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Discussion 5/1 – 2025 Please review the substantive posting requirements posted in the forum and announcements When you post responses to
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Discussion 5/1 – 2025
Please review the substantive posting requirements posted in the forum and announcements: When you post responses to your peers the response needs to be “substantive” to receive credit. Substantive posting criteria includes: Acknowledge what your peer stated (agree or disagree). Include additional information. End the post with an open-ended follow up question. This is important to encourage further discussion.
Translation Models – 2025 Translation Models Diabetes is an international crisis and considered to be one of the Global Burden Diseases The U S
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Translation Models – 2025
Translation Models
Diabetes is an international crisis and considered to be one of the Global Burden Diseases (The U.S. Burden of Disease Collaborators, 2018). In the primary care setting, translating the evidence of preventing Diabetic Foot Ulcers is done by introducing self-care education to primary care patients with a transitional Model. Almost 1/3 of people with diabetes acquire foot ulcers, and of these ulcers, 3/4 are avoidable (Bus & Van Netten, 2016). Therefore, it is incredibly essential to translate this evidence into action to prevent foot loss by amputation and, ultimately, early mortality. The Knowledge to Action Model (KTA) is used to translate all the evidence-based research knowledge on diabetic foot care into action in the clinic setting. KTA has two main components, “Knowledge Creation” and the “Action Cycle.” Using KTA, we already have numerous research available on diabetic foot care, funneled to identify a knowledge gap or problem. Knowing the problem, we must implement the second phase, which has seven stages called the Action Cycle. It can be continuous and go in either direction if necessary.
Stage One: The problem of poor diabetic foot care education on one-third of diabetics has been identified, and a knowledge gap exists between patients and caregivers.
Stage Two: The local setting of primary care with a high population of Hispanic patients with diabetes.
Stage Three: One of the possible barriers to this self-care program will be staffing and proper nurses’ training as educators. Also, the time it takes to teach patients. Another obstacle will be the patient’s willingness to learn and perform appropriate foot care daily. This project’s facilitators will be the primary care providers and management at a micro, meso, and macro-level. The facilitators would help ensure proper staffing and more time allotted in the clinic for foot care sessions during diabetic visits.
Stage Four: Implement the project by educating nurses on diabetes and its effect on the body. The second part of implementation would be having the nurses teach foot care to Hispanic Diabetic patients at every visit. Using a transtheoretical Change Model at this stage would be appropriate.
Stage Five: In this stage, we would monitor the nurses’ knowledge using surveys and observation. We would measure the patients learning with a teach-back method and questionnaire.
Stage Six: Evaluating the outcomes might take a little longer to see results. Still, we should assess feedback from the nurses, podiatrist providers, and patients on the knowledge and care provided through surveys and questionnaires.
Stage Seven: This stage is not a final step but rather a step where knowledge is sustained with continuous updates and reassessments. This stage would keep the program fresh, and the key stakeholders would play the role of being receptive to the new norm and not become disengaged.
The resources needed for this project would be a clinical educator to train nurses on the effects and care of diabetic patients, mostly on foot self-care: foot care literature, handouts, and a small foot care kit for patients. The kit would consist of a lotion, liquid soap, Emory boards, monofilament, and a mirror. This kit would cost about 12-15 dollars per unit. Key stakeholders such as pharmaceutical companies or diabetic organizations and community leaders would be instrumental in funding each diabetic patient with a self-care kit.
References
Bus, S. A., & van Netten, J. J. (2016). A shift in priority in diabetic foot care and research: 75% of foot ulcers are preventable. Diabetes/metabolism research and reviews, 32 Suppl 1, 195–200. https://doi.org/10.1002/dmrr.2738
The U.S. Burden of Disease Collaborators. (2018). The state of U.S. health, 1990–2016 burden of diseases, injuries, and risk factors among U.S. states. JAMA, 319(14), 1444–1472. https://doi.org/10.1001/jama.2018.0158 (Links to an external site.)
I NEED A COMMENT FOR THIS POST WITH AT LEAST TWO-THREE PARAGRAPH AND TWO SOURCES NO LATER THAN FIVE YEARS
Academic Success Plan (paper) – 2025 Purpose To assist students in identifying areas to improve on in order to be
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Academic Success Plan (paper) – 2025
Purpose: To assist students in identifying areas to improve on in order to be academically successful, formulating strategies to implement and meet goals, and determining the effectiveness of the strategies (outcomes).
Student Learning Outcomes
Instructions:
Submit your paper to the appropriate Dropbox, in a Word docx, by the specified date/time. If the document is uploaded in a format that will not open, meaning the faculty cannot grade it as it was uploaded, then the student will receive a grade of zero (0). It is the student’s responsibility to verify that their paper is in the correct format.
Only assignments that are uploaded to the correct location will be graded. It is the student’s responsibility to ensure they upload the correct assignment to the correct location and by the posted due date/time. It is also the student’s responsibility to ensure that they upload the correct version of their assignment. Only the version that is uploaded/posted will be graded. If a student inadvertently uploads the incorrect version of an assignment, it is the student’s responsibility to contact their instructor prior to the due date/time.
Academic Clinical History And Physical Note 2 – 2025 Benchmark Academic Clinical History and Physical Note Academic clinical history and physical notes provide a unique
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Academic Clinical History And Physical Note 2 – 2025
Benchmark – Academic Clinical History and Physical Note
Academic clinical history and physical notes provide a unique opportunity to practice and demonstrate advanced practice documentation skills, to develop and demonstrate critical thinking and clinical reasoning skills, and to practice identifying acute and chronic problems and formulating evidence-based plans of care.
Complete an academic clinical history and physical note based on a patient seen during clinical. In your assessment, provide the following. ( Acute Care Hospital)
History and Physical Note
1. Chief complaint/reason for admission/visit/consult.
2. HPI for the H&P or consult notes.
3. Medical, surgical, family, social, and allergy history.
4. Home medications, including dosages, route, frequency, and current medications, if a consultation note
5. Review of systems with all body systems for H&P or consult notes. Review of systems is what the patient or family/friends tell you (by body system).
6. Vital signs and weight.
7. Physical exam with a complete head-to-toe evaluation. Include pertinent positives and negatives based on findings from head-to-toe exam.
8. Lab/Imaging/Diagnostic test results (including date). (CPT codes)
Assessment and Clinical Impressions
1. Identify at least three differential diagnoses based upon the chief complaint, ROS, assessment, or abnormal diagnostic tools with rationale. (ICD-10 codes)
2. Include a complete list of all diagnoses that are both acute and chronic.
3. List the differential diagnoses and chronic conditions in order of priority.
Plan Component Management and Plan Criteria Incorporation
1. Select appropriate diagnostic and therapeutic interventions based on efficacy, safety, cost, and acceptability. Provide rationale.
2. Discuss disposition and expected outcomes.
3. Identify and address health education, health promotion, and disease prevention.
4. Provide case summary with ethical, legal, and geriatric considerations. Consider potential issues, even if they are not evident.
General Requirements
Incorporate at least three peer-reviewed articles in the assessment or plan.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competency:
MSN Acute Care Nurse Practitioner
6.1: Determine differential diagnoses using physiological and pathophysiological evidence.