2025 Topic 3 DQ 1 When a teen starts menstruating she it is possible for her to get pregnant But

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Adolescent pregnancy is viewed as a high-risk situation because it poses serious health risks for the mother and the baby. Describe various risk factors or precursors to adolescent pregnancy. 2025

Topic 3 DQ 1 When a teen starts menstruating she it is possible for her to get pregnant. But with teen pregnancy comes risks. There are so many things that can go wrong with a woman in her twenties who are pregnant but those numbers go even higher in a teen. Some of the concerns are preterm birth, low birth weight, high blood pressure that leads to preeclampsia, and infant mortality. Teens are not mature to understand how important the health of the baby is. They tend to take the pregnancy for granted and not change one thing about their nutrition or physical activity. In Okeechobee County, the teen pregnancy rate is 11.97% and the rate in Florida is 10.3%. These rates are high however they have decreased over the last ten years. The decrease is most likely due to all the programs that Florida has to offer. Unfortunately, teen pregnancy cost the residents of Florida money and adds a burden on our healthcare. This could be the reason that there has been changing and we see a decrease. Healthy Start is a grant- based program through the state that helps women and infants with a variety of services. They have classes such as childbirth, car seat, parenting, and breastfeeding. Education is the main role that this program takes on. Every participates is case managed to make sure they have all the information or resources to help with their needs. All services are free to any Florida resident who is pregnant or an infant up to three years old The Pregnancy Center of Okeechobee is a local organization in my community of Okeechobee. They have services very similar to Health Start but also have a full- time RN on site with an ultrasound tech and equipment. They are grant- based but also rely on donations from the residents. The center has a thrift shop for the residents to shop from. All the items in the shop are donated so there can be anything from clothes to furniture and everything in between. The center really has great support from our little community. With all these services available and the education that is provided it is no wonder, the numbers have gone down. Using 250-300 APA format with references to support the discussion. Adolescent pregnancy is viewed as a high-risk situation because it poses serious health risks for the mother and the baby. Describe various risk factors or precursors to adolescent pregnancy. Research community and state resources devoted in adolescent pregnancy and describe at least two of these resources. Research the teen pregnancy rates for the last 10 years for your state and community. Has this rate increased or decreased? Discuss possible reasons for an increase or decrease.

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2025 Please submit your post work to Canvas within 48 hours of the completion

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Mobility VCBC Post Work 2025

Please submit your post work to Canvas within 48 hours of the completion of your VCBC Experience. Please refer to the Experiential Learning Orientation for further questions and a reminder on how to ensure your assignment is properly saved. Please complete the Concept Notebook (Map) for the concept of Mobility linked to your clients for the day. Concept Notebook Template.docx download 205-225 Concept Notebook Rubric V2.docx download This assignment is due within 48 hours of completing your VCBC. Please refer to the Experiential Learning Orientation for further questions and a reminder on how to ensure your assignment is properly saved. Rubric 205/225 Concept Notebook Rubric 205/225 Concept Notebook RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeRelated Concept 1 ptsSatisfactoryDocumented at least 2 concepts, related to the client with a detailed explanation of each related concept and how the related concept is impacted by the main concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented at least 1 concept, 1 concept is related to the client, or only minimal explanation of each related concept and how the related concept is impacted by the main concept, or incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no related concept, did not relate the concept to the client, no explanation of each related concept and how the related concept is impacted by the main concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeExemplar 1 ptsSatisfactoryDocumented at least 3 Exemplars, related to the client and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 Exemplars, 1-2 concepts are related to the client, or incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no Exemplars , did not relate the concept to the client and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeAssessment 1 ptsSatisfactoryDocumented at least 3 assessments used to find and rule out alterations with the main concept and are all related to the client, a detailed explanation of each assessment and why one would do that assessment relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 assessments used to find and rule out alterations with the main concept and 1-2 relate to the client, minimal explanation of why one would do that assessment relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no assessments used to find and rule out alterations with the main concept and did not relate to the client, no explanation of why one would do that assessment relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeLab & Diagnostic 1 ptsSatisfactoryDocumented at least 3 lab or diagnostic test used to find and rule out alterations with the main concept and all related to the client, a detailed explanation of each lab/test and why one would do that lab/test relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 lab or diagnostic test used to find and rule out alterations with the main concept, 1-2 relate to the client, minimal explanation of each lab/test and why one would do that lab/test relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no lab or diagnostic test used to find and rule out alterations with the main concept and did not relate to the client, no explanation of each lab/test and why one would do that lab/test relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeInterventions 1 ptsSatisfactoryDocumented at least 3 nursing interventions needed to care for clients with alterations to the main concept and all related to the client, a detailed explanation of each intervention and why one would perform the interventions relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 nursing interventions needed to care for clients with alterations to the main concept, 1-2 relate to the client, minimal explanation of each intervention and why one would perform the interventions relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no nursing interventions needed to care for clients with alterations to the main concept and did not relate to the client, no explanation of each intervention and why one would perform the interventions relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeMedications 1 ptsSatisfactoryDocumented at least 3 medications administered to clients to treat or prevent alterations to the main concept and all related to the client, a detailed explanation of each medication and why one would administer the medication relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2medications administered to clients to treat or prevent alterations to the main concept, 1-2 relate to the client, minimal explanation of each medication and why one would administer the medication relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no medications administered to clients to treat or prevent alterations to the main concept and did not relate to the client, no explanation of each medication and why one would administer the medication relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomePotential Complications 1 ptsSatisfactoryDocumented at least 2 potential problems that could occur if alterations to the main concept are not addressed/treated and all related to the client, a detailed explanation of each complication and how it could occur relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1 potential problem that could occur if alterations to the main concept are not addressed/treated, 1 concept is related to the client, minimal explanation of each complication and how it could occur relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no potential problems that could occur if alterations to the main concept are not addressed/treated, did not relate the concept to the client, no explanation of each complication and how it could occur relating to the concept, and incorrect APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeCollaborative Care 1 ptsSatisfactoryDocumented at least 1 department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept and is related to the client, a detailed explanation of each how that department/ancillary staff could assist the client relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented at least 1 department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept and is related to the client, minimal explanation of each how that department/ancillary staff could assist the client relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept, did not relate the concept to the client, no explanation of each how that department/ancillary staff could assist the client relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeSpelling and Grammar 1 ptsSatisfactory0- 2 mistakes in spelling or grammar.0.5 ptsNeeds Improvement3 -4 mistakes in spelling or grammar.0 ptsUnsatisfactory5 or more mistakes in spelling or grammar. 1 pts This criterion is linked to a Learning OutcomeReferencesCorrect APA references. 1 ptsSatisfactoryCorrect APA references.0.5 ptsNeeds ImprovementIncorrect APA references.0 ptsUnsatisfactoryNo APA references. 1 pts Total Points: 10 Previous Next

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2025 Common Models in Health Informatics Evaluation Have you ever watched a movie in which the

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Common Models in Health Informatics Evaluation 2025

Common Models in Health Informatics Evaluation Have you ever watched a movie in which the same scene was shown several times but as viewed by different individuals? Or, have you watched a detective show in which the witnesses all had differing accounts? The same can hold true for conducting an evaluation of a health information technology project. How you plan and conduct the evaluation is largely dependent on the viewpoint you assume and the perspective with which you approach the evaluation. Consider a new patient discharge protocol at a small hospital. Do you want to know how the patient feels about the process? Do you want to gather the opinions of nurses who are using this process? Perhaps you want to determine if it is saving the hospital money by freeing up bed space in a more timely fashion. Obtaining each of these viewpoints would require a different approach. Depending on the goal of your evaluation, the model and viewpoint you opt to use will likely vary. In this Discussion, determine which evaluation model would be most effective for evaluating the health information technology described in one of the scenarios below. Your Instructor will assign a specific scenario by Day 1 of this week. Scenario 1: You have recently provided a training program to help nurses and physicians become proficient in the use of a new bedside medication verification (BMV) system. Scenario 2: The Chief Medical Officer at your hospital is interested in finding out the impact of a new decision support system on the number of adverse events occurring in the past year. Scenario 3: You are helping with the design of a new outpatient surgery center to be built adjacent to the hospital. You are tasked with evaluating the opinions of physicians, nurses, and the general public toward this facility. To prepare: Review the information on the types of evaluation models covered in this week’s Learning Resources. Determine which model would be most appropriate to use for evaluation in the scenario to which you were assigned. Consider why the viewpoint of the scenario or situation would impact the model used. View the scenario from a different viewpoint, and consider how a different model might be used. Reflect on the importance of basing an evaluation on a model. By tomorrow 12/13/2016 at 9pm, post a minimum of 550 words in APA format with a minimum of 3 references from the list below, which include the level one headings as numbered below: 1) Post which scenario (1, 2, or 3) you were assigned and two different models that could be utilized to approach the evaluation. 2) Explain why you selected those models and how you would use them. 3) Explain why it is important to consider the intended goal of the evaluation and the viewpoint that is selected. 4) Finally, assess the importance of basing an evaluation on a model. Justify your response. Required Readings Technology Acceptance Model Kowitlawakul, Y. (2011). The Technology Acceptance Model: Predicting nurses’ intention to use telemedicine technology (eICU). Computers, Informatics, Nursing, 29(7), 411–418. Retrieved from the Walden Library databases. Nurses encounter a variety of technological tools that are used in their field. This article explores the technology acceptance model and how it applies to nurses’ intention to use telemedicine technology. Pai, F.-Y., & Huang, K. (2011). Applying the Technology Acceptance Model to the introduction of healthcare information systems. Technological Forecasting and Social Change, 78(4), 650–660. Retrieved from the Walden Library databases. This article focuses on the attempt to develop a model that will assist nurses in mastering the use of health information technology (HIT), thus enabling them to spend more time on patient care and less on clerical-type duties. The authors also studied how the use of HIT could increase patient safety. Rippen, H. E., Pan, E. C., Russell, C., Byrne, C. M., & Swift, E. K. (2013). Organizational framework for health information technology. International Journal of Medical Informatics, 82(4), e1–e13. Retrieved from the Walden Library databases. In this article, the authors highlight results of a literature review on the implementation of health information technology and the related theories and models. Based on their research, the authors developed a framework of key areas that provides a structure to organize and capture information on the use of health IT. Mohamed, A. H., Tawfik, H. M., Al-Jumeily, D., & Norton, L. (2011). MoHTAM: A Technology Acceptance Model for mobile health applications. Developments in E-systems Engineering (DeSE) Conference, 13–18. Retrieved from the Walden Library databases. In this article, the authors highlight a model they developed to determine how the decision to use a mobile health application is influenced by the design of the technology, the perceived ease of using it, and the perceived usefulness of the technology. Diffusion of Innovations Barnett, J., Vasileiou, K., Djemil, F., Brooks, L., & Young, T. (2011). Understanding innovators’ experiences of barriers and facilitators in implementation and diffusion of healthcare service innovations: A qualitative study. BMC Health Services Research, 11, 342. Retrieved from the Walden Library databases In this article, the authors describe the experiences of innovators in the medical field and the barriers that they have experienced in the implementation and diffusion of health care service innovations. Kaissi, A. (2012). “Learning” from other industries: Lessons and challenges for health care organizations. Health Care Manager, 31(1), 65–74. Retrieved from the Walden Library databases. In this paper, the author explores how diffusion of innovations occurs in a variety of different industries and how these lessons can be adapted for use in the health care industries. Thakur, R., Hsu, S. H. Y., & Fontenot, G. (2012). Innovation in healthcare: Issues and future trends. Journal of Business Research, 65(4), 562–569. Retrieved from the Walden Library databases. The medical field is a constantly evolving and improving. This article explores important innovations in the health care industry while highlighting certain issues and trends that may affect the future of the field. Dickinson, A. D., & Scott, M. (2012). Diffusion of innovations in the National Health Service: A case study investigating the implementation of an electronic patient record system in a UK secondary care trust. In UK Academy for Information Systems (UKAIS) 17th Annual Conference, 27–28 March 2012, New College, Oxford. Retrieved from http://nrl.northumbria.ac.uk/6223/2/UKAIS_2012_paperDD_MS.pdf This article examines a case study that focuses on the implementation of an electronic patient record system in a UK secondary care trust. In particular, the study highlights how new users adopt the system. Valente, T. W., & Rogers, E. M. (1995). The origins and development of the diffusion of innovations paradigm as an example of scientific growth. Science Communication, 16(3), 242–273. Copyright 1995 by Sage Publications Inc. Reprinted by permission of RISage Publications Inc. via the Copyright Clearance Center. In this article, Valente and Rogers explore the origins and development of the diffusion of innovations paradigm. Through examining the different stages, it is possible to better understand how innovations are spread, accepted, and adopted within a health care organization. Disruptive Innovation Christensen, C. M., Bohmer, R., & Kenagy, J. (2000). Will disruptive innovations cure health care? Harvard Business Review, 78(5), 102–112. Retrieved from the Walden Library databases The health care field is constantly in need of new technologies to fill specific needs and niches. In this article, the authors discuss the role disruptive innovations could play in the development of the needed technologies. Dhar, M., Griffin, M., Hollin, I., & Kachnowski, S. (2012). Innovation spaces: Six strategies to inform health care. Health Care Manager, 31(2), 166–177. Retrieved from the Walden Library databases. In this article, the authors use the disruptive innovation model as the framework to examine how innovation occurs in health care organizations. They determined six strategies to encourage innovation: dedicated times, formal teams, outside ideas, idea-sharing platforms, company/job goals, and incentives. Poll, W. (2011). Derision is the sweet spot of adoption: Unleashing disruptive growth. Hospital Topics, 89(1), 23–25. Retrieved from the Walden Library databases. It is common that many people look at change and new technologies with a hint of disdain or distrust. The author of this article discusses how new ideas and disruptive innovations can be effectively presented to a somewhat hesitant organizations. Sociotechnical Theory Models Ancker, J. S., Kern, L. M., Abramson, E., & Kaushal, R. (2012). The Triangle Model for evaluating the effect of health information technology on healthcare quality and safety. Journal of American Medical Informatics Associations, 19(1), 61–65. Retrieved from the Walden Library databases. The authors of this article explain the Triangle Model for designing studies on the safety and quality outcomes of health information technology projects. The article focuses on the predictors of the model, including attributes of the technology in question, the technology provider, the organizational setting, and the population involved. Currie, L., Sheehan, B., Graham, P., Stetson, P., Cato, K., & Wilcox, A. (2009). Sociotechnical analysis of a neonatal ICU. Studies In Health Technology and Informatics, (146), 258–262. Retrieved from the Walden Library databases. In this article, the authors provide a brief overview of sociotechnical theory. The authors also describe the results of a sociotechnical analysis of a neonatal intensive care unit. Molleman, E., & Broekhuis, M. (2001). Sociotechnical systems: Towards an organizational learning approach. Journal of Engineering and Technology Management, 18(3), 271–294. Retrieved from the Walden Library databases. The authors of this article explore the application of sociotechnical systems (STS) theory for designing work processes to improve organizational performance. The authors examine the application of STS with four organizational performance indicators: price, quality, flexibility, and innovation. Scott‐Findlay, S., & Estabrooks, C. A. (2006). Mapping the organizational culture research in nursing: A literature review. Journal of Advanced Nursing, 56(5), 498–513. Retrieved from the Walden Library databases. This article provides an empirical review of the nursing literature on organizational culture and its influence on practitioners.

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2025 Question 2 A patient with a diagnosis of insomnia is surprised when his physician explains to him that his

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MN551 Advanced Pathophysiology Across the Lifespan week 9 quiz (All correct) 2025

Question 2. A patient with a diagnosis of insomnia is surprised when his physician explains to him that his brain is still highly active during normal sleep. Which of the following statements best captures the character of brain activity during sleep? “Fewer neurons in your brain are firing when you’re asleep, but they’re more synchronized than when you’re awake.” “While you’re obviously less aware of stimuli when you’re asleep, your brain is actually more active when you’re asleep than when you’re awake.” “There are four types of brain activity, and actually all of them occur at different stages of sleep.” “Your brain alternates between periods of activity and periods of inactivity when you’re asleep, and these correspond to your eye movement.” Question 3. Which of the following factors is most responsible for the fact that prefrontal lobotomy is no longer a common treatment for mental illness? Individuals treated by lobotomy have difficulty interpreting somatic, visual, and auditory information. Lobotomy inhibits the individual’s ability to add perception and meaning to sensory information. Severing connections between the brain and its prefrontal areas inhibits problem solving and results in a loss of ambition. Loss of communication to and from the prefrontal cortex changes, but ultimately exacerbates, symptoms of mental illness. Question 7. A clinician is conducting an assessment of a male patient suspected of having a disorder of motor function. Which of the following assessment findings would suggest a possible upper motor neuron (UMN) lesion? The patient has decreased deep tendon reflexes. The patient displays increased muscle tone. The patient’s muscles appear atrophied. The patient displays weakness in the distal portions of his limbs. Question 9. A 48-year-old male has a new diagnosis of Guillain-Barré syndrome. Which of the following processes underlies the deficits that accompany the degeneration of myelin in his peripheral nervous system (PNS)? The destruction of myelin causes fewer Schwann cells to be produced in the patient’s PNS. The axonal transport system is compromised by the lack of myelin surrounding nerve cells. Nerve cells lack insulation and impulse conduction is compromised by the destruction of myelin. A deficit of myelin predisposes the patient to infection by potential pathogens. Question 13. Which of the following diagnostic findings is likely to result in the most serious brain insult? Mean arterial blood pressure (MABP) that equals intracranial pressure (ICP) Moderate increase in brain tissue volume secondary to a brain tumor Increased ICP accompanied by hyperventilation High intracellular concentration of glutamate Question 17. A nurse practitioner is assessing a 7-year-old boy who has been brought to the clinic by his mother, who is concerned about her son’s increasingly frequent, severe headaches. Which of the nurse’s following questions is least likely to yield data that will allow for a confirmation or ruling out of migraines as the cause of his problem? “Does your son have a family history of migraines?” “When your son has a headache, does he ever have nausea and vomiting as well?” “Does your son have any food allergies that have been identified?” “Is your son generally pain free during the intervals between headaches?” Question 19. Following a motor vehicle accident three months prior, a 20-year-old female who has been in a coma since her accident has now had her condition declared a persistent vegetative state. How can her care providers most accurately explain an aspect of her situation to her parents? “Your daughter has lost all her cognitive functions as well as all her basic reflexes.” “Though she still goes through a cycle of sleeping and waking, her condition is unlikely to change.” “If you or the care team notice any spontaneous eye opening, then we will change our treatment plan.” “Your daughter’s condition is an unfortunate combination of total loss of consciousness with continuation of all other normal brain functions.” Question 20. During a late-night study session, a pathophysiology student reaches out to turn the page of her textbook. Which of the following components of her nervous system has the highest level of control over her arm and hand action? Cerebelum Thalamus Basal ganglia Frontal lobe Question 21. A patient in the intensive care unit who has a brain tumor has experienced a sharp decline. The care team suspects that water and protein have crossed the blood–brain barrier and been transferred from the vascular space into the patient’s interstitial space. Which of the following diagnoses best captures this pathophysiology? Focal hypoxia Cytotoxic edema Hydrocephalus Vasogenic edema Question 24. A 70-year-old male has been diagnosed with a stroke that resulted in an infarct to his cerebellum. Which of the following clinical findings would be most closely associated with cerebellar insult? Flaccid loss of muscle tone Difficulty starting movement, stopping movement, and maintaining rhythmic movement Tremor, rigidity, and bradykinesia Unsteady gait and difficulty speaking and swallowing

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2025 Use the practice problem and a qualitative peer reviewed research article you identified

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Rough Draft Qualitative Research Critique and Ethical Considerations 2025

Use the practice problem and a qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment. In a 1000-1,250-word essay, summarize the study, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study. Refer to the resource “Research Critique Guidelines” for suggested headings and content for your paper. 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 Turninit. NRS-433V-RS-Research-Critique-Guidelines.docx

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2025 Musculoskeletal and neurologic disorders can present complications for pediatric patients from infancy to adolescence These disorders affect patients physically and

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Discussion: Diagnosis and Management of Musculoskeletal and Neurologic Disorders 2025

Musculoskeletal and neurologic disorders can present complications for pediatric patients from infancy to adolescence. These disorders affect patients physically and emotionally and often impact a patient’s ability to participate in or carry out everyday activities. Patients with these disorders frequently need long-term treatment and care requiring extensive patient management and education plans. Musculoskeletal and neurologic disorders present various symptoms because they affect multiple parts of a patient’s body. Consider treatment, management, and education plans for the patients in the following three case studies. Case Study 1: Clay is a 7-year-old male who presents in your office with complaints of right thigh pain and a limp. The pain began approximately 1 week ago and has progressively worsened. There is no history of trauma. Physical examination is negative except for pain with flexion and internal rotation of the right hip and limited abduction of the right hip. Limb lengths are equal. Case Study 2: Trevon is an 18-month-old with a 3-day history of upper-respiratory-type symptoms that have progressively worsened over the last 8 hours. His immunizations are up to date. Mom states he spiked a fever to 103.2°F this morning and he has become increasingly fussy. He vomited after drinking a cup of juice this afternoon and has refused PO fluids since then. Pertinent physical exam findings include negative abdominal exam, marked irritability with inconsolable crying, and he cries louder with pupil examination and fights head and neck assessment. You are unable to elicit Kernig’s or Brudzinski’s signs due to patient noncompliance. Case Study 3: Molly is a 12-year-old who comes to your office after hitting her head on the ground during a soccer game. Her mother reports that she did not lose consciousness, but that she seems “loopy” and doesn’t remember what happened immediately following her fall. She was injured when she collided with another player and fell backward, striking her head on the ground. She has no vomiting and denies diplopia but complains of significant headache. Physical examination is negative except for the presence of slight nystagmus. All other neurologic findings including fundoscopic examination are normal. To prepare: Review “Neurologic Disorders” and “Musculoskeletal Disorders” in the Burns et al. text. Review and select one of the three provided case studies. Analyze the patient information. Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient. Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments. Consider strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder. By Day 3 Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder.

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2025 Read chapter 3 and watch the films Gone Baby Gone and Sleepers Pick one and judge the main

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Gone Baby Gone 2025

Read chapter 3 and watch the films “Gone Baby Gone” and “Sleepers”. Pick one and judge the main FINAL action as moral or immoral. Support your position by applying Kant’s moral philosophy. 500 words minimum MLA format. Due on June 10th, NO LATER than at 11:50 pm. Minimum 3 sources from LIRN *Not applying Kant’s Categorical Imperative results in an automatic F. Nature of the Concept 1. The first premise is that a person acts morally if his or her conduct would, without condition, be the “right” conduct for any person in similar circumstances (the “First Maxim”). 2. The second premise is that conduct is “right” if it treats others/yourself as ends in themselves/yourself and not as means to an end (the “Second Maxim”). 3. The conclusion is that a person acts morally when he or she acts as if his or her conduct was establishing a universal law governing others in similar circumstances (the “Third Maxim”).

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2025 Review the Topic Materials and the work completed in NRS 433V to formulate a PICOT statement for your capstone

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assignment 2025

Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project. My topic is stroke A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process. Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project. In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome. Make sure to address the following on the PICOT statement: Evidence-Based Solution Nursing Intervention Patient Care Health Care Agency Nursing Practice 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. While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone change proposal project, the literature review enables students to map out and move into the active planning and development stages of the project. A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Statement Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections: Title page Introduction section A comparison of research questions A comparison of sample populations A comparison of the limitations of the study A conclusion section, incorporating recommendations for further research 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. In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice. Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal: Background Problem statement Purpose of the change proposal PICOT Literature search strategy employed Evaluation of the literature Applicable change or nursing theory utilized Proposed implementation plan with outcome measures Identification of potential barriers to plan implementation, and a discussion of how these could be overcome Appendix section, if tables, graphs, surveys, educational materials, etc. are created Review the feedback from your instructor on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate re

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2025 Collaborative identification and interpretation of practice problems is a requirement of professional practice AACN

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Evidence based practice 2025

Collaborative identification and interpretation of practice problems is a requirement of professional practice (AACN, 2008). Locating and summarizing literature using credible online databases is necessary for evidence-based nursing (AACN, 2008; QSEN, 2018). Purpose This assignment provides a learning activity for students to experience a practice-based scenario and apply a process worksheet designed to assist in the identification of an independent nursing problem or concern, develop a PICOT clinical question, and search for evidence using credible online databases/sources. Course Outcomes This assignment enables the student to meet the following Course Outcomes. CO1: Examine the sources of evidence that contribute to professional nursing practice. (PO 7) CO2: Apply research principles to the interpretation of the content of published research studies. (POs 4 & 8) CO4: Evaluate published nursing research for credibility and significance related to evidence-based practice. (POs 4 & 8) CO5: Recognize the role of research findings in evidence-based practice. (POs 7 & 8) Due Date Submit the completed PPL Worksheet by Sunday, 11:59 p.m. MT at the end of Week 3 . Points This assignment is worth 175 points . Directions 1. Read over each of the following directions. 2. You must read the Assignment Practice Scenario below before completing the PPL Worksheet. 3. Download and use the required PPL Worksheet (Links to an external site.)Links to an external site. . 4. Review the information provided in our library of how to search for journal articles here (Links to an external site.)Links to an external site. . 5. Review the information provided in our library of how to locate and copy a journal permalink (Links to an external site.)Links to an external site. . 6. You are required to complete the worksheet using the productivity tools required by University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, 7. Complete each section of the Problem/PICOT/Literature (PPL) Worksheet. For the Clinical PICOT Question , you are required to use one type of question from the American Academy of Ambulatory Care Nursing (AAACN). Please access the template to select the question type from the following link: American Academy of Ambulatory Care Nursing (AAACN). (2018). AAACN research toolkit: Template for asking PICOT questions . Retrieved from https://www.aaacn.org/sites/default/files/documents/misc-docs/1e_PICOT_Questions_template.pdf (Links to an external site.)Links to an external site. 8. Be sure to use the PPL grading rubric to make certain you are meeting all grading criteria of the PPL Worksheet. 9. Use correct grammar, spelling, punctuation, and in-text APA formatting. 10. Submit the completed PPL Worksheet on the Week 3 Assignment page. **Academic Integrity Reminder** College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments. By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page. Please see the grading criteria and rubrics on this page. NOTE: Please use your browser’s File setting to save or print this page. Assignment Practice Scenario Your Chief Nurse Executive (CNE) recognizes you are pursuing your BSN and has asked you to be a member of the nursing evidence-based practice (NEBP) committee. She has advised the members that the purpose is to conduct nursing research studies involving clinical practice problems. Increasing nurses’ awareness of quality and safety concerns will help develop an attitude of inquiry and asking questions (Sherwood & Barnsteiner, 2017). Baccalaureate nurses “collaborate in problem identification, participate in the process of search, retrieval, and documentation of evidence, and integrate evidence using credible databases and internet resources” (AACN, 2008, pp. 16-17). The CNE has advised all members of the following areas of quality and safety clinical practice that each committee member needs to consider and choose one as a priority area for conducting a research study. Sources of research problems come from nursing clinical practice (Houser, 2018): Quality Safety Patient satisfaction Patient education Falls Non-pharmacological pain management Errors (any). Examples include: · Medication · Patient identification · Communication Readmissions Length of stay Costs Healthcare Associated Infections (HAIs). (Any type) Examples include: · Central Line Associated Blood Stream Infections (CLABSI) · Catheter Associated Urinary Tract Infections (CAUTI) · Ventilator Associated Pneumonia (VAP) · Surgical Site Infections (SSI) Sepsis Discharge Teaching/Coaching Transitions of Care/Level of Care Pressure Ulcers Skin Integrity Your CNE has requested that you are to select one area and complete the PPL Worksheet using that topic. The committee will collaborate and decide as a team which nursing clinical problem area will be the priority focus of their next research study. Thank you for your valuable contributions to this important NEBP committee. References American Association of Colleges of Nurses (AACN). (2008). Executive summary: The essentials of baccalaureate education for professional nursing practice (2008). Retrieved from http://www.aacnnursing.org/Education-Resources/AACN-Essentials Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Sudbury, MA: Jones and Bartlett. Sherwood, G., & Barnsteiner, J. (2017). Quality and safety in nursing: A competency approach to improving outcomes (2nd ed.). Hoboken, NJ: Wiley-Blackwell. Quality and Safety Education for Nurses (QSEN). (2018). QSEN knowledge, skills, and attitude competencies . Retrieved from http://qsen.org/competencies/pre-licensure-ksas/ NR439 PPL Worksheet Rubric NR439 PPL Worksheet Rubric Criteria RatingsPts This criterion is linked to a Learning Outcome Clinical Nursing Practice Problem Identify one quality or safety clinical priority area from the assignment guidelines practice scenario. Summarize the independent clinical nursing practice problem/issue you believe is the most important. Summarize your rationale (why) for choosing the problem. 25.0 pts Clearly identifies one quality and safety clinical priority practice problem from the assignment guidelines practice scenario. Thoroughly summarizes the importance of the problem/issue. Thoroughly summarizes the rationale (why) the problem was chosen. 22.0 pts Criteria from the first column are mostly summarized or one criteria lacks details or is missing. 20.0 pts Criteria from the first column are minimally summarized or two criteria lack details or are not present. 10.0 pts Criteria from the first column are poorly summarized. 0.0 pts Criteria are not discussed. 25.0 pts This criterion is linked to a Learning Outcome Clinical PICOT Question Using the AAACN Template for Asking PICOT Questions located in the assignment guidelines, write out your PICOT question. You must use one type of question from the AAACN template. 20.0 pts PICOT question with all 5 elements correct. 18.0 pts PICOT question with 4 elements correct. 16.0 pts PICOT question with 3 elements correct. 8.0 pts PICOT question with 1-2 elements correct. 0.0 pts PICOT question with no elements correct or no PICOT question present. 20.0 pts This criterion is linked to a Learning Outcome PICOT Elements Identify each of the elements for your PICOT. 20.0 pts All 5 PICOT elements are correctly identified. 18.0 pts 4 PICOT elements are correctly identified. 16.0 pts 3 PICOT elements are correctly identified. 8.0 pts 1-2 PICOT elements are correctly identified. 0.0 pts No PICOT elements are correctly identified or are not present. 20.0 pts This criterion is linked to a Learning Outcome Evidence Retrieval Process Using the Chamberlain College of Nursing library, locate an original nursing report/article of a single nursing study published from a nursing source/journal within the last 10 years that is relevant to your chosen clinical nursing practice problem/issue. Provide a complete APA reference to the study and the permalink. *Meta-analysis, Meta-synthesis, Systematic Reviews should not be used. 20.0 pts All of the five criteria are present or one criteria is missing: 1. Complete study reference is provided in APA. 2. Uses the Chamberlain College of Nursing library by providing the permalink for the study. 3. Study is less than 10 years old. 4. Single original nursing study. 5. Study is from a nursing source/journal *Meta-analysis, Meta-synthesis, Systematic Reviews should not be used. 18.0 pts Missing two criteria from the A column. 16.0 pts Missing three criteria from the A column 8.0 pts Missing four criteria from the A column. 0.0 pts Missing all five criteria from the A column or none of the criteria are present. 20.0 pts This criterion is linked to a Learning Outcome Implications of Literature Evidence Summarizes how the study is relevant to your chosen clinical nursing practice problem/issue. Summarizes why you believe the nursing evidence-based practice committee should focus their next research study on this practice problem. 25.0 pts Thoroughly summarizes how the study is relevant to your chosen clinical nursing practice problem/issue. Thoroughly summarizes why you believe the nursing evidence-based practice committee should focus their next research study on this practice problem. Excellent details provided. 22.0 pts Mostly summarizes the criteria in the first column or one criteria lacks details. 20.0 pts Fairly summarizes the criteria in the first column or one criteria is missing. Fair details are provided. 10.0 pts Poorly summarizes the criteria in the first column. Poor details are provided. 0.0 pts Criteria are not summarized or is missing. 25.0 pts This criterion is linked to a Learning Outcome Literature Search Terms Identifies 4 (or more) relevant searchable terms you used for your search for literature. 25.0 pts Identifies 4 (or more) relevant searchable terms used for the search for literature. 22.0 pts Identifies 3 relevant searchable terms used for the search for literature. 20.0 pts Identifies 2 relevant searchable terms used for the search for literature. 10.0 pts Identifies 1 relevant searchable term used for the search for literature. 0.0 pts No Marks 25.0 pts This criterion is linked to a Learning Outcome Literature Search Strategies Identifies 4 (or more) relevant search strategies you used to narrow/limit your search for literature. 25.0 pts Identifies 4 (or more) relevant strategies used to narrow/limit the search for literature. 22.0 pts Identifies 3 relevant strategies used to narrow/limit the search for literature. 20.0 pts Identifies 2 relevant strategies used to narrow/limit the search for literature. 10.0 pts Identifies 1 relevant strategy used to narrow/limit the search for literature. 0.0 pts No strategies identified or strategies are not present. 25.0 pts This criterion is linked to a Learning Outcome Scholarly Writing, Mechanics, Organization, Spelling, Sentence Structure, Grammar 8.0 pts Excellent writing, mechanics, organization, spelling, sentence structure, grammar. 1-2 errors noted. 6.0 pts Good writing, mechanics, organization, spelling, sentence structure, grammar. A few errors noted. 3.0 pts Fair writing, mechanics, organization, spelling, sentence structure, grammar. Some errors noted. 2.0 pts Poor writing, mechanics, organization, spelling, sentence structure, grammar. Many errors noted. 0.0 pts Very poor writing, mechanics, organization, spelling, sentence structure, grammar. Errors throughout are noted. Writing is difficult to understand or follow. 8.0 pts This criterion is linked to a Learning Outcome APA In-Text Formatting for Cited Sentences 7.0 pts Excellent APA formatting. Uses APA in-text citation formatting with no errors. 6.0 pts Good APA formatting. Uses APA in-text citation formatting with 1-2 errors noted. 4.0 pts Fair APA formatting. Uses APA in-text citation formatting with some errors noted or does not use in-text citation formatting. 3.0 pts Poor APA formatting with many errors noted. 0.0 pts Very poor APA with errors noted throughout. 7.0 pts This criterion is linked to a Learning Outcome Assigned PPL Worksheet Used 0.0 pts Assigned PICOT Worksheet form NOT used for this assignment results in loss of 10% (17.5 points) from points possible. 17.5 points deducted 0.0 pts Assigned PICOT Worksheet form used for this assignment. 0 points deducted 0.0 pts Total Points: 175.0

Nursing Assignment Help 2025

2025 Using the Practicum Experience for Professional Growth I am personally convinced that one person can be a change catalyst a

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Using the Practicum Experience for Professional Growth 2025

Using the Practicum Experience for Professional Growth “I am personally convinced that one person can be a change catalyst, a ‘transformer’ in any situation, any organization. Such an individual is yeast that can leaven an entire loaf. It requires vision, initiative, patience, respect, persistence, courage, and faith to be a transforming leader” (Covey, 2009, p. 287). Your practicum experiences in NURS 8400 and NURS 8410 have provided opportunities to gain knowledge, perspective, and skills that bolster your specialty area practice. They have laid a foundation for reflecting on your own strengths and challenges as a nurse leader in a dynamic workplace. In this course, you continue to engage in your practicum experience, with specific attention to systems-related issues that contribute to challenges at the aggregate level, the change process, and leadership. This Discussion serves as a springboard for the practicum assignment you are to develop this week. Be sure to view and consider the instructions for this week’s practicum assignment in preparation for the Discussion. To prepare: Reflect on your practicum experiences in NURS 8400 and NURS 8410. Drawing on your knowledge of systems thinking, what problems have you noticed in your practicum setting that may be related to systems issues? How would you outline a viable approach to planning and implementing change to address a systems-related change? What are the essential steps and focal points from beginning to end? What is the role of leadership when it comes to change efforts? Think about the information presented in the Learning Resources, and consider insights you have gained that may be useful as you explore the process of intentional change. Conduct additional research using current literature to further your analysis. Assess the professional growth (including leadership development) you have attained through your practicum experiences during previous courses in the DNP program. Begin to develop your plan for the practicum, including three learning objectives. By tomorrow Tuesday 2/26 6 pm write a minimum of 550 words essay in APA format with at least 3 references (see list or required readings below). Include the level one headers as numbered below: Post a cohesive response that addresses the following: 1) Describe key aspects of your suggested approach to planning for and implementing change. What are two or three essential steps or strategies that deserve particular attention as you strive to successfully translate evidence into practice? Provide your rationale. 2) Assess the influence of your practicum experiences on your professional growth. Identify areas for improvement to focus on during this course. Given what you have learned in previous courses and through your professional experiences, what questions or concerns do you have regarding how to identify and assess systems-related issues, as well as how to plan for and implement change? 3) Summarize your planned practicum experiences and how you expect these experiences to advance your professional skills. Support your choices with documented evidence from the AACN Essentials, professional standards, and specialty guidelines (see attached file on “The essentials of doctoral education for advanced nursing practice” ESSENTIAL IV). Required Readings White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). Translation of evidence into nursing and health care practice (2nd ed.). New York, NY: Springer. · Review Chapter 3, “Change Theory and Models: Framework for Translation” As you review this chapter (assigned in a previous course), consider the foundational information about change. Also, pay attention to the frameworks and processes described, as they will be valuable as you proceed through this course. What insights arise regarding how you might be able to guide the implementation of change? American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf (see attached file) Use the information in this report to guide the formulation of goals for your practicum experience. Bleich, M. R. (2011). IOM report, The Future of Nursing: Leading Change, Advancing Health: milestones and challenges in expanding nursing science. Research in Nursing & Health, 34(3), 169-170. doi:10.1002/nur.20433 (see attached file) ​IOM report, The Future of Nursing: Leading Change, Advancing Health: milestones and challenges in expanding nursing science. Research in Nursing & Health by Bleich, M. R., in Research in Nursing & Health, Vol. 34/Issue 3. Copyright 2011 by John Wiley & Sons – Journals. Reprinted by permission of John Wiley & Sons – Journals via the Copyright Clearance Center. Pritham, U. P. (2016). Assessing DNP impact using program evaluations to capture healthcare system change. The Nurse Practitioner, (4), 44. Kotter, J. P. (2007). Leading change: Why transformation efforts fail. Harvard Business Review, 85(1), 96-103. Retrieved from https://cb.hbsp.harvard.edu/cbmp/pl/76758028/76758030/42e82c2469b7f33387aa79dc5736bb1f In this foundational reading, Dr. John Kotter discusses errors commonly made as organizations undergo change, and he recommends steps leaders can take to help avoid them (see attached file). Moriber, N. A., Wallace-Kazer, M., Shea, J., Grossman, S., Wheeler, K., & Conelius, J. (2014). Transforming Doctoral Education Through the Clinical Electronic Portfolio. Nurse Educator, 39(5), 221-226. doi:10.1097/NNE.0000000000000053 Murphy, M. P., Staffileno, B. A., & Carlson, E. (2015). Original Article: Collaboration Among DNP- and PhD-Prepared Nurses: Opportunity to Drive Positive Change. Journal of Professional Nursing,31388-394. doi: 10.1016/j.profnurs.2015.03.001 Sherrod, B., & Goda, T. (2016). DNP-Prepared leaders guide healthcare system change. Nursing Management, (9). 13. Optional Resources Osters, S., & Tiu, F. S. (n.d.). Writing measurable learning outcomes. Retrieved from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf (see attached file).

Nursing Assignment Help 2025