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Obesity is a growing trend in America as “more than one-third  (36.5%) of U.S. adults have obesity” (Centers for Disease  Control and Prevention [CDC], 2017). Mr. C is among the obese American  population, and consequently has various obesity-associated health  risks. For instance, hypertension, sleep apnea, diabetes,  hyperlipidemia, and hypercholesterolemia, to name a few (CDC, 2017).  Mr. C is inquiring about bariatric surgery, and he may meet the  qualifications for this surgery since his BMI falls within the obesity  range, he has weight-related problems such as hypertension and sleep  apnea, and he has failed to lose weight despite diet and exercise  (Mayo Clinic, 2014). Mr. C will need to undergo an extensive screening  before being deemed appropriate for this last-resort, surgical option. As per the physician orders, Mylanta-an antacid, Zantac-an H2  Blocker, and Carafate-an antiulcer medication, are prescribed to help  heal and prevent worsening of Mr. C’s peptic ulcer. Considering  the medication instructions and Mr. C’s usual meal schedule, it  would behoove the patient to follow the medication schedule as  follows: 0600 Carafate, 0700 breakfast, 1000 Mylanta, 1100 Carafate,  1200 Lunch, 1500 Mylanta, 1700 Carafate, 1800 dinner, 2100 Carafate,  2000 Bedtime Snack, 2030 Zantac & Carafate. Mr. C poses many actual or potential problems related to his various  functional health patterns, examples are as follows: Health perception: Mr. C seems to have identified  that his lifestyle and obesity are a problem, as he is inquiring about  options like bariatric surgery to rectify this problem. Health management : Mr. C is failing to manage his  health as evidenced by his weight gain of 100 lbs, his sedentary  lifestyle, his abnormal lab values, and presence of modifiable  diseases such as obesity and hypertension. Sleep-Rest: There is an alteration in sleep pattern  as evidenced by the patient’s sleep apnea, although it is not  mentioned whether the patient is treated for this with a CPAP, for example. Nutritional-Metabolic: The patient has a problem with  nutrition which is supported by his categorically obese BMI, his  over-consumption of calories-as per his 100lb weight gain, and  abnormal total cholesterol, triglyceride, and fasting blood glucose  levels which indicate dietary deficits and suboptimal nutrition. Activity-Exercise: Mr. C has a job where it is  assumed that he sits and is relatively sedentary for most the day. The  patient is also consistently gaining weight which indicates that his  calorie consumption is greater than his calorie expenditure from  activity or exercise. I NEED YOU TO COMMENT FROM THIS POST, 150 WORDS NEEDED AND A REFERENCE PLEASE

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Nursing homework. Due 9/9/17 at 1400 hrs. 2025

Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis. Nurses can take a more proactive approach to evidence-based practice by identifying authentic problems and concerns, and then using that to guide their inquiries into current research. In this way, nurses can connect the results of relevant research studies to their nursing practice. For the Course Project, you identify and apply relevant research to a specific nursing topic or problem. You begin by formulating an answerable question that is relevant to nursing and evidence-based practice. In later weeks of this course, you continue the Course Project by conducting a literature review and then determining how the evidence from the literature can be applied to nursing practice. 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. Focus on the PICOT model for guiding the development of research questions. · Review the section beginning on page 71 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 PICOT question”one that is answerable”based on your analysis. What are the PICOT 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.

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Nuts 6231 Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality 2025

Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality Through communication—inquiry and dialogue—every person makes a contribution, and by being involved in the process, people can shift their attention and action away from a problem-oriented focus to dreams that are worthy to them and to productive possibilities for the future. —Watkins & Mohr, 2001 Without a doubt, promoting health care quality and patient safety presents a meaningful aim. To achieve this goal, nurse leader-managers need to be able to evaluate a situation from many different viewpoints and frame questions that elicit valuable insights. They must be able to promote skillful problem solving and interdisciplinary teamwork. In this Discussion, you examine how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety. To prepare: Review the information on emotional intelligence and appreciative inquiry presented in this week’s Learning Resources. If you have not already done so, follow the instructions in the course text, Emotional Intelligence 2.0 to complete the online assessment. Consider the results of the assessment. Review your strengths and opportunities for growth related to self-awareness, self-management, social awareness, and relationship management. What insights, questions, or concerns arise as you think about these results? Think about how your identified emotional intelligence strengths and opportunities for growth relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality. How and why is emotional intelligence valuable for promoting optimal patient outcomes and creating systems-level change? As indicated on pages 53–55 of the Bradberry and Greaves text, develop a plan for improving your skills in one area of emotional intelligence. Evaluate strategies for applying your strengths in the workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety. Also review the information on appreciative inquiry in this week’s Learning Resources. Have you used appreciative inquiry before? If so, how? How does the application of appreciative inquiry relate to your role as nurse leader-manager and/or to efforts to promote health care quality? Reflect on your experiences working in health care and identify an issue or problem that required, or requires, a change. Consider how you could apply emotional intelligence and appreciative inquiry strategies to this situation to facilitate positive results that lead to improved quality. By Day 3 Post a brief description of an issue or problem in a health care setting that required, or requires, a change. Explain how you, as a nurse leader-manager, could apply both emotional intelligence and appreciative inquiry strategies to address this issue and facilitate positive results that lead to improved quality. Read a selection of your colleagues’ responses. Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0 . San Diego, CA: TalentSmart. Chapter 1, “The Journey” (pp. 1–12) Chapter 2, “The Big Picture” (pp. 13–22) Chapter 3, “What Emotional Intelligence Looks Like: Understanding the Four Skills” (pp. 23–50)The first three chapters of this book introduce foundational concepts related to emotional intelligence, and provide the background for the online assessment that you will take in preparation for this week’s Discussion. In addition to these chapters, you should read the rest of the book once you have completed the assessment. Note: You must purchase a new, unopened copy of this book in order to acquire the access code that you will need to complete the online assessment. Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations , Burlington, MA: Jones & Bartlett Publishers. Chapter 1, “Understanding the U.S. Healthcare System” (pp. 1–30) This chapter sets the context for understanding quality-related issues within the U.S. health care system (macroenvironment). The authors discuss health care access and costs, which may be viewed as part of a triad with quality. Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. Education, 132(4), 771–778. Retrieved from the Walden Library databases. Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. Social Development Issues, 34 (1), 37–55. Retrieved from the Walden Library databases. This article examines how appreciative inquiry can be used to foster meaningful change in organizations. It outlines the principles of appreciative inquiry and the four phases: discovery, dream, design, and delivery. Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41 (3), 535–548. Retrieved from the Walden Library databases. Emotional intelligence has been proposed as a key element of leadership. This article examines that argument, with attention to how and why it has been challenged. Copperrider, D. L., & Godwin, L. N. (2010). Positive organization development: Innovation-inspired change in an economy and ecology of strengths . Retrieved from http://appreciativeinquiry.case.edu/intro/comment.cfm The authors present a framework for Innovation-Inspired Positive Organization Development (IPOD), which draws from appreciative inquiry.

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HLT 540 Grand Canyon Week 5 Assignment 2 2025

Coyne and Messina Articles Part 3 Spearman Coefficient Review Details: 1) Write a paper (750-1,000 words) regarding the use of the Spearman rank correlation coefficient by Messina, et al. in “The Relationship between Patient Satisfaction and Inpatient Admissions Across Teaching and Nonteaching Hospitals,” listed in the module readings. 2) Comment on what variables were used; whether it answered the research question; and whether the Spearman rank correlation coefficient is appropriately used, given the requirements of the Spearman rank correlation coefficient. 3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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