Assignment: Assessing a Healthcare Program/Policy Evaluation 2025

Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives. Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy. To Prepare: Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources. Select an existing healthcare program or policy evaluation or choose one of interest to you and get approval to use it from your Instructor. Review the healthcare program or policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described. The Assignment: (2–3 pages) Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following: Describe the healthcare program or policy outcomes. How was the success of the program or policy measured? How many people were reached by the program or policy selected? How much of an impact was realized with the program or policy selected? At what point in program implementation was the program or policy evaluation conducted? What data was used to conduct the program or policy evaluation? What specific information on unintended consequences was identified? What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples. Did the program or policy meet the original intent and objectives? Why or why not? Would you recommend implementing this program or policy in your place of work? Why or why not? Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.

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Sambeh 2025

In this assignment, you will review the interactive Upper Respiratory Case Study patient scenario and analyze the data to determine the health status of the patient. You will need a minimum of two evidence-based practice articles to include clinical practice guidelines, as well as the course textbook. Use the NU641 Upper Respiratory Case Study Questions (Word) document to complete the case study assignment. Follow the requirements posted in the rubric. This case study should be three to five pages, excluding title and references pages. All papers must conform to the most recent APA standards. RUBRIC: Clinical Case Study Rubric Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric. Clinical Case Study Rubric – 100 PointsCriteriaExemplary Exceeds ExpectationsAdvanced Meets ExpectationsIntermediate Needs ImprovementNovice InadequateTotal PointsContent of Clinical Case StudyThe writer demonstrates a well-articulated understanding of the case study subject matter in a clear, complex, and informative manner. The case study content and theories are well developed and linked to the course content, assignment requirements, and practical experience. The case study includes relevant material that fulfills all objectives of the assignment. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. all instruction requirements noted 30 points The writer demonstrates an understanding of the subject matter, and the components of the case study are accurately represented with evidence-based practice, ethics, theory, and/or role content. Course materials and scholarly resources are present to support required concepts. The paper includes relevant material that fulfills all objectives of the case study. Cites two references. Most instruction requirements are noted. 26 points The writer demonstrates a moderate understanding of the subject matter. as evidenced by components of the case study and use of evidence-based practice, theory, or role-development. Course content is present but missing depth and or development. Cites one reference. 23 points Absent application to evidence-based practice, theory, or role development. Demonstrates incomplete understanding of content and/or inadequate preparation. Significant content of case study is vague, inaccurately portrayed, or missing. No references cited. Submits assignment late. 20 points30 Analysis and Synthesis of Case Study Content and Meaning with Content Related to Preventative GuidelinesThrough critical analysis, the submitted case study provides an accurate, clear, concise, and complete summary of the scenario. Information from scholarly resources is synthesized, providing new information or insight related to the context of the assignment by providing both supportive and alternative information or viewpoints Includes all major and minor relevant risk factors based on standard preventative guidelines for age and gender and treatment/follow-up plans. all instruction requirements noted. 30 points Case study is complete, providing evidence of further synthesis of course content via scholarly resources. Information is synthesized to help fulfill the case study requirements. The content supports at least one viewpoint. Submission provides clarification of the assignment by correctly answering all posed questions within the instructions. Includes all major risk factors and most minor relevant risk factors based on standard preventative guidelines for age and gender (i.e.’ to two minor risk factors are missing and/or one incorrect treatment plan). Most instruction requirements are noted. 26 points Lacks clarification or new information. Scholarly reference supports the content without adding any new information or insight. Case study content may be confusing or unclear, and the summary may be incomplete. Risk factors are partially complete (i.e., missing one to two major risk factors or three to four minor risk factors, or two incorrect treatment plans). Missing some instruction requirements. 23 points Submission is primarily a summation of the assignment without further synthesis of course content or analysis of the scenario. Demonstrates incomplete understanding of content and/or inadequate preparation. Multiple risk factors missing (e.g., three major risk or five to six minor risk factors or three incorrect treatment plans, or four or more major risk factors or seven or more minor risk factors or four or more incorrect treatment plans). Scholarly reference(s) are incorrect or inappropriate for the topic case. Missing several instruction requirements. Submits assignment late. 20 points30 Application of Knowledge To Clinical Aspect of Patient EncounterThe summary of the case study provides validated information via scholarly resources that offer a multidisciplinary approach to the scenario provided. The student’s application in practice is accurate and plausible, and additional scholarly resources supporting the application are provided. all questions posed within the assignment are answered correctly in a well-developed manner, applying knowledge with citations for validation. Includes all relevant subjective and objective data; diagnostic testing; routine care to be provided; patient education; anticipatory guidance; review of previous diagnostics; and follow-up of acute concern and chronic health issues, etc.—based on assignment instructions. all instruction requirements noted. 30 points A summary of the study, findings, and knowledge gained from the assignment is presented. Student indicates how the information will be used within their professional practice. all questions posed by the study are answered correctly. Includes most of the routine content (subjective and objective data; diagnostic testing; routine care to be provided; education; anticipatory guidance; review of previous diagnostics; and follow-up) (is missing two minor details or one major detail). Most instruction requirements are noted. 26 points Components of the case study are summarized with minimal application to evidence-based practice, theory, or role development, thus presenting a more superficial analysis of content between the assignment and the broader course content. Synthesis of course content is present but missing depth and or development. Student’s explanation of how the information will be used within their professional practice is vague or incomplete. One of the questions posed is not answered and/or one of the questions is answered incorrectly. Includes some of the routine content (subjective and objective data; diagnostic testing; routine care to be provided; education; anticipatory guidance; review of previous diagnostics; and follow-up) (is missing three minor details or two major details). Cited one reference. Missing some instruction requirements. 23 points Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial. Demonstrates incomplete understanding of content and/or inadequate preparation. Content of case study is inaccurately portrayed or missing. Student’s explanation of how the information will be used within their professional practice is not feasible or appropriate, or student fails to explain how the information will be used within their personal practice. Omits routine content (subjective and objective data; diagnostic testing; routine care to be provided; education; anticipatory guidance; review of previous diagnostics; and follow-up) (is missing four to five minor details or three major details or six or more minor details or four or more major details. Two or more questions are not answered and/or are answered incorrectly. No references cited. Missing several instruction requirements. Submits post late. 20 points30Organization Well-organized content with a clear and complex purpose statement and content argument. Writing is concise, with a logical flow of ideas. 5 points Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed, with minimal issues in content flow. 4 points Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. Purpose statement is noted. 3 points Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing. Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points5APA, Grammar, and Spelling Correct APA formatting with no errors. The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors. The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points Three to four unique APA formatting errors. The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points Five or more unique formatting errors, or no attempt to format in APA. The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. 2 points5 Total Points 100

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Privileged Note 2025

Part 2: Privileged Note Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client from the Week 3 Practicum Assignment. (THE WEEK 3 ASSIGNMENT IS ATTACHED) · The privileged note should include items that you would not typically include in a note as part of the clinical record. · Explain why the items you included in the privileged note would not be included in the client’s progress note. · Explain whether your preceptor uses privileged notes, and if so, describe the type of information he or she might include. If not, explain why. Learning Resources Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242) Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048 Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development , 80(3), 286–292. Retrieved from the Academic Search Complete database. (Accession No. 7164780) Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA , 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4 U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health . Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/ Required Media Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net. Stuart, S. (2010). Interpersonal psychotherapy: A case of postpartum depression [Video file]. Mill Valley, CA: Psychotherapy.net.

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Descriptive Statistics 2025

Week 4 Descriptive Statistics To prepare: Review the Statistics and Data Analysis for Nursing Research chapters assigned in this week’s Learning Resources. Pay close attention to the examples presented, as they provide information that will be useful when you complete the software exercise this week. You may also wish to review the Research Methods for Evidence-Based Practice video resources to familiarize yourself with the software. Refer to the Week 4 Descriptive Statistics Assignment page and follow the directions to calculate descriptive statistics for the data provided using SPSS software. Download and save the Polit2SetA.sav data set. You will open the data file in SPSS. Compare your data output against the tables presented in the Week 4 Descriptive Statistics SPSS Output document. This will enable you to become comfortable with defining variables, entering data, and creating tables and graphs. Formulate an initial interpretation of the meaning or implication of your calculations. To complete: Complete the Part I, Part II, and Part III s teps and Assignment as outlined in the Week 4 Descriptive Statistics Assignment page. Part I Using the Polit2SetA data set, run descriptive statistics on the following variables: respondent’s age ( age ) and highest school grade completed ( higrade ). Create a frequency distribution for the variables: race and ethnicity ( racethn ) and currently employed ( worknow ). Create a table (in APA format) summarizing the results, using the below table shell as a model. Write a paragraph summarizing the information in the table. Table 1. Demographic Data ( N = 30) n % M (SD) Age (in years)  30 15(2.4) Highest School Grade Completed 29 11(1.2) Race and Ethnicity Black, Not Hispanic 14 (46.67) Hispanic  8 (26.67) White, Not Hispanic 6 (20.0) Other 2 (6.66) Currently Employed Yes 27 (90) No 3 (10) Note. Differences in sample size are due to missing data. Follow these steps when using SPSS: 1. Open Polit2SetA data set. 2. Click on Analyze, then click on Descriptives Statistics , then Descriptives . 3. Click on the first continuous variable you wish to obtain descriptives for (respondent’s age), and then click on the arrow button and move it into the Variables box. Then click on highest school grade completed and then click on the arrow button and move it into the Variables box. 4. Click on the Options button in the upper-right corner. Click on mean , standard deviation , minimum , maximum , and skewness . 5. Click on Continue and then click on OK . To run the frequency distribution in SPSS, do the following: 1. Click on Analyze , then click on Descriptive Statistics , then Frequencies . 2. Click on the first categorical variable you wish to obtain a frequency for (race and ethnicity), and then click on the arrow button and move it into the Variables box. Then click on currently employed, and then click on the arrow button and move it into the Variables box. Click on the Statistics button in the upper-right corner, then in the Dispersion box click on Minimum and Maximum . 3. Click on Continue and then click on OK . Assignment: Create a table (in APA format) summarizing the results, using the below table shell as a model. Write a paragraph summarizing the information in the table. Part II For the variables respondent’s age ( age ) and highest school grade completed ( higrade ) create a histogram with a normal curve displayed over the histogram. To create a histogram for respondent’s age in SPSS, do the following: 1. Click on Graphs , then on Legacy Dialogs , then Histogram . 2. Click on the variable respondent’s age and then click on the arrow button and move it into the Variables box. Click on the Display Normal Curve button, which is right below the Variables box. 3. Click on OK . To create a histogram for highest school grade completed in SPSS, do the following: 1. Click on Graphs , then on Legacy Dialogs , then Histogram . 2. Click on respondent’s age in the Variable box and click the arrow to move it back to the box on the left that contains all the variables. 3. Click on the variable highest school grade completed and then click the arrow button and move it into the Variables box. The Display Normal Curve button should alredy be on. 4. Click on OK . Assignment: Using the data obtained when you ran the descriptives and the histograms, determine whether the data skewed. If so, is it a positive or negative skew? Part III Using the Polit2SetA data set, run descriptive statistics on the variable “Family Income Prior Month, all sources” (Income). Follow these steps when using SPSS: 1. Click on Analyze , then click on Descriptives Statistics , then Descriptives . 2. Click on Family Income Prior Month, all sources , and then click on the arrow button and move it into the Variables box. 3. Click on the Options button in the upper-right corner. Click on mean , standard deviation , minimum , maximum , S.E. Mean (standard error of the mean), and skewness . 4. Click on Continue and then click on OK . Assignment: Using the descriptive statistics for Family Income Prior Month, all sources (Income), answer the following questions: 1. What is the mean income in this sample? 2. What is the standard deviation? 3. What is the standard error of the mean? 4. Compute a 95% confidence interval around the mean. (Use 1.96 for the 95% CI and get the standard error from the descriptive statistics table). The formula is as follows: 95% CI = [mean ± (1.96 ´ SE)] 5. Compute a 99% confidence interval around the mean. (Use 2.58 for the 99% CI and get the standard error from the descriptive statistics table). The formula is as follows: 99% CI = [mean ± (2.58 ´ SE)] 6. Which interval is wider? Explain. Review the corresponding Week 4 Descriptive Statistics Exercises SPSS Output document that has the SPSS output for the above problems. Compare your output with the output in the file. REFERENCES aureate Education, Inc. (Executive Producer). (2011). Research methods for evidence-based practice: Quantitative research: Data analysis. Baltimore, MD: Author. Polit, D. (2010). Statistics and data analysis for nursing research (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. · Chapter 1, “Introduction to Data Analysis in an Evidence-Based Practice Environment”

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