Critiquing a quantitative Research Study – 2025 You will be writing a quantitative critique on one of the studies provided

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Critiquing a quantitative Research Study – 2025

 

You will be writing a quantitative critique on one of the studies provided. You will critically appraise the study in a paper.

Choose One of the Following Quantitative Journal Articles:

  • da Silva João, A. L., & Saldanha Portelada, A. F. (2019). Mobbing and its Impact on interpersonal relationships at the workplace. Journal of Interpersonal Violence, 34(13), 2797–2812.
  • Dokun-Mowete, C. A., Sharma, M., & Beatty, F. (2019). Using Multitheory Model to Predict Low-salt Intake Among Nigerian Adults Living with Hypertension. International Quarterly of Community Health Education, 39(4), 245–255.
  • Kashyap, N., Krishnan, N., Kaur, S., & Ghai, S. (2019). Risk Factors of Cervical Cancer: A Case-Control Study. Asia-Pacific Journal of Oncology Nursing, 6(3), 308–314.

Assignment Instructions

Read your selected journal article entirely.

Analyze the journal article and use the specific questions that are outlined in Gray, Grove, and Sutherland (2017) found on pages 445 through 449 to construct your analysis of your chosen qualitative research study.

These are the main headers of your paper:

  • Identifying the Steps of the Quantitative Research Process
  • Determination of Strengths and Weaknesses of Quantitative Studies
  • Evaluating a Quantitative Study

You have many questions to address in your assignment this week. They should be in complete sentences (i.e., bullet point responses are not acceptable).

APA format is required. Page length, excluding the title and references list, is between five and seven pages.

Grading Rubric:

 

Writing Assignment Rubric

Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Writing Assignment Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent of PaperThe writer demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner. The paper content and theories are well developed and linked to the paper requirements and practical experience. The paper includes relevant material that fulfills all objectives of the paper.

Cites five or more references, using at least two new scholarly resources that were not provided in the course materials.

All instruction requirements noted.

30 pointsThe writer demonstrates an understanding of the subject matter, and components of the paper are accurately represented with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Course materials and scholarly resources support required concepts. The paper includes relevant material that fulfills all objectives of the paper.

Cites four references.

All instruction requirements noted.

26 pointsThe writer demonstrates a moderate understanding of the subject matter as evidenced by components of the paper being summarized with minimal application to evidence-based practice, theory, or role-development. Course content is present but missing depth and or development.

Cites three references.

Most instruction requirements are noted.

23 pointsAbsent application to evidence-based practice, theory, or role development. Use of course content is superficial.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Content of paper is inaccurately portrayed or missing.

Cites two or fewer references.

Missing some instruction requirements.

20 points30Analysis and Synthesis of Paper Content and MeaningThrough critical analysis, the submitted paper provides an accurate, clear, concise, and complete presentation of the required content.

Information from scholarly resources is synthesized, providing new information or insight related to the context of the assignment by providing both supportive and alternative information or viewpoints.

All instruction requirements noted.

30 pointsPaper is complete, providing evidence of further synthesis of course content via scholarly resources.

Information is synthesized to help fulfill paper requirements. The content supports at least one viewpoint.

All instruction requirements noted.

26 pointsPaper lacks clarification or new information. Scholarly reference supports the content without adding any new information or insight. The paper’s content may be confusing or unclear, and the summary may be incomplete.

Most instruction requirements are noted.

23 pointsSubmission is primarily a summation of the assignment without further synthesis of course content or analysis of the scenario.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Missing some instruction requirements.

Submits assignment late.

20 points30Application of KnowledgeThe summary of the paper provides information validated via scholarly resources that offer a multidisciplinary approach.

The student’s application in practice is accurate and plausible, and additional scholarly resource(s) supporting the application is provided.

All questions posed within the assignment are answered in a well-developed manner with citations for validation.

All instruction requirements noted.

30 pointsA summary of the paper’s content, findings, and knowledge gained from the assignment is presented.

Student indicates how the information will be used within their professional practice.

All instruction requirements noted.

26 pointsObjective criteria are not clearly used, allowing for a more superficial application of content between the assignment and the broader course content.

Student’s indication of how they will apply this new knowledge to their clinical practice is vague.

Most instruction requirements are noted.

23 pointsThe application of knowledge is significantly lacking.

Student’s indication of how they will apply this new knowledge to their clinical practice is not practical or feasible.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Application of knowledge is incorrect and/or student fails to explain how the information will be used within their personal practice.

Missing several instruction requirements.

Submits assignment late.

20 points30OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.

5 pointsOrganized content with an informative purpose statement and supportive content and summary statement. Argument content is developed with minimal issues in content flow.

4 pointsPoor organization, and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.

Purpose statement is noted.

3 pointsIllogical flow of ideas. Missing significant content. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors

5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 pointsThree to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 pointsFive or more unique formatting errors or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

2 points5Total Points100 

Patient-Centered Care Report – 2025 Write a report on the application of population health improvement initiative outcomes to patient centered care based on information presented in

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Patient-Centered Care Report – 2025

 

Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.

In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Apply evidence-based practice to plan patient-centered care.
    • Evaluate the outcomes of a population health improvement initiative.
    • Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
  • Competency 2: Apply evidence-based practice to design interventions to improve population health.
    • Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
  • Competency 3: Evaluate outcomes of evidence-based interventions.
    • Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
  • Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
    • Justify the value and relevance of evidence used to support an approach to personalizing patient care.
  • Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
    • Write clearly and logically, with correct grammar and mechanics.
    • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

 Evidence-Based Practice

  • Devine, D. A., Wenger, B., Krugman, M., Zwink, J. E., Shiskowsky, K., Hagman, J., . . . Reeves, C. (2015). Part 1: Evidence-based facility design using transforming care at the bedside principles [PDF]. JONA: The Journal of Nursing Administration, 45(2), 74–83.
  • Jeffs, L., Beswick, S., Lo, J., Campbell, H., Ferris, E., & Sidani, S. (2013). Defining what evidence is, linking it to patient outcomes, and making it relevant to practice: Insight from clinical nurses. Applied Nursing Research, 26(3), 105–109.
  • Krugman, M., Sanders, C., & Kinney, L. J. (2015). Part 2: Evaluation and outcomes of an evidence-based facility design project. JONA: The Journal of Nursing Administration, 45(2), 84–92.
  • Rice, M. J. (2013). Evidence-based practice: A model for clinical application. Journal of the American Psychiatric Nurses Association, 19(4), 217–221.
  • Evidence-Based Practice in Nursing & Health Sciences: Review Levels of Evidence.
  • Evidence-Based Practice in Nursing & Health Sciences.
  • Research Guides
  • Nursing Masters (MSN) Research Guide.
  • Database Guide: Ovid Nursing Full Text PLUS.
  • Kaplan, L. (n.d.). Framework for how to read and critique a research study. Retrieved from https://www.nursingworld.org/~4afdfd/globalassets/practiceandpolicy/innovation–evidence/framework-for-how-to-read-and-critique-a-research-study.pdf
  • Assessment InstructionsPreparation
    In this assessment, you will base your Patient-Centered Care Report on the scenario presented in the Evidence-Based Health Evaluation and Application media piece. Some of the writing you completed and exported from the media piece should serve as pre-writing for this assessment and inform the final draft of your report. Even though the media piece presented only one type of care setting, you can extrapolate individualized care decisions, based on population health improvement initiative outcomes, to other settings.
    Requirements
    Note: The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance level descriptions for each criterion to see how your work will be assessed.
    Writing, Supporting Evidence, and APA Style
    • Write clearly and logically, using correct grammar and mechanics.
    • Integrate relevant evidence from 3–5 current scholarly or professional sources to support your evaluation, recommendations, and plans.
      • Apply correct APA formatting to all in-text citations and references.
      • Attach a reference list to your report.
    • Report Content
      Address the following points in a 4–6 page report:
    • Evaluate the expected outcomes of the population health improvement initiative that were, and were not, achieved.
      • Describe the outcomes that were achieved, their positive effects on the community’s health, and any variance across demographic groups.
      • Describe the outcomes that were not achieved, the extent to which they fell short of expectations, and any variance across demographic groups.
      • Identify the factors (for example: institutional, community, environmental, resources, communication) that may have contributed to any achievement shortfalls.
    • Propose a strategy for improving the outcomes of the population health improvement initiative, or ensuring that all outcomes are being addressed, based on the best available evidence.
      • Describe the corrective measures you would take to address the factors that may have contributed to achievement shortfalls.
      • Cite the evidence (from similar projects, research, or professional organization resources) that supports the corrective measures you are proposing.
      • Explain how the evidence illustrates the likelihood of improved outcomes if your proposed strategy is enacted
    • Develop an approach to personalizing patient care that incorporates lessons learned from the population health improvement initiative outcomes.
      • Explain how the outcomes and lessons learned informed the decisions you made in your approach for personalizing care for the patient with a health condition related to the population health concern addressed in the improvement initiative.
      • Ensure that your approach to personalizing care for the individual patient addresses the patient’s:
        • Individual health needs.
        • Economic and environmental realities.
        • Culture and family.
      • Incorporate the best available evidence (from both the population health improvement initiative and other relevant sources) to inform your approach and actions you intend to take.
    • Justify the value and relevance of evidence you used to support your approach to personalizing care for your patient.
      • Explain why your evidence is valuable and relevant to your patient’s case.
      • Explain why each piece of evidence is appropriate for both the health issue you are trying to correct and for the unique situation of your patient and their family.
    • Propose a framework for evaluating the outcomes of your approach to personalizing patient care.
      • Ensure that your framework includes measurable criteria that are relevant to your desired outcomes.
      • Explain why the criteria are appropriate and useful measures of success.
      • Identify the specific aspects of your approach that are most likely to be transferable to other individual cases.
    • Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.

Has to be based on the scenario below:

 

Introduction

Public health improvement initiatives (PHII) provide invaluable data for patient–centered care, but their research is often conducted in a context different from the needs of any individual patient. Providers must make a conscious effort to apply their findings to specific patients’ care.

In this activity, you will learn about a PHII, and explore its application to a particular patient’s care plan.

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Overview

You continue in your role as a nurse at the Uptown Wellness Clinic. You receive an email from the charge nurse, Janie Poole. Click the button to read it.

Good morning!

At last week’s conference I spoke with Alicia Balewa, Director of Safe Headspace. They’re a relatively new nonprofit working on improving outcomes for TBI patients, and I immediately thought of Mr. Nowak. At his last biannual cholesterol screening he mentioned having trouble with his balance. This may be related to his hypertension, but he believes it’s related to the time he was hospitalized many years ago after falling out of a tree, and expressed distress that this might be the beginning of a rapid decline.

Ms. Balewa will be on premises next week, and I’d like to set aside some time for you to talk.

— Janie

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Alicia Balewa

Director of Safe Headspace

Overview

Interview Alicia Balewa to find out more about a public health improvement initiative that might apply to Mr. Nowak’s care.

Interview:

I have a patient who might benefit from some of the interventions for TBI and PTSD you recently studied. What populations did your public health improvement initiative study?

My father came home from Vietnam with a kaleidoscope of mental health problems. That was the 1970s, when treatment options for things like PTSD, TBI, and even depression were very different. Since then there has been a lot of investment in treatment and recovery for combat veterans. That’s excellent news for veterans in treatment now, but they’re not looking at my dad, and how his TBI and PTSD have affected him through mid–life and now as a senior. That’s why I started Safe Headspace: to focus on older patients who are years or decades past their trauma, and find ways to help them.

Which treatments showed the strongest improvement?

Exercise. We were able to persuade about half of our participants — that’s around 400 people, mostly men ages 45–80 — to follow the CDC’s recommendations for moderate aerobic exercise. Almost everyone showed improvement in mood, memory, and muscle control after four weeks. After that a lot of participants dropped out, which is disappointing. But of the 75 who stuck with it for another three months, muscle control improved 15%, mood improved 22%, and short–to–medium term memory improved 61%. We didn’t specify what kind of exercise, but we did ask them to record what they did every week, so that data is available.

Second was medication and therapy. Most of our participants didn’t receive any kind of psychotherapy in the years immediately following their trauma, so we had everyone assessed by a team of psychotherapists. As a result of those assessments, 40% of participants started on anti–depressant medication and 9% started taking anti–psychotics. Those who started taking medications now have regular contact with a therapist to manage that care. With some help at home to stick to the regimen, all but a few have successfully followed their treatment plans. They’ve reported a 26% improvement in mood over six months, and a 6% improvement in memory.

The third treatment I want to mention is meditation. We only had a small group interested in trying it, but the results were dramatic. We prescribed daily meditation at home, just 10 to 15 minutes, with a weekly hour–long guided group meditation for all 23 participants. After three weeks we lost two to disinterest, but the other 21 showed improvements of over 70% in mood and memory, and 32% in muscle control.

Have you tried anything that hasn’t worked?

Sure. There are memory exercises for patients in elderly care, and things like Sudoku and crossword puzzles. We didn’t see any gains with those. Some of our participants preferred strength training to aerobic exercise, and the only improvement we saw in that group was in muscle control, but only 4%, which is significantly less than the aerobic group.

I should also say that we were working with a willing group of participants. They knew they needed help, and were motivated to get it. One of the hurdles we see with veterans, especially in older generations, is an unwillingness to acknowledge that they have a problem. We haven’t had to wrestle with that because everyone who volunteers to participate wants to be there.

Your organization is intervening with people who have TBI and PTSD simultaneously. We have a patient with moderate TBI suffered almost 40 years ago, but no history of PTSD. Have you separated your population and studied each separately?

We haven’t, no. In some cases we could, for those who come in with previous diagnoses and medical records. But we have participants who either weren’t diagnosed, were under–diagnosed at the time, or don’t have records to show us.

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Conclusion

As you’ve seen, a PHII can apply to a patient under your care. But it’s not always a perfect fit, and it’s important to think carefully about how your patient’s condition, symptoms, background, and experience compare to that of participants in a PHII.

d8kf – 2025 Patient safety is of utmost importance Put yourself in this scenario While you are completing an admission you

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d8kf – 2025

Patient safety is of utmost importance. Put yourself in this scenario. While you are completing an admission, you notice a number of unusual bruises and several abrasions on the patient. After reviewing the module resources, consider how you would approach the topic with the patient. What barriers prohibit the patient from opening up regarding the abuse, and how can you address these barriers through the assessment process? What is your responsibility if you suspect abuse? What educational resources are available to you as a nurse in your current setting (travel nursing) or in your state (New York)? What educational resources are available to the patient in your setting?

Resources Below to use!

PDF: Model Domestic Violence Hospital Policy

https://web.archive.org/web/20150919084118/http://www.stfranciscare.org/uploadedFiles/Departments/DV%202model%20policy%206-23.pdf

Article: Domestic Violence: What Can Nurses Do?https://www.crisisprevention.com/Blog/Domestic-Violence-What-Can-Nurses-Do

NR631 Week 3 BA – 2025 Purpose The purpose of this assignment is to provide learners with the opportunity to integrate the knowledge

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NR631 Week 3 BA – 2025

 

Purpose

The purpose of this assignment is to provide learners with the opportunity to integrate the knowledge and skills learned throughout the program, and to provide learners with the opportunity to communicate a scholarly project in a professional manner.

Due Date

Submit by 11:59 p.m. MT on Sunday of Week 3

Total Points Possible: 100

Requirements

Review any previous literature review you have completed related to your CGE project topic. If you have not previously completed a scholarly literature review on your topic (i.e., your topic may have changed), then you will create a new literature review with this assignment. Complete a database search on your project and compile the results, adding any new or relevant scholarly sources to your review. Focus on the most relevant articles or studies that address your problem or concern or discuss resolutions to the problem. Include any studies that do not support your projected resolution or take a different approach. In addition, search for systematic reviews about the problem or concern. Write a review of the literature or update your existing literature review using the following outline.

  1. Comprehensive review of the current evidence-based literature from nursing and related disciplines as appropriate
  2. Application of evidence-based literature to project
  3. Analysis of the literature: whether it supports your resolution; alternative solutions; how existing literature affected your proposal

Using this outline will ensure that you are in compliance with Chamberlain’s reuse/repurpose policy. Be sure to reacquaint yourself with this policy or reach out to your instructor if you have any questions.

Preparing the Paper

  • Paper length: 5-8 pages, excluding reference and title pages
  • Minimum number of scholarly articles or studies: 15
    • Note: The required sources must meet the criteria of scholarly sources by Chamberlain University definition.
    • You may use other nonscholarly sources (i.e., web pages) but those will not count toward the 15 required.
  • APA format, sixth edition
  • Correct reference citation format
  • Reference page

Directions and Grading Criteria

Category

Points

%

Description

Current evidence-based literature

30

30%

Current evidence-based literature from nursing and related disciplines

Application of evidence-based literature

30

30%

Application of evidence-based literature

Analysis of literature

30

30%

Analysis of the Literature

Mechanics of writing, APA

10

10%

Grammar, spelling, APA

Total

100

100

A quality paper will meet or exceed all of the above requirements.

Descriptive research design, mixed methods, and meta-analysis highlighted in Chapter 6. Also, we will review Epidemiology and Longitudinal Studies covered in Chapter 7. – 2025 Descriptive Research Descriptive research is a study designed to depict the participants in

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Descriptive research design, mixed methods, and meta-analysis highlighted in Chapter 6. Also, we will review Epidemiology and Longitudinal Studies covered in Chapter 7. – 2025

 

 

Descriptive Research

Descriptive research is a study designed to depict the participants in an accurate way. More simply put, descriptive analysis is all about describing people who take part in the survey.

There are three ways a researcher can go about doing a descriptive research project, and they are:

  • Observational, defined as a method of viewing and recording the participants
  • Case study, defined as an in-depth study of an individual or group of individuals
  • Survey, defined as a brief interview or discussion with an individual about a specific topic

Descriptive Blog: The 3 Basic Types of Descriptive Research Methods

https://psychcentral.com/blog/the-3-basic-types-of-descriptive-research-methods/

Video: Descriptive Research Design

https://www.youtube.com/watch?v=jhPWBahCvQM

Mixed Methods Research

Mixed methods research (Extracted from the article below) is the use of quantitative and qualitative methods in a single study or series of studies. It is a new methodology that is increasingly used by health researchers, especially within health services research. There is a growing literature on the theory, design, and critical appraisal of mixed methods research. However, few papers summarize this methodological approach for health practitioners who wish to conduct or critically engage with mixed methods studies.

Article: Using Mixed Methods in Health Research

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3697857/

Mixed Methods

https://www.youtube.com/watch?v=1OaNiTlpyX8

Meta-Analysis

Meta–analysis is a statistical technique for combining data from multiple studies on a particular topic. A Meta-analysis is an analytical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta‐analysis has become an increasingly popular and valuable tool in psychological research, and significant review articles typically employ these methods.

Article: Meta-Analysis in Medical Research

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3049418/

Video Meta-Analysis (An Introduction)

https://www.youtube.com/watch?v=RqmgKg5jTLE

Epidemiology

According to the Centers for Disease Control, Epidemiology is the method used to find the causes of health outcomes and diseases in populations. In epidemiology, the patient is the community and individuals are viewed collectively. By definition, epidemiology is the study (scientific, systematic, and data-driven) of the distribution (frequency, pattern) and determinants (causes, risk factors) of health-related states and events (not just diseases) in specified populations (neighborhood, school, city, state, country, global).

Article: Epidemiology is a Science of High Importance

https://www.nature.com/articles/s41467-018-04243-3.pdf

Video: Epidemiology

https://www.youtube.com/watch?v=S5XRh47T420

Longitudinal Studies

Longitudinal Study, an epidemiologic study that follows a population forward over time, evaluating the effects of one or more variables on a process. If individuals are followed, it is termed a longitudinal cohort study. If classes—e.g., age classes—are studied, it is a longitudinal cross-sectional study. Longitudinal studies are the converse (opposite) of horizontal (parallel) studies.

Article Longitudinal Studies

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4669300/

Video (A Lecture Recording): Longitudinal Studies

https://www.youtube.com/watch?v=Ioayy73PvsE

Case study on biomedical ethics in the christian narrative – 2025 This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case Organizing

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Case study on biomedical ethics in the christian narrative – 2025

This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles and four boxes approach.

Based on the “Case Study: Healing and Autonomy” and other required topic study materials, you will complete the “Applying the Four Principles: Case Study” document that includes the following:

Part 1: Chart 

This chart will formalize the four principles and four boxes approach and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice.

Part 2: Evaluation

This part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.

Remember to support your responses with the topic study materials.

APA style is not required, but solid academic writing is expected.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Health Promotion Plan – 2025 Develop a health promotion plan 2 3 pages in length addressing a specific health concern for an individual or a

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Health Promotion Plan – 2025

 

Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern for an individual or a group in your community.

Note: You will create a plan for enlisting the participation of a hypothetical individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting these members of your community. A hypothetical nonprofit group is highly recommended.

Although study materials in this course refer to face-to-face communication and meetings with individuals and groups, all assignments in the course are based upon hypothetical individuals or groups.

For this assignment, you will plan for and enlist the participation of a hypothetical individual or group in a clinical learning activity based on a health promotion plan, addressing a particular health concern affecting these members of your community.

Professional Context

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze health risks and health care needs among distinct populations.
    • Analyze a community health concern that is the focus of a health promotion plan.
  • Competency 2: Propose health promotion strategies to improve the health of populations.
    • Explain why a health concern is important for health promotion within a specific population.
    • Establish agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Write clearly and concisely in a logically coherent and appropriate form and style.

Note: Assessment 1 must be completed first before you are able to submit Assessment 4.

Preparation

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.

You will need to satisfactorily pass Assessment 1 (Health Promotion Plan) before working on your last assignment (Assessment 4).

To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and hypothetical individuals or groups in your community who may be willing to take part in a presentation about that concern and suggested strategies for health improvement.

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.

Please choose one of the topics below:

  • Bullying.
  • Home safety.
  • Fall prevention.
  • Immunizations.
  • Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.

In addition, you are encouraged to:

  • Complete the Vila Health: Effective Interpersonal Communications simulation.
  • Review the health promotion plan assessment and scoring guide to ensure that you understand the work you will be asked to complete.
  • Review the MacLeod article, “Making SMART Goals Smarter.”

Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Health Promotion Plan
  • Choose a one of these specific health concern as the focus of your health promotion plan.
    • Bullying.
    • Home safety.
    • Fall prevention.
    • Immunizations.
    • Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.
  • Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.
  • Identify populations potentially affected by this health concern. Determine what their related concerns may be and explain why addressing this health concern is important for health promotion.
  • Identify a hypothetical individual or community group among the affected population who would benefit from an educational session about your chosen health concern and associated health improvement strategies.
  • Identify expectations for an educational session, determining goals, and suggestions on how the individual or group needs can be met. The hypothetical audience needs to be described and the educational plan should be outlined.
  • Then, research and document their potential learning needs and health promotion goals.
Document Format and Length

Your health promotion plan should be 2–3 pages in length. In a separate section of the plan, identify the hypothetical individual or group you have chosen.

Supporting Evidence

Support your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Analyze the health concern that is the focus of your health promotion plan.
    • Consider underlying assumptions and points of uncertainty in your analysis.
  • Explain why a health concern is important for health promotion within a specific population.
    • Examine current population health data.
    • Consider the factors that contribute to health, health disparities, and access to services.
  • Explain the importance of establishing agreed-upon health goals in collaboration with hypothetical participants.
  • Write clearly and concisely in a logically coherent and appropriate form and style.
    • Write with a specific purpose and audience in mind.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Before submitting your assessment for grading, proofread it to minimize errors that could distract readers and make it difficult for them to focus on the substance of your plan.

Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

NURS 6512 Week 3 Assessment Tools and Diagnostic Tests in Adults and Children(USE AS A GUIDE) – 2025 When seeking to identify a patient s health condition advanced practice nurses can use a diverse selection

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NURS 6512 Week 3 Assessment Tools and Diagnostic Tests in Adults and Children(USE AS A GUIDE) – 2025

 

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.

To Prepare
· Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.

· By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.

· Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?

· Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.

· If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.

o Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.

o Consider how you could encourage parents or caregivers to be proactive toward the child’s health.

The Assignment: My assignment topic this week is: mammograms 

Assignment (3–4 pages, not including title and reference pages):

Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:
Include the following:

· A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.

o What is its purpose?

o How is it conducted?

o What information does it gather?

· Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.

Required readings

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 3, “Examination Techniques and Equipment”

This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.

Chapter 8, “Growth and Nutrition”

In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems.

Chapter 5, “Recording Information” (Previously read in Week 1)

This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood

This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity.

Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology, (3), 569.

This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis”

This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.

Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4(3), 120–124.

This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education.

Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84(2), 116–123. doi:10.1111/josh.12128

Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.

Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18(2), pp. 34–35.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.

This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From https://evolve.elsevier.com

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Week 1)

Chapter 5, “Pediatric Preventative Care Visits” (pp. 91 101)

Post-Traumatic Stress Disorder – 2025 Post Traumatic Stress Disorder 1 Watch the film The doctor is In Post Traumatic Stress Disorder 1991

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Post-Traumatic Stress Disorder – 2025

  

Post-Traumatic Stress Disorder 

1. Watch the film: The doctor is In: Post-Traumatic Stress Disorder (1991). https://archive.org/details/DoctorIsInPTSD

2. Provide a brief summary of the film.

  

Case Study:

You are working the afternoon shift in an inpatient psychiatric unit. The patients are in the day room watching a movie when suddenly someone starts yelling. You and other staff rush to the day room to find J.J., a 55-year-old male patient, crouched in the corner behind a chair, yelling at the other patients, “Get down. Get down quick. “You and the other staff are able to calm J.J. and the other patients and take J.J. to his room. He apologizes for his outburst and explains to you that the movie brought back memories of the Gulf War. He had forgotten where he was and thought he was in combat again. He describes to you in detail the memory he had of being ambushed by the enemy and watching several of his comrades be killed. You remember hearing in report that J.J. is a Gulf War veteran.

1. You read in his medical record that J.J. has posttraumatic stress disorder (PTSD). What are common causes of PTSD, and what is the most likely cause of J.J.’s condition?

2. According to the DSM-V, name three criteria that must be present to diagnose posttraumatic stress disorder (PTSD).

3. What is the difference between PTSD and acute stress disorder, according to the DSM-V?

4. Which symptom(s) of PTSD did J.J. most likely experience?

5. What therapeutic measures can be done to help J.J. during your shift this evening? 

6. While you are in J.J.’s room, he states that he would like to rest for a while, and he requests something to “calm his nerves. “You check his medical record see these PRN medications listed. You review the Chart and the following medications are ordered PRN: Tylenol, Xanax, and Ambien.

a. Which medication is most appropriate to administer at this time? Explain.

7. What are the adverse effects of long-term use of benzodiazepine anxiolytics?

8. You decide to notify J.J.’s physician about his reaction to the movie. The physician writes an order to start paroxetine (Paxil). How does this medication differ from the alprazolam? 

9. J.J. asks you whether there are other things he can do, in addition to medications, to help his anxiety.

a. List some relaxation and therapeutic techniques that could be implemented or taught to J.J. to help relieve his anxiety.

10. J.J. is for discharge from the hospital. To what level of care will J.J. be discharged, and name some of the treatment modalities that could help him with his PTSD and related problems? 

Health care assignment – 2025 Write a Memorandum directed to your faculty answering the questions below Based on the 2 by 2

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Health care assignment – 2025

Write a Memorandum directed to your faculty answering the questions below.

 Based on the   2-by-2 contingency table to determine the total number of people who fail the diagnostic test, which represents the target market for hearing aid sales from Assignment  2  and the information from  the case study, calculate:

1.  How many people will buy the hearing aids?

2.  How much the clinic will make on hearing aid sales to those people based on the

Hearing aid sales mix Hearing Aids

Unit Price

Sales (show the calculations)

Mix

Low-end

$1,000

40%

Mid-range

$2,500

50%

High-end

$4,000

10%

Total

100%

1.  Calculate how much the clinic will expense on the staffing (HINT: you need to calculate the number of employees and the time worked first).

2.  Discuss if it might be a good idea to conduct the Fair and follow up appointments considering the amount of money made and the expense for staffing.

3.  What other potential considerations could influence the marketing department final recommendation?

**When appropriate, refer to credible resources following APA format