythematous with no exudate; there is greenish postnasal drainage; turbinates are swollen and red; frontal sinus tenderness; no cervical adenopathy, and lungs are clear bilaterally. Is there any additional subjective or objective information you need for this client? Explain. In addition to what we have been told there are several things that may be identified. On first glance it would be important to assess the patients skin color, assess if they were sweating or were cold. It would be necessary to ask about allergies and see if he has been exposed to any possible allergens or irritants. It would need to be determined if this was the first time this has happened or has been a common occurrence. Assessing any recent traumatic injuries, headaches, or nose bleeds may help the clinician determine the root cause of the problem. Family history, patients past medical history, social history, and any current medications is a definite must. His vitals are stable besides the climb in temperature, so you could ask how he was sleeping and if he was getting enough fluid intake. Would you treat Mr. JDs cold? Why or why not? I would definitely treat JD’s symptoms. He has been down and out for two weeks and his condition is not getting any better. His temperature is increasing, and he is symptomatic with tender mucous membranes, post nasal drip, and erythema. These are signs of an infection that should be treated. Not only is he at risk for getting worse but he could potentially expose others to his current illness. Clinical diagnosis of acute bacterial sinusitis requires prolonged, nonspecific upper respiratory signs such as rhinosinusitis and cough without improvement for more than 10 days, and symptoms such as fever, facial swelling, or facial pain (Woo & Robinson, 2016). What would you prescribe and for how many days? Include the class of the medication, mechanism of action, route, the half-life; how it is metabolized in and eliminated from the body; and contraindications and black box warnings. Many times, antibiotics are prescribed too quickly and often times will not be effective if it is a viral infection. Based on the assessment findings and the little we know about the patient; the patient could have possible sinusitis. The first-line treatment for sinusitis in adults is amoxicillin/clavulanate (875 mg amoxicillin/125 mg clavulanate) for 5 to 7 days (Woo & Robinson, 2016). This medication has a half-life of 1-1.3 hours, is metabolized by the liver and eliminated in the urine. It usually takes 30 minutes to be effective and peaks in 1-2 hours. This medication is an oral antibacterial combination that consist of the semisynthetic antibiotic amoxicillin and the β-lactamase inhibitor (FDA, n.d.). This bactericidal hinders bacterial growth by inhibiting the biosynthesis of bacterial cell wall mucopeptide (Woo & Robinson, 2016). For JD, it would be necessary to check a comprehensive metabolic panel to assess liver and kidney function. There is not a black box warning and usually does not have any side effects other than a possible rash. It is usually safe during pregnancy however before prescribing it would be necessary to assess allergies and inform the patient about potential side effects like a rash. Would this treatment vary if Mr. JD was a 10 year-old 78 lb child? Include the class of the medication, mechanism of action, dosing, route, the half-life; how it is metabolized in and eliminated from the body; and contraindications and black box warnings Amoxicillin is first-line therapy for sinusitis in children (Woo & Robinson, 2016). If the child has not recently been on antibiotics, they should be on a dose of 25-50mg/kg/d in divided doses. This bactericidal medication is an aminopenicillin that is taken orally, has a half-life of 1.3hrs, is metabolized in the liver and excreted in the urine, and works by inhibiting the bacterial cell wall mucopeptide (Woo & Robinson, 2016). As stated before, it does not have any black box warnings and patients kidney and liver functioning is a concern before use. What health maintenance or preventive education is important for this client based on your choice medication/treatment? I would instruct this patient to take the medication until it is gone; not stop it early. In addition, if they failure to respond within 3 to 5 days he should prompt notify his PCP and a change in therapy should be considered (Woo & Robinson, 2016). I would instruct the patient to get plenty of sleep, increase fluid intake, and take a probiotic once they are done with their regimen. Antibiotics have been known to kill of not only the bad bacteria in the gut but the good as well. Preventing side effects like diarrhea should be taken prophylactically. They should be taken on an empty stomach, 1 hour before a meal or 2 hours after meals (Woo & Robinson, 2016). For additional resources, I would tell the patient the pharmacist is a great tool for resource if they had questions when they picked up the medication but to always call the PCP for further questioning. References:

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2025 Write a critical appraisal that demonstrates comprehension of two qualitative research studies Use the

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Rough Draft Qualitative Research Critique and Ethical Considerations 2025

Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the “Research Critique Guidelines – Part 1” document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in your responses. Use the practice problem and two qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment. Qualitative data has been described as voluminous and sometimes overwhelming to the researcher. Discuss two strategies that would help a researcher manage and organize the data. Qualitative data is looking at the “why” behind the behaviors in question. This type of research often means asking people to disclose personal information to you about their experiences and feelings. This is not the type of collecting that is analyzed into statistical data sets. This is data that is expressed feelings and experiences so creating transcripts of interviews conducted is an effective way to manage the information. Recording how the participant was feeling and the experiences described is the goal of the researcher. This will mean recording what is really said instead of interpreting the information and making conclusions and summaries of the information. Having a transcript of the conversation will provide a basis to make notes on and glean information from later. Care needs to be taken to protect the participants identities in the transcripts. Another way to manage the data collected is to code the data based on similarities. Once a researcher has several transcripts to review, they can begin coding and identifying the areas of similarity between interviews. Coding is used enough that researchers have developed software systems that help them organize their transcripts. Items can be highlighted in various colors to represent the different coded areas. By grouping the information the researcher can see larger patterns in responses and begin to form hypotheses about the problem. Sutton, J., & Austin, Z. (2015). Qualitative Research: Data Collection, Analysis, and Management. The Canadian journal of hospital pharmacy , 68 (3), 226–231. The collection and management of data for a qualitative nursing study entails not only a sufficient amount of time, but also a high level of flexibility, fluidity, and creativity (Green and Johnson, 2018). The process evolves as the study is carried out as it adapts to the dynamic characteristics of the identified participants. While it involves an in-depth discussion of personal thoughts and feelings with the participants, the researcher takes precautions to ensure that the study remains objective and unbiased by maintaining professional boundaries and adhering to professional standards of practice (Green and Johnson, 2018) Green and Johnson identified at least four methodologies that can help researchers manage and organize the data for a qualitative study. Among these methodologies include conducting interviews which can either be structured and unstructured. Structured interviews involve a set of standardized questions that are predetermined based on the goals of the study. Unstructured interviews involve questions that are not prearranged but are spontaneous and are developed during the course of the interview depending on the interviewee’s responses. Although they are designed to be more informal and free-flowing, unstructured interviews involve probing questions to gather the thoughts of the interviewee about the subject matter. In both types of interviews, transcripts of conversations are needed (Green and Johnson, 2018). The other methodology is through a focus group where a group of people are assembled for a free-flowing discussion. Members of the focus groups are usually selected based on a criteria determined prior to the selection of members. The interviewer functions as the moderator who prepares a set of questions that will be explored during the discussion. Transcripts of conversations are also documented or recorded. Reference Green, S. and Johnson, J., 2018. Research Ethics and Evaluation of Qualitative Research. Nursing Research: Understanding Methods for Best Practice. Retrieved from https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1/#/chapter/2 In a 1,000–1,250 word essay, summarize two qualitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 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 required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Attachments NRS-433V-RS2-ResearchCritiqueGuidelinesPart I.docx Rough Draft Qualitative Research Critique and Ethical Considerations – Rubric No of Criteria: 10 Achievement Levels: 5 CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory83.00 %Good94.00 %Excellent100.00 %Content75.0 Background of Study 15.0Background of study including problem, significance to nursing, purpose, objective, and research questions is incomplete.Background of study including problem, significance to nursing, purpose, objective, and research questions is included but lacks relevant details and explanation.Background of study including problem, significance to nursing, purpose, objective, and research questions is partially complete and includes some relevant details and explanation. Background of study including problem, significance to nursing, purpose, objective, and research questions is complete and includes relevant details and explanation.Background of study including problem, significance to nursing, purpose, objective, and research questions is thorough with substantial relevant details and extensive explanation. Method of Study15.0Discussion of method of study including discussion of conceptual/theoretical framework is incomplete.Discussion of method of study including discussion of conceptual/theoretical framework is included but lacks relevant details and explanation.Discussion of method of study including discussion of conceptual/theoretical framework is partially complete and includes some relevant details and explanation.Discussion of method of study including discussion of conceptual/theoretical framework is complete and includes relevant details and explanation.Discussion of method of study including discussion of conceptual/theoretical framework is thorough with substantial relevant details and extensive explanation.Results of Study15.0Discussion of study results including findings and implications for nursing practice is incomplete.Discussion of study results including findings and implications for nursing practice is included but lacks relevant details and explanation.Discussion of study results including findings and implications for nursing practice is partially complete and includes some relevant details and explanation.Discussion of study results including findings and implications for nursing practice is complete and includes relevant details and explanation. Discussion of study results including findings and implications for nursing practice is thorough with substantial relevant details and extensive explanation.Ethical Considerations15.0Discussion of ethical considerations associated with the conduct of nursing research is incomplete.Discussion of ethical considerations associated with the conduct of nursing research is included but lacks relevant details and explanation.Discussion of ethical considerations associated with the conduct of nursing research is partially complete and includes some relevant details and explanation.Discussion of ethical considerations associated with the conduct of nursing research is complete and includes relevant details and explanation.Discussion of ethical considerations associated with the conduct of nursing research is thorough with substantial relevant details and extensive explanation.Conclusion15.0Conclusion does not summarize a critical appraisal and applicability of findings.Conclusion is vague and does not discuss importance to nursing. Conclusion summarizes utility of the research and importance to nursing practice.Conclusion summarizes utility of the research from the critical appraisal and the findings importance to nursing practice.Conclusion summarizes utility of the research from the critical appraisal, knowledge learned, and the importance of the findings to nursing practice. Organization and Effectiveness15.0 Thesis Development and Purpose5.0Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction5.0Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. Format10.0 Paper Format (use of appropriate style for the major and assignment)5.0Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)5.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Total Percentage 100

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2025 Prepare a 3 4 page report on nurse patient communication in which you address types of communication factors that influence the communication experience

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Patient Communication 2025

Prepare a 3–4-page report on nurse-patient communication in which you address types of communication, factors that influence the communication experience, and how the patient experience affects health outcomes. Recommend evidence-based strategies to improve nurse-patient communication and explain how the strategies consider patient demographics. Nursing professionals do not only communicate with others within their organizations—often, they are also the first point of contact with patients. Thus, nursing professionals need superior communication skills to explain procedures and medication instructions, as well as to listen to what patients need to say. Clark and Paraska (2014) suggest that understanding how people communicate is the first step in learning how to teach patients more effective methods of listening, self-awareness, and self-expression—and also in identifying barriers in communication. The process of communication can be difficult, as we can interpret meaning based on a variety of hidden messages—some conscious and intentional—some not. Reference Clark, C. C., & Paraska, K. K. (2014). Health promotion for nurses: A practical guide. Burlington, MA: Jones & Bartlett. Imagine that, in an effort to reduce the number of patient complaints about nursing staff, organizational leadership has asked your department to prepare some preliminary research on a number of different topics. Your topic is patient communication, such as the following: The types of communication that take place between nurses and patients. The factors that can influence both positive and negative experiences. How the experience can impact health care outcomes. Strategies that can improve the communication between nurses and patients. Preparation Search the Capella library and the Internet for peer-reviewed journal articles or other professional resources on the topic of effective communication with patients. You will need at least 3 resources to support your work in this assessment. Directions Prepare a report on patient-nurse communication in which you include the following: Describe the types of communication that take place between nurses and clients/patients. Do not forget to consider types of communication beyond verbal and written on paper. Explain the factors that influence positive and negative experiences during the communication process. (Hint: Consider the experiences of both the client/patient and the nurse. Also, consider things such as age, gender, culture, and so on, of both the client/patient and the nurse.) Explain how the client/patient experience can impact health care outcomes. Recommend evidence-based strategies for improving communication between client/patients and nurses. Explain how the strategies consider different client/patient demographics. Format this assessment as a report that you would give to your supervisor. It may be helpful for you to review how your organization formats internal reports and incorporate your findings. You are still required to adhere to APA guidelines for in-text citations and references, as well as for formatting your reference page. Additional Requirements Include a title page and a reference page. Ensure your assessment is 3–4 pages in length. Use double-spaced, 12-pt., Times New Roman font.

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2025 Purpose The purpose of this assignment is To apply a change process using the

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Evidence-Based Practice Change Process 2025

Purpose The purpose of this assignment is: · To apply a change process using the ACE Star Model of Knowledge Transformation and a systematic review after identifying a clinical topic of concern and related nursing practice issue. · The information from the ‘Illustration’ part of our lessons in Weeks 1-6 will mentor you through this process. Your change process is to be set up as a pilot project. Directions EBP Change Process (form) 1. Download the EBP Change Process form (Links to an external site.)Links to an external site. during Week 1. (Attached) 2. The use of this specific form is REQUIRED and is due at the end of Week 6. 3. A short tutorial with tips for completing this assignment may be viewed in the short video above. 4. Identify a clinical topic and related nursing practice issue you think needs to be changed. 5. Locate a systematic review on your topic from the Cochrane Database of Systematic Reviews located in the Chamberlain Library. Be sure this involves nursing actions. 6. Work through each step of the ACE Star Model as outlined on the assignment form (Star Points 1-5: Discovery, Summary, Translation, Implementation, and Evaluation). Respond to the instructions provided on the form. 7. Follow the activities and thinking of Nurse Daniel in Weeks 1-6 in the ‘Illustration’ part of each lesson. He will be working through a clinical topic and nursing practice issue to demonstrate a change (ACE Star Model and systematic review). 8. Work on a portion of the process each week, as the illustration unfolds. 9. Please reach out to your instructor for feedback or assistance with your PICOT question as needed. 10. Required and Additional Background Reading in Weeks 1 and 2 under Readings is available for more information on the ACE Star Model and the use of systematic reviews. 11. Please cite any references (in APA format) of your systematic review or other scholarly document (optional) as needed. Paraphrasing information, rather than quoting, is expected. No quotes for this assignment please! 12. For questions about this assignment, please contact your instructor. 13. Use the grading rubric as a final way to check that all components of the form have been completed. The rubric is the tool your instructor will use to assess your content. Textbooks: American Nurses Association. (2015). Nursing: Scope and standards of practice . (3rd ed.). Silver Spring, MD: Author.

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2025 Learning styles represent the different approaches to learning based on preferences weaknesses and strengths For learners

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VARK Analysis Paper 2025

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,”( http://vark-learn.com/the-vark-questionnaire/ ) located on the VARK website, and then complete the following: Click “OK” to receive your questionnaire scores. Once you have determined your preferred learning style, review the corresponding link to view your learning preference. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page). Compare your current preferred learning strategies to the identified strategies for your preferred learning style. Examine how awareness of learning styles has influenced your perceptions of teaching and learning. In a paper (750‐1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following: Provide a summary of your learning style according the VARK questionnaire. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion? Cite to at least three peer‐reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 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 required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

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2025 For this assessment you will create a 2 4 page report on an interview you have conducted with a

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part 1 2025

For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue. As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare Improvement describes it thus: The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a smaller scale before evaluating the results and making adjustments before potentially launching into a somewhat larger scale project (n.d.). You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining experience with this model of project design is that it provides nurses with an opportunity to ideate and lead improvements. For this assessment, you will not be implementing all of the PDSA cycle. Instead, you are being asked to interview a health care professional of your choice to determine what kind of interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview, in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary collaboration in Assessment 3. Reference Institute for Healthcare Improvement. (n.d.). How to improve. Retrieved from http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx Demonstration of Proficiency · Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. o Summarize an interview focused on past or current issues at a health care organization. o Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue. · Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team. o Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate. · Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals. o Describe change theories and a leadership strategy that could help develop an interdisciplinary solution to an organizational issue. · Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. o Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style. Professional Context This assessment will introduce the Plan-Do-Study-Act (PDSA) Model to create change in an organization. By interviewing a colleague of your choice, you will begin gathering information about an interprofessional collaboration problem that your colleague is experiencing or has experienced. You will identify a change theory and leadership strategies to help solve this problem. Scenario This assessment is the first of three related assessments in which you will gather interview information (Assessment 2); design a proposal for interdisciplinary problem-solving, (Assessment 3); and report on how an interdisciplinary improvement plan could be implemented in a place of practice (Assessment 4). At the end of the course, your interviewee will have a proposal plan based on the PDSA cycle that he or she could present to stakeholders to address an interdisciplinary problem in the workplace. For this assessment, you will need to interview a health care professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem that he or she is experiencing or has experienced, or an area where they are seeking improvements. Consult the Interview Guide (attached) for an outline of how to prepare and the types of information you will need to complete this project successfully. Remember: this is just the first in a series of three assessments. Instructions For this assessment, you will report on the information that you collected in your interview, analyzing the interview data and identifying a past or current issue that would benefit from an interdisciplinary approach. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently being used. Additionally, you will start laying the foundation for your Interdisciplinary Plan Proposal (Assessment 3) by researching potential change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified. When submitting your plan, use the Interview and Issue Identification Template (attached), which will help you to stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end. Additionally, be sure to address 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. · Summarize an interview focused on past or current issues at a health care organization. · Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate. · Describe potential change theories and a leadership strategies that could inform an interdisciplinary solution to an organizational issue. · Describe collaboration approaches from the literature that could facilitate establishing or improving an interdisciplinary team to address an organizational issue. · Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, and using current APA style. Additional Requirements · Length of submission: Use the provided template. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan. · 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 5 years old. · APA formatting: Make sure that in-text citations and reference list follow current APA style.

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2025 Discussion Building a Health History Effective communication is vital to constructing an accurate and detailed patient history

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Building a Health History 2025

Discussion: Building a Health History Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks. For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor. To prepare: With the information presented in Chapter 1 of Ball et al. in mind, consider the following: · By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note : Please see the “Course Announcements” section of the classroom for your new patient profile assignment. · How would your communication and interview techniques for building a health history differ with each patient? · How might you target your questions for building a health history based on the patient’s social determinants of health? · What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks? · Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. · Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient. · Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history. Assignment: My Case study: 14-year-old biracial male living with his grandmother in a high-density public housing complex Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient. Learning Resources 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 1, “The History and Interviewing Process” This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability. Chapter 5, “Recording Information” This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records. Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–29) Deckx, L., van den Akker, M., Daniels, L., De Jonge, E. T., Bulens, P., Tjan-Heijnen, V. C. G., … Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: Results of a cohort study. BMC Family Practice, 16, 1–12. Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, (1079), 508–513. Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, (1), 3. Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., … Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15(1111), 1–7.

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