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MidWeek Comprehension Questions 2 – 2025 Information literacy is critically important for all nurses especially APNs APNs must be able to determine
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MidWeek Comprehension Questions 2 – 2025
Information literacy is critically important for all nurses, especially APNs. APNs must be able to determine what information is needed, find the information, critique the information, provide care based on this information, and evaluate the outcomes of the process. Sound challenging? Continue to reflect upon strategies to facilitate this process. Provide a brief response (100 words or less)
APPLYING AN EBP FRAMEWORK TO IMPLEMENT A WRITING DEVELOPMENT PLAN – 2025 Assignment Overview Strong writing skills enable you to create doctoral projects that articulate a purpose Creating a plan
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APPLYING AN EBP FRAMEWORK TO IMPLEMENT A WRITING DEVELOPMENT PLAN – 2025
Assignment Overview
Strong writing skills enable you to create doctoral projects that articulate a purpose. Creating a plan to improve these skills, using selected resources, sets the stage for writing. In this assignment, you will create a writing skills development plan by applying a selected EBP model to address strengths and weaknesses and fulfill the writing goals you have created.
What You Need to Know
Applying Conceptual Models, Theoretical Frameworks, and EBP Models
There is increasing recognition that efforts to change practice with the EBP process should be guided by conceptual models and grounded by theoretical frameworks.
A conceptual model provides an understanding about how a health care challenge will best be explored and addressed, and it offers a logical structure of connected elements that help provide a picture or visual display of how ideas in a study or project relate to one another. Existing conceptual models can be found in the literature, or they can be created by the researcher or the team exploring and addressing the problem. A theoretical framework is derived from an existing theory in the literature that has already been tested and validated by others and is considered a generally accepted theory in scholarly literature. A good way to distinguish between a conceptual model and a theoretical framework is to think of the conceptual model as the floor plan of a house and the theoretical framework as the 3-D image showing the spatial relationships among rooms.
Application of the EPP Model
In the event of a hurricane, tornado, or other natural disaster, immediate activation of the local public health agency (LPHA) emergency preparedness system is crucial. The workforce at the LPHA is essential for locally-driven disaster recovery efforts as they are responsible for coordinating a large number of health services. Each individual employee must perform their job quickly and efficiently. But in the face of an emergency, when stress levels and emotions are running high, how do we know that LPHA employees are able to do their jobs effectively? Perhaps they are overcome with fear and are responding with denial or avoidance. Do employees perceive that they perform their jobs well and that they are effective in helping people? What could the LPHA do to increase employees’ motivation to do their jobs well and improve the effectiveness of disaster response efforts?
Researchers at the Johns Hopkins Bloomberg School of Public Health proposed in 2015 that a behavioral framework, the Extended Parallel Process (EPP) Model, could be used to examine LPHA workers’ disaster recovery perceptions and to implement an evidence-based educational intervention to improve workers’ effectiveness. The model predicts that in the face of a disaster, people will engage in proactive behaviors if they perceive the disaster as a real threat or danger, and if they believe they can perform their tasks effectively to minimize the risk to themselves and others.
The conceptual map created by the researchers illustrates the application of the EPP Model, showing that during periods of perceived threat or danger, when employees feel strongly that they are able to do their jobs well and that their efforts are effective (high level of self-efficacy), they are motivated toward responding quickly and efficiently. With the application of the EPP model in this scenario, it would be appropriate to then identify research evidence to support the implementation of an educational intervention to improve employees’ self-efficacy and effectiveness.
EBP Models
Early in the EBP movement, health care scientists, including many nurse scientists, developed models based on existing theories, experience, evidence, and concepts to organize our thinking about EBP and help us understand how various aspects of EBP work together to improve care and outcomes. These models guide the design and implementation of approaches intended to strengthen evidence-based decision making and help professionals implement an evidence-based change in practice (Melnyk & Fineout-Overholt, 2019).
References
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare (4th ed.). Philadelphia, PA: Wolters Kluwer Health.
Walsh, L., Garrity, S., Rutkow, L., Thompson, C. B., Strauss-Riggs, K., Altman, B. A., . . . Barnett, D. J. (2015). Applying a behavioral model framework for disaster recovery research in local public health agencies: A conceptual approach. Disaster Medicine and Public Health Preparedness, 9(4), 403–408.
APPLYING AN EBP FRAMEWORK TO IMPLEMENT A WRITING DEVELOPMENT PLAN
This assignment focuses on using the EBP process and applying an EBP model or framework to improve your writing skills. Writing that is characterized by strong organization, appropriate use of evidence, scholarly tone, grammatically-sound sentence structure, and correctly-formatted citations and references is of paramount importance in all aspects of your professional role. Excelling in all three of these areas enables you to seamlessly integrate them into aspects of your professional life, including your roles of scholar-practitioner and health care leader. Creating and implementing your own plan to continually develop these skills will set the stage for improvements in your writing so that you communicate accurately and eloquently.
In this assignment, you will choose one of eight EBP models or frameworks that best applies to a PICO(T) question focused on the continued development and improvement of writing skills. You will then create a writing skills development plan by applying the EBP model or framework. Your aim is to facilitate the achievement of two specific writing improvement goals you created when you reflected on and examined feedback received throughout this course from Smarthinking and your instructor.
The following PICOT question will serve as the basis for this assignment:
In this PICO(T) question, the population (P) is you and the professional roles you seek to enrich, improve and refine. The writing skills development plan, based on the application of an EBP model of your choice, is the evidence-based intervention (I). The outcomes (O) include improved writing skills, as delineated by two specific writing goals you have identified for yourself from the results of your Writing Self-Assessment and feedback received from Smarthinking and your instructor, which also serve as the baseline or comparison (C). The timeframe (T) should be a realistic, feasible amount of time in which you will monitor and observe demonstrated improvements.
Preparation
Be sure that you’ve completed the Writing Self-Assessment.
Instructions
Create a writing skills development plan.
Plan Format and Length
Your plan should be 4–5 pages in length, not including the title page and references page.
Assignment Grading
The following requirements correspond to the scoring guide criteria, so be sure to address each point. Read the performance-level descriptions in the scoring guide for each criterion to see how your work will be assessed.
Review the agenda priorities of the current/sitting U.S. president and the two previous presidential administrations – 2025 Assignment Agenda Comparison Grid and Fact Sheet or Talking Points Brief It may seem to you that healthcare has been
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Review the agenda priorities of the current/sitting U.S. president and the two previous presidential administrations – 2025
Assignment: Agenda Comparison Grid and Fact Sheet or Talking Points Brief
It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.
Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.
As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.
In this Assignment, you will analyze recent presidential healthcare agendas. You also will prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.
To Prepare:
The Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page narrative) with a title page, an introduction, purpose statement, and a conclusion. This is an APA paper.
Part 1: Agenda Comparison Grid
Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:
Part 2: Agenda Comparison Grid Analysis
Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:
Part 3: Narrative
Using the information recorded on the template in Parts 1 and 2, develop a 1-page narrative that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. Be sure to address the following:
Submit your final version of Part 1: Agenda Comparison Grid, Part 2: Agenda Comparison Grid Analysis, and Part 3: Narrative.
Grading Criteria
Biopsychosocial Population Health Policy Proposal – 2025 Develop a 2 4 page proposal for a policy that should help to improve health
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Biopsychosocial Population Health Policy Proposal – 2025
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
CONTEXT:
As a master’s-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for specific populations. The policies you advocate for could be internal ones (just within a specific department or health care setting) that ensure quality care and compliance. Or they could be external policies (local, state, or federal) that may have more wide-ranging effects on best practices and regulations.
Questions to Consider:
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESS
Assessment 2 will build on the health issue, vulnerable population, and position that you started to develop in the first assessment. For Assessment 2, you will develop a proposal for a policy and a set of guidelines that could be implemented to ensure improvements in care and outcomes.
Scenario
The analysis of position papers that your interprofessional team presented to the committee has convinced them that it would be worth the time and effort to develop a new policy to address your specific issue in the target population. To that end, your interprofessional team has been asked to submit a policy proposal that outlines a specific approach to improving the outcomes for your target population. This proposal should be supported by evidence and best practices that illustrate why the specific approaches are likely to be successful. Additionally, you have been asked to address the ways in which applying your policy to interprofessional teams could lead to efficiency or effectiveness gains.
Instructions
For this assessment you will develop a policy proposal that seeks to improve the outcomes for the health care issue and target population you addressed in Assessment 1. If for some reason you wish to change your specific issue and/or target population, contact your FlexPath faculty.
The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your submission addresses all of them. You may also want to read the Biopsychosocial Population Health Policy Proposal Scoring Guide and Guiding Questions: Biopsychosocial Population Health Policy Proposal to better understand how each grading criterion will be assessed.
Example Assessment: You may use the assessment example, linked in the Assessment Example section of the Resources, to give you an idea of what a Proficient or higher rating on the scoring guide would look like.
Additional Requirements
Grading Rubric:
1- Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Passing Grade: Proposes a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population. Acknowledges potential difficulties and discusses how those challenges will be met.
2- Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Passing Grade: Advocates the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population. Impartially considers contrary data and opposing viewpoints.
3- Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes.
Passing Grade: Analyzes the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high-quality outcomes. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis).
4- Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Passing Grade: Communicates proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Identifies specific strategies or approaches used to ensure clear communication.
5- Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style
Passing Grade: Integrates relevant sources to support assertions, correctly formatting citations and references using current APA style. Citations are free from all errors.