2025 Discussion 1 With the information presented in Chapter 1 of Ball et al in mind

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Advance health assessment and Pharmacology 2025

Discussion 1 With the information presented in Chapter 1 of Ball et al. in mind, consider the following: · By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note : Please see the “Course Announcements” section of the classroom for your new patient profile assignment. · How would your communication and interview techniques for building a health history differ with each patient? · How might you target your questions for building a health history based on the patient’s social determinants of health? · What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks? · Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. · Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient. · Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history. Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient. New Patients profile Patient Profiles: #1: 26-year-old Lebanese female living in graduate-student housing: Assigned to Last names starting with A-H #2: 14-year-old biracial male living with his grandmother in a high-density public housing complex Assigned to Last names starting with I-Q #3: 38-year-old Native American pregnant female living on a reservation Assigned to Last names starting with R-Z Resources for reference Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 1, “The History and Interviewing Process” This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability. Chapter 5, “Recording Information” This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records. Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis. Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–29) Deckx, L., van den Akker, M., Daniels, L., De Jonge, E. T., Bulens, P., Tjan-Heijnen, V. C. G., … Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: Results of a cohort study. BMC Family Practice, 16, 1–12. Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, (1079), 508–513. Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, (1), 3. Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., … Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15(1111), 1–7. Discussion 2 Pharmacokinetics describes what the body does to the drug through absorption, distribution, metabolism, and excretion, whereas pharmacodynamics describes what the drug does to the body. When selecting drugs and determining dosages for patients, it is essential to consider individual patient factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. These patient factors include genetics, gender, ethnicity, age, behavior (i.e., diet, nutrition, smoking, alcohol, illicit drug abuse), and/or pathophysiological changes due to disease. For this Discussion, you reflect on a case from your past clinical experiences and consider how a patient’s pharmacokinetic and pharmacodynamic processes may alter his or her response to a drug. To Prepare · Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics. · Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug. · Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease. · Think about a personalized plan of care based on these influencing factors and patient history in your case study. Resources for reference Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers . St. Louis, MO: Elsevier. Chapter 1, “Prescriptive Authority” (pp. 1–3) Chapter 2, “Rational Drug Selection and Prescription Writing” (pp. 5–9) Chapter 3, “Promoting Positive Outcomes of Drug Therapy” (pp. 11–16) Chapter 4, “Pharmacokinetics, Pharmacodynamics, and Drug Interactions” (pp. 17–40) Chapter 5, “Adverse Drug Reactions and Medical Errors” (pp. 41–49) Chapter 6, “Individual Variation in Drug Response” (pp. 51–56) American Geriatrics Society 2019 Beers Criteria Update Expert Panel. (2019). American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 67 (4), 674–694. doi:10.1111/jgs.15767 American Geriatrics Society 2019 updated AGS Beers criteria for potentially inappropriate medication use in older adults by American Geriatrics Society, in Journal of the American Geriatrics Society, Vol. 67/Issue 4. Copyright 2019 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center. This article is an update to the Beers Criteria, which includes lists of potentially inappropriate medications to be avoided in older adults as well as newly added criteria that lists select drugs that should be avoided or have their dose adjusted based on the individual’s kidney function and select drug-drug interactions documented to be associated with harms in older adults. Drug Enforcement Administration. (n.d.-a). Code of federal regulations. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm This website outlines the code of federal regulations for prescription drugs. Drug Enforcement Administration. (n.d.-b). Mid-level practitioners authorization by state. Retrieved May 13, 2019 from http://www.deadiversion.usdoj.gov/drugreg/practioners/index.html This website outlines the schedules for controlled substances, including prescriptive authority for each schedule. Drug Enforcement Administration. (2006). Practitioner’s manual. Retrieved from http://www.deadiversion.usdoj.gov/pubs/manuals/pract/index.html This manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs. Drug Enforcement Administration. (n.d.-c). Registration. Retrieved February 1, 2019, from https://www.deadiversion.usdoj.gov/drugreg/index.html This website details key aspects of drug registration. Fowler, M. D. (2015). Guide to the code of ethics for nurses with interpretive statements: Development, interpretation, and application . Silver Spring, Maryland: American Nurses Association, 2015. This resource introduces the code of ethics for nurses and highlights critical aspects for ethical guideline development, interpretation, and application in practice. Institute for Safe Medication Practices. (2017). List of error-prone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/recommendations/error-prone-abbreviations-list This website provides a list of prescription-writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors. Ladd, E., & Hoyt, A. (2016). Shedding light on nurse practitioner prescribing. The Journal for Nurse Practitioners, 12(3), 166–173. doi:10.1016/j.nurpra.2015.09.17 This article provides NPs with information regarding state-based laws for NP prescribing. Sabatino, J. A., Pruchnicki, M. C., Sevin, A. M., Barker, E., Green, C. G., & Porter, K. (2017). Improving prescribing practices: A pharmacist‐led educational intervention for nurse practitioner students. Journal of the American Association of Nurse Practitioners, 29(5), 248–254. doi:10.1002/2327-6924.12446 The authors of this article assess the impact of a pharmacist‐led educational intervention on family nurse practitioner (FNP) students’ prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator.

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2025 Assignment Assessing Diagnosing and Treating Adults With Mood Disorders Photo Credit Monkey Business Adobe Stock It is important

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nursing assignment. 2025

Assignment: Assessing, Diagnosing, and Treating Adults With Mood Disorders Photo Credit: Monkey Business / Adobe Stock It is important for the PMHNP to have a comprehensive understanding of mood disorders in order to assess and accurately formulate a diagnosis and treatment plan for patients presenting with these disorders. Mood disorders may be diagnosed when a patient’s emotional state meets the diagnostic criteria for severity, functional impact, and length of time. Those with a mood disorder may find that their emotions interfere with work, relationships, or other parts of their lives that impact daily functioning. Mood disorders may also lead to substance abuse or suicidal thoughts or behaviors, and although they are not likely to go away on their own, they can be managed with an effective treatment plan and understanding of how to manage symptoms. In this Assignment you will assess, diagnose, and devise a treatment plan for a patient in a case study who is presenting with a mood disorder. To Prepare Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating mood disorders. Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations. Review the video, Case Study: Petunia Park . You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar. Consider what history would be necessary to collect from this patient. Consider what interview questions you would need to ask this patient. The Assignment Develop a Focused SOAP Note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template: Subjective: What details did the patient provide regarding their chief complaint and symptomatology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? Objective: What observations did you make during the psychiatric assessment? Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case. Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy. Reflection notes: What would you do differently with this client if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention that takes into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

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2025 Consider the following scenarios Scenario 1 Jennifer is a 2 year old female who presents with her mother

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Patho 2025

Consider the following scenarios: Scenario 1: Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell. Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute. Scenario 2: Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished. Scenario 3: Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep. To prepare: Review the three scenarios, as well as Chapter 6 in the Huether and McCance text. Identify the pathophysiology of the disorders presented in the scenarios, including their associated alterations. Consider the adaptive responses to the alterations. Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in this week’s Learning Resources. Then select one of the disorders you identified from the scenarios. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations. To complete: Write a 2- to 3-page paper that addresses the following: Explain the pathophysiology of the disorders depicted in the scenarios, including their associated alterations. Be sure to describe the patients’ adaptive responses to the alterations. Construct a mind map of your selected disorder. Include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.

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2025 Today is week 1 day 2 I need discussion question by Weds The

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Nursing research and evidence based practice with picot question 2025

Today is week 1 day 2. I need discussion question by Weds. The picot question in this discussion question will be the question for the paper. So I need discussion question complete and the 3 part paper. Discussion: Nursing Research and Evidence-Based Practice In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care. Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP). To prepare: Consider a recent clinical experience in which you were providing care for a patient. Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research? What questions have you thought about in a particular area of care such as a procedure or policy? Review Chapter 2, pages 31–34 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question. Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment. Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier. By Day 3 Post an evaluation of the use, or lack thereof, of EBP in a recent clinical experience. Identify which aspects of the care delivered, if any, were based on evidence and provide your rationale. List your background questions and PICOT question about this nursing topic. Critique how the policies, procedures, and culture in your organization may hinder or support the adoption of evidence-based practices. Identify the barrier you selected from the article and explain how this barrier could be overcome within your organization. Course Project: Part 1—Identifying a Researchable Problem One of the most challenging aspects of EBP is to actually identify the answerable question. —Karen Sue Davies Formulating a question that targets the goal of your research is a challenging but essential task. The question plays a crucial role in all other aspects of the research, including the determination of the research design and theoretical perspective to be applied, which data will be collected, and which tools will be used for analysis. It is therefore essential to take the time to ensure that the research question addresses what you actually want to study. Doing so will increase your likelihood of obtaining meaningful results. In this first component of the Course Project, you formulate questions to address a particular nursing issue or problem. You use the PICOT model—patient/population, intervention/issue, comparison, and outcome—outlined in the Learning Resources to design your questions. To prepare: Review the article, “Formulating the Evidence Based Practice Question: A Review of the Frameworks,” found in the Learning Resources for this week. Focus on the PICOT model for guiding the development of research questions. Review the section beginning on page 75 of the course text, titled, “Developing and Refining Research Problems” in the course text, which focuses on analyzing the feasibility of a research problem. Reflect on an issue or problem that you have noticed in your nursing practice. Consider the significance of this issue or problem. Generate at least five questions that relate to the issue which you have identified. Use the criteria in your course text to select one question that would be most appropriate in terms of significance, feasibility, and interest. Be prepared to explain your rationale. Formulate a preliminary PICO question—one that is answerable—based on your analysis. What are the PICO variables (patient/population, intervention/issue, comparison, and outcome) for this question? Note: Not all of these variables may be appropriate to every question. Be sure to analyze which are and are not relevant to your specific question. Using the PICOT variables that you determined for your question, develop a list of at least 10 keywords that could be used when conducting a literature search to investigate current research pertaining to the question. To complete: Write a 3- to 4-page paper that includes the following: A summary of your area of interest, an identification of the problem that you have selected, and an explanation of the significance of this problem for nursing practice The 5 questions you have generated and a description of how you analyzed them for feasibility Your preliminary PICOT question and a description of each PICOT variable relevant to your question At least 10 possible keywords that could be used when conducting a literature search for your PICOT question and a rationale for your selections By Day 7 Submit your Project. It will also be a component of your Portfolio Assignment for this course, which is due by Day 7 of Week 10 . Reference: Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6 (2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144 2 nd part Course Project: Part 2—Literature Review This is a continuation of the Course Project presented in Week 2. Before you begin, review the Course Project Overview document located in the Week 2 Resources area. The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources. To prepare: Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings. Using the question you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases. Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources. Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text. To complete: Write a 3- to 4-page literature review that includes the following: A synthesis of what the studies reveal about the current state of knowledge on the question that you developed Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies. Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry Your literature review summary table with all references formatted in correct APA style Note: Certain aspects of conducting a standard review of literature have not yet been covered in this course. Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the theoretic framework, data sampling methods), your conclusion should be considered preliminary. Bear in mind that five studies are typically not enough to reflect the full range of knowledge on a particular question and you are not expected to be familiar enough with research methodology to conduct a comprehensive evaluation of all aspects of the studies. By Day 7 of Week 5 This part of the Course Project is due. It will also be a component in your Portfolio Assignment in this course, which is due by Day 7 of Week 10 . 3 rd part Course Project: Part 3—Translating Evidence Into Practice In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice. Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field. To prepare: Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question? With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes. Explore possible consequences of failing to adopt the evidence-based practice that you identified. Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice? To complete: In a 3- to 4-page paper: Restate your PICOT question and its significance to nursing practice. Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles. Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice. Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice? By Day 7 of Week 10 This part of the Course Project is due. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course. Note: In addition, include a 1-page summary of your project. For this final iteration, you will need to: Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary. Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting.

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2025 Two Practice Specific Concepts Identification discussion and documentation from the literature of your perspective on at least

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Two Practice-specific Concepts, and List of Propositions/Assumptions. For PhD Lady Taylor only! 2025

Two Practice-Specific Concepts: Identification, discussion, and documentation from the literature of your perspective on at least two other concepts specific to your own practice. What philosophies and theories from the literature of nursing and other disciplines/domains are consistent with these concepts? How are the concepts of transcultural nursing, the health promotion model, skill acquisition, role theory, and change theory specifically integrated into my philosophy and practice? What research supports these theories and concepts? >>>>>This assignment is for this week<<<<<<<< then the next assignment will be connected to this one and has to be integrated as one essay at the end<<<<<<<

2025 Course Project Part 3 Translating Evidence Into Practice In Part 3 of the Course Project you

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NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Assignment Week 8 (Grading Rubic and Media Attached) 2025

Course Project: Part 3—Translating Evidence Into Practice In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice. (Link for part 1 – https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-1-grading-rubic-an) (Link for part 2 – https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-2-grading-rubic-an) Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field. To prepare: Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question? With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes. Explore possible consequences of failing to adopt the evidence-based practice that you identified. Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice? To complete: In a 3- to 4-page paper: Restate your PICOT question and its significance to nursing practice. Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles. Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice. Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice? This part of the Course Project is due. It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course. Note: In addition, include a 1-page summary of your project. You will combine Parts 1, 2, and 3 of your Course Project (assigned in Weeks 2, 4, and 8 respectively) into one cohesive and cogent paper. For this final iteration, you will need to: Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary. Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting. Please follow the belo link for Templates: http://academicguides.waldenu.edu/writingcenter/templates Required Readings Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 12, “Sampling in Quantitative Research” This chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes suggestions for implementing a sampling plan. Chapter 13, “Data Collection in Quantitative Research” Once a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures. Chapter 22, “Sampling in Qualitative Research” The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted. Chapter 23, “Data Collection in Qualitative Research” This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes. Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. Journal of Nursing Regulation, 1(4), 37–44. Copyright 2011 by Elsevier Science & Technology Journals. Used with permission of Elsevier Science & Technology Journals via the Copyright Clearance Center. This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations. Walden University. (n.d.a.). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htm This resource provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers. Media Laureate Education (Producer). (2012b). Data collection. Baltimore, MD: Author. Note: The approximate length of this media piece is 4 minutes. Dr. Kristen Mauk discusses how she collected data for her DNP project in this video. She describes the details of her pre- and post-tests used to track nurses’ knowledge in a rehabilitation unit. Optional Resources Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. (2009). Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195. This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations. Horsley, T., Hyde, C., Santesso, N., Parkes, J., Milne, R., & Stewart, R. (2011). Teaching critical appraisal skills in healthcare settings. Cochrane Database of Systematic Reviews (Online), 11, Art. No.: CD001270. Melnyk, B., Fineout-Overholt, E., & Mays, M. (2009). The evidence-based practice beliefs and implementation scales: Psychometric properties of two new instruments. Worldviews on Evidence-Based Nursing, 6(1), 49. Fawcett, J., & Garity, J. (2009). Evaluating research for evidence-based nursing. Philadelphia, PA: F.A. David Company. Chapter 9, “Evaluation of Research Instruments and Experimental Conditions”

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2025 I need this in 24hours Thank you 1 Understanding the Business Side of Health Care worksheet The

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Understanding the Business Side of Health Care worksheet and Medical Terminology Is a Big World 2025

I need this in 24hours Thank you 1. Understanding the Business Side of Health Care worksheet. The Business Side of Health Care infographic was created to show individuals how different entities contribute to the health care industry. For a long time most people assumed you were talking about doctors and nurses, i.e., the clinical aspect of health care, when discussing health care. As you complete this course and many others in your degree, it will be important to remember that there is a business side to health care that interacts with different entities to make the health care industry successful. As such, it is helpful if you remember that health care is an industry. Complete the Understanding the Business Side of Health Care worksheet. —————————————————————- 2. Medical Terminology Is a Big World While the title of this course is “Medical Terminology for Health Care Professionals,” it is important to understand that medical terminology encompasses different terms outside of what is typically thought of as body systems. As you complete Part Two of the assignment, remember to consider the Business Side of Health Care infographic that represents different entities and areas within the health care industry and the vast nature of health care terminology. Part One: Write a 90- to 175-word summary that describes the importance of understanding and using appropriate health care medical terminology in your current or future career. Note : Students are encouraged to use WritePoint® Powered by Garmmarly® offered by the Center for Writing Excellence as a resource this week. WritePoint® is a free, 24/7 service in which you can upload your written work to be reviewed for grammar, usage, and spelling. Part Two: It is important to ensure that you are not plagiarizing your assignments during your educational career, especially since honesty and integrity are essential in the health care industry. The University of Phoenix Center for Writing Excellence provides the plagiarism checker Turnitin® for students to verify that their papers are not plagiarized. The purpose of this section of the assignment is to practice using a plagiarism checker. Save your summary from Part One to your computer and use the following file name as a guide: HCS120_wk1_medical_terminology_summary_lastname Include your last name at the end of the file name as shown above. Access the Plagiarism Checker link in this assignment and submit your summary to Turnitin® for review. Save the originality report generated by Turnitin® to submit to your instructor. Note : A Turnitin® student manual is available for you to review the different components of the originality report. Cite any peer-reviewed, scholarly, or similar references used according to APA guidelines.

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2025 Case 19 Mattel Responds to Ethical Challenges Answers should total one to two paragraphs for each question Each paragraph

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Mattel Responds to Ethical Challenges case 19 2025

Case #19, “Mattel Responds to Ethical Challenges,” Answers should total one to two paragraphs for each question. Each paragraph should contain three to five complex sentences. Do manufacturers of products for children have special obligations to consumers and society? If so, what are these responsibilities? How effective has Mattel been at encouraging ethical and legal conduct by its manufacturers? What changes and additions would you make to the company’s Global Manufacturing Principles? To what extent is Mattel responsible for issues related to its production of toys in China? What lessons can be learned from Mattel’s experience?

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2025 Overview Synthesis Paper You have been reflecting on changes you have undergone since beginning this program in each of your

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Synthesis Paper – US English Grammar Proficiency needed 2025

Overview: Synthesis Paper You have been reflecting on changes you have undergone since beginning this program in each of your Journal entries in this course. Now you will synthesize those reflections, plus any other insights into a paper articulating your RN to BSN educational journey. You will use your module Journal entries as well as examples from other RN BSN courses to construct the Synthesis paper. Objectives Synthesis Paper in a reflective activity comprised of your experience in the RN BSN program. You will address your experiences before the RN BSN program, you as a lifelong learner, you in the continuum of novice to expert in the professional nursing role, an account of your role transition to a professional nurse, and an evaluation of the program. The Synthesis Paper will reflect your understanding and use of APA format and scholarly writing. The following rubric will be used to grade the Synthesis Paper. The paper has 6 sections: Introduction Before RN-BSN Program Lifelong Learning Novice to Expert Synthesis of Role Transition to Professional Nursing Evaluation The paper must have title page, reference page, plus no more than 4 pages that address the 6 sections of the paper outlined in the grading rubric. So with the title page, 4 pages for the body of the paper, and the reference page, the Synthesis Paper must not be more than 6 total pages using 12-point Times Roman font. The first 2 grading criteria noted in the rubric below apply to all sections of the paper. APA format, scholarly writing, grammar and spelling are graded in each section. Use Spell Check and Grammar Check! In-text citations are required to support each section when you discuss the RN BSN courses or the program. Points will be deducted if this information is not detailed and referenced in the document and on the reference page. References need to be evidence-based if you choose to reference literature instead of information in RN BSN courses. Instructions Study the rubric to determine the expectations for each section of the paper. Notice that you are required to cite at least one research article or specific RN-BSN course topic or activity for each section. Locate and record citations for articles you may want to reference, and skim the articles to review the contents. Create an outline that incorporates your main ideas into each section. Follow the outline and the rubric to write a rough draft. You may want to draft your paper by hand, or you might prefer to “type as you go,” editing and making changes both during and after writing the draft. Your final document should include a title page, all 6 sections of the paper as identified in the grading rubric, and a reference page. Including title and reference pages the paper is not to exceed 6 pages. Part of scholarly writing is to be concise in your writing. The Coach is instructed to grade the title page, the first 4 pages of the body of the paper, and the reference page. If the Synthesis Paper is longer than 6 total pages points may be deducted based on grading rubric sections that were not addressed in the allotted 6 pages. The title page should be formatted according to UT Arlington College of Nursing format or you may use the title page APA 6th Edition format. Your writing should be in first person, and is expected to include opinions and personal statements, but have a professional tone. It should flow as a narrative, mostly chronological description your progression through the program including your reflections on specific nursing courses and reflections throughout the program. Be sure to include a final page titled “References,” and cite your references in correct APA formats. Reference list will include any RN-BSN courses or activities in APA format. Each section must contain 3-4 well constructed, grammatically correct sentences supported by citations and references (APA 6th Edition Format) as appropriate. Ensure that your writing is informative and interesting, not redundant. After your write your paper, set it aside and review it again several hours later or the next day. Read it from an objective viewpoint to see if it flows and makes sense. If not, make necessary changes. Have someone else proofread your paper both for content and grammatical accuracy is a vital step. Read your paper out loud before submitting it. Hearing yourself read your own written words can find those last minute mistakes or incomplete thoughts before you submit the paper for grading. Reflections Paper and Journal attached to provide background information. Rubric attached to show how points will be awarded for information included in the paper.

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2025 The following post is another student post to wish i have to reply Please Make sure to add other

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Culture in Nursing DQ 1 student reply Martha Gomez 2025

The following post is another student post to wish i have to reply. Please Make sure to add other information related to what the student posted. APA style 2 references and less than 20 % similarity. Question 1 Transcultural nursing is based on the work of Dr. Madeleine M. Leininger who in the 1950s noted differences between nurses and patients when working with emotionally disturbed children. Based on this clinical experience, she studied cultural differences in perceptions of care and earned a doctorate in 1965 (Andres & Bolye, 2016). Based on this study, Leininger realized that anthropology contributed to nursing by helping with the realization that culture strongly influenced illness states. With the need to develop, test and organize the emerging body of knowledge on transcultural nursing, it became necessary to create a specific framework for the emergence of various theoretical states. The Leininger’s Sunrise model, which shows three major nursing modalities, was the first guide nursing judgment that considers culturally appropriate and congruent care. The Leininger’s Sunrise Enabler for theory of culture care diversity and university is the earliest model for cultural care. Moreover, to foster excellence in transcultural nursing practice, eight standards that give criteria for evaluating transcultural nursing and tools for teaching and learning were developed (Del Grosso, 2019). The eight cultural nursing standards are accompanied process and outcome criteria and a rationale. Another vital component in the history and theoretical foundations of transcultural nursing was the development of a logo with the message, ‘Many Cultures One world.’ With the logo, nurses were challenged to function in transcultural environments (Del Grosso, 2019). Every person in the world would be met through the new mantra. Question 2 With the ever-increasing multicultural environment in most parts of the world, transcultural nursing continues to become an essential part of healthcare. The world is continuously becoming a global village which requires nurses to appreciate the differences in cultural values, beliefs and customs of their patients. Nurses are required to acquire the necessary skills and knowledge than ensure they provide culturally competent care. The ability to comprehend cultural diversity and use this understanding in delivery of care promotes the quality of outcomes. Transcultural nursing helps ensure positive patient care outcomes and satisfaction of healthcare clients. According to Edwards (2019), transcultural perspectives are vital in shaping patient’s beliefs about their own health and the healthcare system. As the representative of the healthcare system, the nurse is vested with the responsibility of providing the best care for patients. By taking into considerations the cultural backgrounds of the patients, the nurse is able to provide tailor-made patient care that ensure the satisfaction of individual patients and overall quality of health. In the ever increasingly dynamic world, transcultural nursing ensures that nurses give the best care and increases the quality and outcomes. Transcultural nursing considers the sensitivity, concerns and risk factors of a variety of cultures (Edwards, 2019). It hence ensure that the nurse understands and overcome potential barriers in delivering care. Having an understanding of the needs and requirements of a patient creates a positive attitude towards a healthcare system and promotes quick recovery. Question 3 Dr. Madeleine Leininger is credited as the developer of the transcultural nursing concept. She developed the cultural care theory that promotes the provision of culturally congruent nursing care. Based on the theory, culturally congruent nursing care is based on cognitively based assistance, supportive, and tailor-made to meet the needs of individuals or groups based on their lifeways and cultural values and beliefs (Andres & Bolye, 2016). The care under Leininger’s theory fits and has beneficial meaning for people who are differently and similarly cultured. Leininger developed the Sunrise model and coined the eight factors that guide on the transcultural care. She holds that for nurses to provide appropriate, comprehensive and appropriate care, nurses need to expand their worldview and incorporate new dimensions including social structures, language, environmental contexts, generic care and other areas (Andres & Bolye, 2016). The sunrise model is the theoretical framework that guides the creation of other transcultural nursing theories. Leininger proposed three modes of guiding nursing care judgments, actions and decision that are beneficial and meaningful. These include preservation and maintenance, accommodation and negotiation and repatterning and restructuring. These three modes of care have significantly impacted how nurses provide congruent nursing care and fostered the creation of nurses that are culturally competent. In summary, Leininger can be considered the original creator of the concept of transcultural nursing (Andres & Bolye, 2016). She developed the processes that are vital in the provision of competent nursing care. Question 4 Andrew/Boyle’s Transcultural Interprofessional Practice (TIP) model is one of the most important nursing tools that can be applied in teaching, learning, consultation, research and practice by nurses in transcultural environments (Andrews & Boyle, 2019). There are key components of the Transcultural Interprofessional Practice (TIP) model. The model aims at providing patient centered care, based on logical and orderly decision making for safe culturally competent and congruent, evidence based affordable and quality for individuals from a variety of backgrounds and across different lifespans. The first one is the context from which the health related values, practices, believes and attitudes emerge. The context may be based on religion, ethnicity, geographical location or other factors in the environment of the client or patient (Andrews & Boyle, 2019). Under this component, the nurse is expected to transform their thinking to suit the religious, ethnical and cultural believes, attitudes and practices of their patient so that they offer appropriate healthcare services. The second component of the TIP model is the interprofessional healthcare team. Interprofessional collaboration is necessary in the provision of transcultural patient centered care. Based on this component, a healthcare team composed of a cadre of health professionals that include nurses, physicians, laboratory technicians, pharmacists, nutritionists, social workers and other workers should collaborate in providing quality and patient centered care to patients (Andrews & Boyle, 2019). A healthcare team comprised of people with complementary skills committed to a common purpose and performing goals aimed at the welfare of a patient or a group of patient is advocated by Andrew and Boyle. The third component of the TIP model is effective verbal and non-verbal communication among members of a team. In an interprofessional team, effective communication is necessary for the promotional of continuity and clarity in the patient care team. Poor communication creates room for medical errors (Andrews & Boyle, 2019). With clarity of orders, proper interpretation of information, and timely communication, quality and safety of patient care is assured. The fourth component is a scientific problem solving process of five systematic steps, scientific problem solving, mutual goal setting, implementation, evaluation and planning to ensure the effectiveness of therapeutic interventions and care. This component encourage the use of evidence based care. It requires that nurses and other healthcare personnel learn how to use evidence from research to provide the best possible care for their clients. References Andres, A.M. & Bolye, J.S. (2016). Transcultural Concepts in Nursing Care (7th ed.). Andrews, M. M., & Boyle, J. S. (2019). The Andrews/Boyle Transcultural Interprofessional Practice (TIP) Model. Journal of Transcultural Nursing , 30 (4), 323-330. Del Grosso, A. (2019). Application of Leininger’s Culture Care Theory in Family Medical History. Edwards, A. M. E. (2019). Implementation of a Transcultural Nursing Education Program to Improve Nurses’ Cultural Competence.

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