CLC – Nursing Theory and Conceptual Model Presentation 2025

This is a Collaborative Learning Community (CLC) assignment. Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10-15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following: Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model. Explain how the nursing theory incorporates the four metaparadigm concepts. Provide three evidence-based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each. Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style. 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. Please refer to the directions in the Student Success Center.

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Epidemiology: (PUBH – 6035 – 2) Module 3 Problem Set 2025

Question 1 Recently, a report was published describing a string of cases of Norwalk virus gastroenteritis among passengers on cruise ships. From this report, an epidemiologist went on to form a number of hypotheses as to why there had been this rather unusual increase in reported gastroenteritis outbreaks on cruise ships in 2012. The cruise ship owners contacted the Centers of Disease control and Prevention (CDC) to conduct an in-depth analysis of the possible modes of transmission of the Norwalk virus in the cruise ship environment. CDC investigators interviewed all of the passengers on the last affected cruise (N=3,000) and obtained information on the passenger’s recreational activities. They found the following results: 1,000 passengers had gone swimming in the upper deck pool and 2,000 passengers had never gone swimming in the upper deck pool. 100 of the passengers who swam in the upper deck pool and 100 of the passengers who did not swim in this pool developed Norwalk virus gastroenteritis during the cruise. FYI: The cruise lasted one week. · Set up the 2×2 table for these data. · Calculate the risk ratio of gastroenteritis associated with swimming in the upper deck pool. · State in words your interpretation of the above risk ratio · Calculate the risk difference in the above example · State in words your interpretation of the above risk difference Question 2 For this problem, note the following chart: Age Group (in years) % of Population in Age Group Influenza Rate per 1,000  person-years There are 10,000 individuals in City A, which is located in Massachusetts. Eight young individuals and 420 old individuals develop the flu over the course of a year. · Use these data to calculate the crude influenza rate per 1,000 individuals per years in City A. · What is the crude rate of influenza in City B? · What is the crude rate of influenza in City C? · Calculate an age-adjusted influenza rate for each of the cities. Use the age distribution for the State of Massachusetts (shown in the table) as the standard. Question 3 Recently, Australian researchers conducted a study of the relationship between optimism and colon cancer survival. Their hypothesis was that colon cancer patients who had a positive outlook on life would have a lower five-year cumulative incidence of mortality. The study included 100 recently diagnosed colon cancer patients who underwent psychological testing and were found to have a optimistic outlook on life and 100 recently diagnosed colon cancer patients who underwent the same psychological tests and were found to have a pessimistic outlook on life. By the end of five years of follow-up, 50 of the 100 patients with the optimistic outlook and 75 of the 100 patients with the pessimistic outlook had died from colon cancer. · Set up and fill in the two by two table using these data. · What is the prevalence of colon cancer in the study population? · Compare the cumulative incidence of mortality in the optimistic group to the cumulative incidence of mortality in the pessimistic group using a ratio measure of association. · State in words your interpretation of the result you found in part c.

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Benchmark – Nursing Process: Approach to Care 2025

Benchmark – Nursing Process: Approach to Care The nursing process is a tool that puts knowledge into practice. By utilizing this systematic problem-solving method, nurses can determine the health care needs of an individual and provide personalized care. Write a paper (1,750-2,000 words) on cancer and approach to care based on the utilization of the nursing process. Include the following in your paper: Describe the diagnosis and staging of cancer. Describe at least three complications of cancer, the side effects of treatment, and methods to lessen physical and psychological effects. Discuss what factors contribute to the yearly incidence and mortality rates of various cancers in Americans. Explain how the American Cancer Society (ACS) might provide education and support. What ACS services would you recommend and why? Explain how the nursing process is utilized to provide safe and effective care for cancer patients across the life span. Your explanation should include each of the five phases and demonstrate the delivery of holistic and patient-focused care. Discuss how undergraduate education in liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process. Consider mathematics, social and physical sciences, and science studies as an interdisciplinary research area. You are required to cite to a minimum of four sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to 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. Refer to the LopesWrite Technical Support articles for assistance. Benchmark Information This benchmark assignment assesses the following programmatic competencies: RN-BSN 2.1: Incorporate liberal arts and science studies into nursing knowledge. 3.1 Utilize the nursing process to provide safe and effective care for patients across the life span. Benchmark – Nursing Process: Approach to Care No of Criteria: 11 Achievement Levels: 5 CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less Than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content80.0 Diagnosis and Staging of Cancer15.0A description of the diagnosis and staging of cancer is omitted.A partial description summarizes the diagnosis and staging of cancer. There are significant omissions.A general description summarizes the diagnosis and staging of cancer. There are inaccuracies. Some information is needed.A description of the diagnosis and staging of cancer is presented. There are very minor inaccuracies. Some detail is needed for clarity.A detailed description of the diagnosis and staging of cancer presented. The description is informative and well-developed.Complications of Cancer, Side Effects of Treatment, and Methods to Lessen Physical and Psychological Effects15.0Three complications of cancer, side effects of treatment, and methods to lessen the physical and psychological effects are omitted.Fewer than two complications of cancer are described. The side effects of treatment and methods to lessen the physical and psychological effects are partially presented. There are major inaccuracies.At least three complications of cancer are generally described. The side effects of treatment and methods to lessen the physical and psychological effects are summarized. There are some inaccuracies.Three or more complications of cancer are described. The side effects of treatment and methods to lessen the physical and psychological effects are generally described. Some detail is needed for clarity or accuracy.Three or more complications of cancer are detailed. The side effects of treatment and methods to lessen the physical and psychological effects are thoroughly described.Factors Contributing to Incident and Mortality Rates of Various Cancers in Americans15.0Factors contributing to the yearly incidence and mortality rates of various cancers in Americans are omitted.The factors contributing to the yearly incidence and mortality rates of various cancers in Americans are partially outlined. Key factors are missing. There are major inaccuracies.Some key factors contributing to the yearly incidence and mortality rates of various cancers in Americans are generally discussed. There are some inaccuracies. The discussion lacks rationale or evidence to support the key factors presented.The major factors contributing to the yearly incidence and mortality rates of various cancers in Americans are discussed. The discussion provides general rationale or evidence to support the factors presented.The discussion is accurate, detailed, and presents all significant factors contributing to the yearly incidence and mortality rates of various cancers in Americans. Strong rationale and evidence support the discussion.American Cancer Society (ACS)15.0Explanation for how the ACS might provide education and support is omitted.A partial explanation for how the ACS might provide education and support is presented. Overall, the role and function of the ACS are unclear. There are inaccuracies.A summary for how the ACS might provide education and support is presented. Some additional information is required to fully represent the role and function of the ACS. There are some inaccuracies. General ACS services to be recommended are referenced.An explanation for how the ACS might provide education and support is presented. The role and function of the ACS are apparent. Some ACS services to be recommended are referenced. Detail is needed for clarity.A detailed explanation for how the ACS might provide education and support is presented. The role and function of the ACS are clear and informative. ACS services to be recommended are discussed and rationale is provided for the recommendation.Utilization of Nursing Process Across the Life Span (C3.1)15.0Explanation of how the nursing process is utilized to provide safe and effective care for cancer patients across the life span is omitted; or, the explanation fails to accurately represent the nursing process.A partial explanation of how the nursing process is utilized to provide safe and effective care for cancer patients across the life span is presented. Major aspects of the nursing process are omitted from the explanation. It is unclear the process provides safe and effective care for patients across the life span.A general explanation of how the nursing process is utilized to provide safe and effective care for cancer patients across the life span is presented. A summary outlines how the process provides safe and effective care for patients across the life span. There are some inaccuracies. Rationale or evidence is needed for support.An explanation of how the nursing process is utilized to provide safe and effective care for cancer patients across the life span is presented. The explanation generally describes how the process provides safe and effective care for patients across the life span. Some rationale or evidence is needed for support.A well-developed explanation of how the nursing process is utilized to provide safe and effective care for cancer patients across the life span is presented. The explanation clearly describes how the process provides safe and effective care for patients across the life span. Strong rationale or evidence is provided for support. Insight into the nursing process and its utilization to provide safe and effective care for patients across the life span is demonstrated.Contribution of Liberal Arts and Science Studies to Nursing Knowledge (C2.1)5.0Discussion on how undergraduate education in the liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process is omitted.An incomplete summary on how undergraduate education in the liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process is presented. There are significant omissions. It is unclear how undergraduate education contributed.A general discussion on how undergraduate education in the liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process is presented. A general correlation for how undergraduate education contributed to nursing knowledge is established.A discussion on how undergraduate education in the liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process is presented. A correlation for how undergraduate education contributed to nursing knowledge and prepares nurses to work with patients utilizing the nursing process is established. Some information or detail is needed for clarity or support.A thorough discussion on how undergraduate education in the liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process is presented. A strong correlation for how undergraduate education contributed to nursing knowledge and prepares nurses to work with patients utilizing the nursing process is clearly established. Insight into the contribution of liberal arts and science studies to nursing practice is demonstrated. Organization, Effectiveness, and Format20.0 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 progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument 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.Paper Format (use of appropriate style for the major and assignment)2.0Template is not used appropriately, or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate 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)3.0Sources 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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Experiential Vs Narrative family therapies 2025

Assignment: Experiential Versus Narrative Family Therapies Although experiential therapy and narrative therapy are both used in family therapy, these therapeutic approaches have many differences in theory and application. As you assess families and develop treatment plans, you must consider these differences and their potential impact on clients. For this Assignment, you compare Experiential and Narrative Family Therapy. Learning Objectives Students will: · Compare experiential family therapy to narrative family therapy · Justify recommendations for family therapy To prepare: · Review this week’s Learning Resources and reflect on the insights they provide on experiential and family therapies. The Assignment In a 2- to 3-page paper, address the following: · Summarize the key points of both experiential family therapy and narrative family therapy. · Compare experiential family therapy to narrative family therapy, noting the strengths and weakness of each. · Provide a description of a family that you think experiential family therapy would be appropriate, explain why, and justify your response using the Learning Resources. Note: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. Part 2: Family Genogram Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents). Required Readings( need 3 references). American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author. Standard 5B “Health Teaching and Health Promotion” (pages 55-56) Cohn, A. S. (2014). Romeo and Julius: A narrative therapy intervention for sexual-minority couples. Journal of Family Psychotherapy, 25 (1), 73-77. doi:10.1080/08975353.2014.881696 Escudero, V., Friedlander, M. L., Boogmans, E., & Loots, G. (2012). Alliance rupture and repair in conjoint family therapy: An exploratory study. Psychotherapy, 49 (1), 26-37. doi:10.1037/a0026747 Freedman, J. (2014). Witnessing and positioning: Structuring narrative therapy with families and couples. Australian & New Zealand Journal of Family Therapy, 35 (1), 20-30. doi:10.1002/anzf.1043 Nichols, M., & Davis, S. D. (2020). The essentials of family therapy (7th ed.). Boston, MA: Pearson. Chapter 7, “Experiential Family Therapy” (pp. 105-118 Chapter 12, “Narrative Therapy” (pp. 189-201) Phipps, W. D., & Vorster, C. (2011). Narrative therapy: A return to the intrapsychic perspective. Journal of Family Psychotherapy, 22 (2), 128-147. doi:10.1080/08975353.2011.578036 Saltzman, W. R., Pynoos, R. S., Lester, P., Layne, C. M., & Beardslee, W. R. (2013). Enhancing family resilience through family narrative co-construction. Clinical Child and Family Psychology Review, 16 (3), 294-310. doi:10.1007/s10567-013-0142-2 Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer. “Genograms” pp. 137-142

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