Week 7 Assignment: Controversial Art and Censorship 2025

Instructions Although controversial art is not a topic exclusive to the 20th and 21st centuries, the distribution of information regarding controversial art has increased with the proliferation of media. Choose an example of a controversial work of art from the 20th or 21st centuries from any discipline of the humanities (music, literature, sculpture, film, television, etc.). Then, address the following: Identify the work and the medium. Based on your example, to what extent does this work of controversial art make a social contribution? What aesthetic value does the work have? How does it reflect the human condition? How does it relate to your life? Has this work ever been censored? If so, explain the circumstances. Are governments ever justified in censoring art? Why or why not? Examine some of the influences of this work of art. Argue whether or not this work should be considered art. Explain why using terms learned in this course. Include an accompanying statement from the artist(s) and a statement from a critic to support your points. Writing Requirements (APA format) Length: 1.5-2 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page (minimum of 1 scholarly source and 1 primary source) Grading This activity will be graded based on the W7 Essay Grading Rubric. Course Outcomes (CO): 2, 4, 6

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Assignment: Regulation for Nursing Practice Staff Development Meeting 2025

Nursing is a very highly regulated profession. There are over 100 boards of nursing and national nursing associations throughout the United States and its territories. Their existence helps regulate, inform, and promote the nursing profession. With such numbers, it can be difficult to distinguish between BONs and nursing associations, and overwhelming to consider various benefits and options offered by each. Both boards of nursing and national nursing associations have significant impacts on the nurse practitioner profession and scope of practice. Understanding these differences helps lend credence to your expertise as a professional. In this Assignment, you will practice the application of such expertise by communicating a comparison of boards of nursing and professional nurse associations. You will also share an analysis of your state board of nursing. To Prepare: Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency. Review the NCSBN and ANA websites to prepare for your presentation. The Assignment: (8- to 9-slide PowerPoint presentation) Develop a 8- to 9-slide PowerPoint Presentation that addresses the following: Describe the differences between a board of nursing and a professional nurse association. Describe the board for your specific region/area. Who is on the board? How does one become a member of the board? Describe at least one state regulation related to general nurse scope of practice. How does this regulation influence the nurse’s role? How does this regulation influence delivery, cost, and access to healthcare? Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs). How does this regulation influence the nurse’s role? How does this regulation influence delivery, cost, and access to healthcare? Include Speaker Notes on Each Slide (except on the title page and reference page)

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NURS 6600 – Discussion 9 (Urgently Required) 2025

Discussion: Dissemination of Scholarship Related to the Practicum Project According to Freemantle and Watt (1994), “effective dissemination encompasses more than just the distribution and diffusion of information. It involves the processes by which target groups become aware of, receive, accept and utilize information.” (p. 133). Think about your Practicum Project. Which groups would find your project findings, conclusions, and recommendations most valuable? Why? How might your focus differ if you were delivering a presentation at a professional conference versus at your practicum site? What would you emphasize if you were publishing an article in a peer-reviewed journal related to your specialization as opposed to in an online forum with a wider healthcare readership? In this Discussion, you analyze your Practicum Project in terms of conventional means of scholarly dissemination: presentations, posters, and publication. To prepare: Reflect on your Practicum Project. Speak with various individuals, especially those in your practicum setting, about presentations or poster sessions they have given and/or publications they have authored. Ask which organizations or journals they would recommend you consider for dissemination based on your Practicum Project topic. Consider the following questions related to dissemination: Who is your target audience? Who would be most interested in your project findings, conclusions, and recommendations? Consider how the needs or dispositions of the intended audience may inform your choice of dissemination method. Which method of dissemination would you choose to convey the findings, conclusions, or recommendations from your Practicum Project? What are the relative benefits and challenges of giving a presentation, sharing your findings through a poster session, and/or publication? Consider various nursing, health care, informatics, and leadership and management organizations and journals. What is one organization or journal you would select for your presentation or publication? What are some potential challenges? Evaluate what you could do to promote the possibility that your presentation, poster, or manuscript would be accepted. Conduct a search of the literature using the Walden Library and other reliable sources. Locate two or more articles published in peer-reviewed journals within the last five years that relate to your Practicum Project. These articles should demonstrate the significance of the topic for nursing leadership and management or nursing informatics. Note: These articles may also help you determine if your project findings are related to an area that will contribute to a more comprehensive literature base. Post a brief description of your Practicum Project, including the anticipated outcomes and implications for nursing practice in your specialty area. Explain why your results warrant dissemination. Describe your target audience, and explain which method of dissemination you would use as well as the organization or journal you would choose for sharing findings related to your Practicum Project. Support your response with at least two citations from the literature. Read a selection of your colleagues’ responses. Respond to at least two of your colleagues on two different days, using one or more of the following approaches: Ask a probing question, substantiated with additional background information, evidence, or research. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Validate an idea with your own experience and additional research. Required Readings 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. Alspach, G. (2010). Converting presentations into journal articles: A guide for nurses. Critical Care Nurse, 30(2), 8–15. Note: Retrieved from the Walden Library databases. The authors recognize the value of disseminating evidence-based practice in promoting quality care. They address how this can be done using posters. Forsyth, D. E., Wright, T. L., Scherb, C. A., & Gaspar, P. M. (2010). Disseminating evidence-based practice projects: Poster design and evaluation. Clinical Scholars Review, 3(1), 14–21. The authors recognize the value of disseminating evidence-based practice in promoting quality care. They address how this can be done using posters. Jeffress, L., & Lyle, S. D. (2012). Maximizing accessibility of academic publications: Applications of electronic publishing technology. Contemporary Issues in Education Research, 5(4), 257–264. Note: Retrieved from the Walden Library databases. This article addresses the use of electronic publishing technology for broader dissemination of research. Price, B. (2010). Disseminating best practice at conferences. Nursing Standard, 24(25), 35–41. Note: Retrieved from the Walden Library databases. In this article, the author provides suggestions for creating and delivering engaging conference presentations. Roberts, D. (2011). ‘Pay it forward’ through publication. MEDSURG Nursing, 20(3), 112, 122. Note: Retrieved from the Walden Library databases. The author proposes creating a chain of lifelong learning through the publication of scholarly works. Among other matters, the article suggests the value of identifying a publication mentor. Russell, C. L., & Ponferrada, L. (2012). How to develop an outstanding conference research abstract. Nephrology Nursing Journal, 39(4), 307–342. Note: Retrieved from the Walden Library databases. The authors propose recommendations for writing and submitting an abstract for a presentation at a conference. Sawatzky, J. V. (2011). My abstract was accepted—now what? A guide to effective conference presentations. Canadian Journal of Cardiovascular Nursing, 21(2), 37–41. Note: Retrieved from the Walden Library databases. The article addresses fear of public speaking and provides recommendations for delivering successful presentations at conferences. Walden University. (n.d.). Research Dissemination. Retrieved October 18, 2017, from http://academicguides.waldenu.edu/researchcenter/orsp/dissemination This Walden University resource examines how research is disseminated through presentations and publications. Review the types of articles the following journals produce as well as submission requirements for publication: BMJ Publishing Group. (2013). Evidence-Based Nursing. Retrieved from http://ebn.bmj.com/ Elsevier. (2013). Nurse Leader. Retrieved from http://www.nurseleader.com/ John Wiley & Sons. (2013). Journal of Nursing Scholarship. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291547-5069/homepage/ForAuthors.html Lippincott Williams & Wilkins. (2013). CIN: Computers, Informatics, Nursing. Retrieved from http://journals.lww.com/cinjournal/pages/default.aspx Lippincott Williams & Wilkins. (2013). The Journal of Nursing Administration. Retrieved from http://journals.lww.com/jonajournal/pages/default.aspx National League for Nursing. (2011). Publications. Retrieved from http://www.nln.org/nlnjournal/writingjournal.htm Online Journal of Nursing Informatics. (2013). Retrieved from http://www.ojni.org/ Rural Nurse Organization. (2013). Online Journal of Rural Nursing and Health Care. Retrieved from http://rnojournal.binghamton.edu/index.php/RNO Wiley-Blackwell. (n.d.) Nurse Author & Editor. Retrieved May 20, 2013, from http://www.naepub.com/ Document: Practicum Project Presentation Overview (PDF) Review this document in preparation for creating your PowerPoint presentation, which you will post in the Week 11 Discussion by Day 1 of next week. Document: Scholarship of Practice Poster Session (PDF) Review this document in preparation for creating an abstract based upon your Practicum Project, which will be due by Day 7 of this week. Optional Resources Rogobete, C., Peters, G., & Seruga, J. (2012). Cross media and e-publishing. International Journal of U- & E-Service, Science & Technology, 5(2), 17–29. Note: Retrieved from the Walden Library databases.

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Health Care Delivery Models and Nursing Practice 2025

2 DQ 2 The Patient Protection and Affordable Care Act of 2010 (PPACA) contains many provisions that seek to intertwine the quality of care with the cost of care. Nurses’ education, skills and professional scope make them indispensable contributors to the successful implementation of evolving patient–centred care delivery models. One of the innovative healthcare delivery models is Accountable Care Organizations (ACOs). It is a collaboration among primary care clinicians, a hospital, specialists and other health professionals who accept joint responsibility for the quality and cost of care provided to its patients (HPI, n.d.). It is a group of providers that promotes accountability patient population and coordinates items and services under Medicare and encourages investment in infrastructure and redesigned care processes for high quality and efficient service delivery. The largest benefit that accountable care could bring for the healthcare industry is to garner cost savings or reduce spending. Another major benefit of ACOs is their ability to improve population health management and patient outcomes. A brief from the Center for Health Care Strategies and the Urban Health Research and Practice at Northeastern University shows that new healthcare delivery models like ACOs offer innovative methods for payers and providers to achieve better population health outcomes. Medicaid ACOs, for instance, have shown a greater focus on preventing disease and promoting wellness, which leads to stronger population health improvements. This reduces the likelihood that a disease would progress and lead to more costly hospital stays. The community gains a wide number of advantages including, improved patient outcomes, the better quality of care, greater engagement with providers, and an overall reduction in out-of-pocket costs. Describe one innovative health care delivery model that incorporates an interdisciplinary care delivery team. Explain how this model is advantageous to patient outcomes. Using 200-300 words APA format with at least two references. Sources must be published within the last 5 years.

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WK 4 ASSIGN 6635 NRNP 2025

Assignment: Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD “Fear,” according to the DSM-5 , “is the emotional response to real or perceived imminent threat, whereas anxiety is anticipation of future threat” (APA, 2013). All anxiety disorders contain some degree of fear or anxiety symptoms (often in combination with avoidant behaviors), although their causes and severity differ. Trauma-related disorders may also, but not necessarily, contain fear and anxiety symptoms, but their primary distinguishing criterion is exposure to a traumatic event. Trauma can occur at any point in life. It might not surprise you to discover that traumatic events are likely to have a greater effect on children than on adults. Early-life traumatic experiences, such as childhood sexual abuse, may influence the physiology of the developing brain. Later in life, there is a chronic hyperarousal of the stress response, making the individual vulnerable to further stress and stress-related disease. Photo Credit: Hill Street Studios / Blend Images / Getty Images For this Assignment, you practice assessing and diagnosing patients with anxiety disorders, PTSD, and OCD. Review the DSM-5 criteria for the disorders within these classifications before you get started, as you will be asked to justify your differential diagnosis with DSM-5 criteria. To Prepare: Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing anxiety, obsessive-compulsive, and trauma- and stressor-related disorders. Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document. By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind. Consider what history would be necessary to collect from this patient. Consider what interview questions you would need to ask this patient. Identify at least three possible differential diagnoses for the patient. By Day 7 of Week 4 Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis. Incorporate the following into your responses in the template: Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? Objective: What observations did you make during the psychiatric assessment? Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case. Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). Learning Resources Required Readings (click to expand/reduce) American Psychiatric Association. (2013). Anxiety disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm05 American Psychiatric Association. (2013). Obsessive compulsive and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm06 American Psychiatric Association. (2013). Trauma- and stressor-related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm07 Sadock, B. J., Sadock, V. A., and Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer. Chapter 9, Anxiety Disorders Chapter 10, Obsessive-Compulsive and Related Disorders Chapter 11, Trauma- and Stressor-Related Disorders Chapter 31.11 Trauma-Stressor Related Disorders in Children Chapter 31.13 Anxiety Disorders in Infancy, Childhood, and Adolescence Chapter 31.14 Obsessive-Compulsive Disorder in Childhood and Adolescence Document: Comprehensive Psychiatric Evaluation Template Document: Comprehensive Psychiatric Evaluation Exemplar Required Media (click to expand/reduce) Classroom Productions. (Producer). (2015). Anxiety disorders [Video]. Walden University. Classroom Productions. (Producer). (2012). The neurobiology of anxiety [Video]. Walden University. Classroom Productions. (Producer). (2015). Obsessive-compulsive disorders [Video]. Walden University. Classroom Productions. (Producer). (2015). Trauma, PTSD, and Trauma-Informed Care [Video]. Walden University. MedEasy. (2017). Anxiety, OCD, PTSD and related psychiatric disorders | USMLE & COMLEX [Video]. YouTube. https://www.youtube.com/watch?v=-BwzQF9DTlY Video Case Selections for Assignment (click to expand/reduce) Select one of the following videos to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected. Symptom Media. (Producer). (2017). Training title 15 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-15 Symptom Media. (Producer). (2016). Training title 21 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-21 Symptom Media. (Producer). (2016). Training title 37 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-37 Symptom Media. (Producer). (2016). Training title 40 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-40 Symptom Media. (Producer). (2017). Training title 55 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-55 Symptom Media. (Producer). (2017). Training title 85 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-85 Symptom Media. (Producer). (2018). Training title 95 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-95 Document: Case History Reports

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