2025 Assessment 1 Instructions Enhancing Quality and Safety For this assessment you will develop a 3 5 page

Enhancing Quality and Safety 2025

Assessment 1 Instructions: Enhancing Quality and Safety For this assessment, you will develop a 3-5 page paper that examines a safety quality issue pertaining to medication administration in a health care setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue. Health care organizations and professionals strive to create safe environments for patients however, due to the complexity of the health care system, maintaining safety can be a challenge. Since nurses comprise the largest group of health care professionals, a great deal of responsibility falls in the hands of practicing nurses. Quality improvement (QI) measures and safety improvement plans are effective interventions to reduce medical errors and sentinel events such as medication errors, falls, infections, and deaths. A 2000 Institute of Medicine (IOM) report indicated that almost one million people are harmed annually in the United States, (Kohn et al., 2000) and 210,000–440,000 die as a result of medical errors (Allen, 2013). The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care. A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (QSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care. You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze the elements of a successful quality improvement initiative. Explain evidence-based and best-practice solutions to improve patient safety focusing on medication administration and reducing costs. Competency 2: Analyze factors that lead to patient safety risks. Explain factors leading to a specific patient-safety risk focusing on medication administration. Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs. Explain how nurses can help coordinate care to increase patient safety with medication administration and reduce costs. Identify stakeholders with whom nurses would need to coordinate to drive quality and safety enhancements with medication administration. Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. References Allen, M. (2013). How many die from medical mistakes in U.S. hospitals? Retrieved from https://www.npr.org/sections/health-shots/2013/09/20/224507654/how-many-die-from-medical-mistakes-in-u-s-hospitals. Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system . Washington, DC: National Academy Press. Professional Context As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in health care settings. Effective quality improvement measures result in systemic and organizational changes, ultimately leading to the development of a patient safety culture. Scenario Consider the hospital-acquired conditions that are not reimbursed under Medicare/Medicaid, some of which are specific safety issues such as infections, falls, medication errors, and other concerns that could have been prevented or alleviated with the use of evidence-based guidelines. Choose a specific condition of interest surrounding a medication administration safety risk and incorporate evidence-based strategies to support communication and ensure safe and effective care. For this assessment: Analyze a current issue or experience in clinical practice surrounding a medication administration safety risk and identify a quality improvement (QI) initiative in the health care setting. Instructions The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures that address a medication administration safety risk. This will be within the specific context of patient safety risks at a health care setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in health care settings from organizations such as QSEN and the IOM. Looking through the lens of these professional best practices to examine the current policies and procedures currently in place at your chosen organization and the impact on safety measures for patients surrounding medication administration, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote medication administration safety in the context of your chosen health care setting. Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you know what is needed for a distinguished score. Explain factors leading to a specific patient-safety risk focusing on medication administration. Explain evidence-based and best-practice solutions to improve patient safety focusing on medication administration and reducing costs. Explain how nurses can help coordinate care to increase patient safety with medication administration and reduce costs. Identify stakeholders with whom nurses would coordinate to drive safety enhancements with medication administration. Communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style. Additional Requirements Length of submission: 3-5 pages, plus title and reference pages. Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. APA formatting: References and citations are formatted according to current APA style. Portfolio Prompt : Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course. Scoring Guide Use the scoring guide to understand how your assessment will be evaluated.

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2025 Instructions For this assignment select one of the following options Option 1 Imperialism The

Case Study – Imperialism and Genocide 2025

Instructions For this assignment, select one of the following options: Option 1: Imperialism The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, “White Man’s Burden,” called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these “savage” peoples. Read the poem at the following link: Link (website): White Man’s Burden (Links to an external site.) (Rudyard Kipling) After reading the poem, address the following in a case study analysis: Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own: Belgium & Africa Britain & India Germany & Africa France & Africa Apply social Darwinism to this specific case. Analyze the motivations of the invading country? How did ethnocentrism manifest in their interactions? How does Kipling’s poem apply to your specific example? You can quote lines for comparison. Option 2: The Armenian Genocide Ethnic hatred is not new to the human race and ethnic hatred also goes hand in hand with some of the causes of World War 1 that we have discussed this week, namely nationalism and imperialism. In nationalism, the people not only believe their countrymen (those who look, talk, sound, and believe like them) are not only “better” than people of certain other countries but they also have the right and possibly even the responsibility to conquer areas with those inferior to them and take whatever resources they feel they need. Add to this the need for the leader of a country to be able to blame a certain ethnic group within that country for their problems. Such was the case in the Ottoman Empire. The Ottoman Turks launched a winter offensive into the mountains of southern Russia early in the war and suffered a severe defeat, both at the hands of the Russian army and the terrible weather they encountered. The Sultan needed a scapegoat to blame the loss on, so he picked an unpopular ethnic minority, the Armenians. Since the people seemed to believe the story, the Ottoman military rounded up as many Armenians as they could and marched them away to their fate. Watch the following video on the Armenian genocide: Link (video): Genocide Denied (Links to an external site.) (32:33) After viewing the video, conduct research on the topic and develop a case study based on the following questions: How did the Armenian genocide play on the root causes of World War I, including nationalism, imperialism, social Darwinism, ethnic hatred, and the gullibility of the Turkish people who allowed this to happen and often even supported it. What were the main motivations of the Ottoman rulers who decided to try and eliminate an entire ethnic minority within their country? What was the process the Ottomans went through to round up the Armenians and march them to their deaths? Describe the process of the march and eventual genocide of the Armenians. Why do terrible crimes against humanity always seem to happen during a war? How do foreign governments recognize and deal with this event in their relationship with Turkey? Writing Requirements (APA format) Length: 2-3 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page References Journeyman Pictures (Producer). (2002). Genocide denied. Surrey, England. [Streaming Video]. Retrieved from Academic Video Online: Premium database. Kipling, R. (2009). The white man’s burden. Retrieved from https://www.gutenberg.org/files/30568/30568-h/30568-h.htm#VII_2 (Original work published 1899)

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2025 To Prepare Review the steps of the Systems Development Life Cycle SDLC as presented in the

The Inclusion of Nurses in the Systems Development Life Cycle 2025

To Prepare: Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources. Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system. Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology. Assignment: Write a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

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2025 The Assignment 1 to 2 page Comparison Grid 1 to 2 page Legislation Testimony Advocacy Statement Part

Legislation comparison Grid 2025

The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement) Part 1: Legislation Comparison Grid Based on the health-related bill you selected, complete the Legislation Comparison Grid Template. Be sure to address the following: Determine the legislative intent of the bill you have reviewed. Identify the proponents/opponents of the bill. Identify the target populations addressed by the bill. Where in the process is the bill currently? Is it in hearings or committees? Is it receiving press coverage? Part 2: Legislation Testimony/Advocacy Statement Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following: Advocate a position for the bill you selected and write testimony in support of your position. Describe how you would address the opponent to your position. Be specific and provide examples. Recommend at least one amendment to the bill in support of your position. Legislation Comparison Grid Template Use this document to complete Part 1 of the Module 2 Assessment Legislation Comparison Grid and Testimony/Advocacy Statement Health-related Bill Name Description Federal or State? Legislative Intent Target Population Status of the bill (Is it in hearings or committees? Is it receiving press coverage?) General Notes/Comments

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2025 The Assignment 1 to 2 page Comparison Grid 1 to 2 page Legislation Testimony Advocacy Statement

Legislation Testimoney/Advocacy Statement 2025

The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement) Part 1: Legislation Comparison Grid Based on the health-related bill you selected, complete the Legislation Comparison Grid Template. Be sure to address the following: Determine the legislative intent of the bill you have reviewed. Identify the proponents/opponents of the bill. Identify the target populations addressed by the bill. Where in the process is the bill currently? Is it in hearings or committees? Is it receiving press coverage? Part 2: Legislation Testimony/Advocacy Statement Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following: Advocate a position for the bill you selected and write testimony in support of your position. Describe how you would address the opponent to your position. Be specific and provide examples. Recommend at least one amendment to the bill in support of your position.

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2025 Assignment Practicum Week 4 Journal Entry Learning Objectives Students will Develop diagnoses for clients receiving

Practicum – Week 4 Journal Entry 2025

Assignment: Practicum – Week 4 Journal Entry Learning Objectives Students will: · Develop diagnoses for clients receiving psychotherapy* · Evaluate the efficacy of cognitive behavioral therapy for clients* · Analyze legal and ethical implications of counseling clients with psychiatric disorders* Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal: · Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications. · Using the Diagnostic and Statistical Manual of Mental Health Disorders , 5th edition (DSM-5), explain and justify your diagnosis for this client. · Explain whether cognitive behavioral therapy would be effective with this client. Include expected outcomes based on this therapeutic approach. Support your approach with evidence-based literature. · Explain any legal and/or ethical implications related to counseling this client. · NOTE: PLEASE SEE THE ATTACHED Practicum Journal Template AND JOURNAL SAMPLE (TIME LOG & JOURNAL ENTRIES) FOR WRITING THIS ASSIGNMENT…..ALSO FOR THE TIME LOG AND JOURNAL ENTRIES, JUST MAKE UP A REASONABLE INFORMATION AND CLIENT INFORMATION

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2025 PLEASE I NEED THIS ASSIGNMENT BEFORE MIDNIGHT TONIGHT 09 01 18 Individualized Practicum Objectives The individualized practicum objectives

Individualized Practicum Objectives: 2025

PLEASE I NEED THIS ASSIGNMENT BEFORE MIDNIGHT TONIGHT 09/01/18. Individualized Practicum Objectives: The individualized practicum objectives should be based on the course objectives and the AACN Doctoral Essentials . (See attached file) USE THIS TEMPLATE BELOW FOR WRITING YOUR PRACTICUM OBJECTIVES (due end of week 1). THERE IS AN EXAMPLE OF ANOTHER STUDENTS’ OBJECTIVES AT THE BOTTOM OF THIS DOCUMENT—PLEASE REVIEW (See attached file). WEEK 1 OBJECTIVES TEMPLATE OBJECTIVES a. OBJECTIVE 1: EBP Problem Related Individualized Practicum Objective (pick one and individualize it) : i.  Evaluate an evidence-based practice problem (in parenthesis, name the EBP problem you will be working on w/ your preceptor/mentor in practicum) within a specialty setting (name your setting in parenthesis [Hospital setting]) (related Course Learning Outcome=2). See below for course outcomes ii.  Synthesize literature related to a defined evidence-based practice problem (in parenthesis, name the EBP problem you will be working on w/ your preceptor/mentor in practicum [ please select anything related to nursing informatics] ) (related Course Learning Outcome=3). See below for course outcomes iii . Formulate an intervention to address a practice problem (in parenthesis, name the EBP problem you will be working on w/ your preceptor/mentor in practicum [ please select anything related to nursing informatics] ) (related Course Learning Outcome=6). See below for course outcomes b. OBJECTIVE 2: Practice Area Specialty Competencies Individualized Practicum Objective (pick one and individualize it): (MY AREA OF SPECIALTY IS NURSING INFORMATICS i. Apply practice guidelines (name the practice guideline—from National Guideline Clearinghouse, RNAO, or a specialty organization) into an area of expertise (name the area…e.g., diabetic care [ for nursing informatics the organization is HIMSS; check himss.org] ) (related Course Learning Outcome=4). (for nursing informatics, the organization is HIMSS check (https://www.himss.org/). ii. Utilize advanced competencies (name the competencies, e.g. AONE CNLM competencies [himss.org for competencies] ) for practice and leadership roles related to (name the area…e.g., diabetic care) (related Course Learning Outcome=5). See below for course outcomes c. OBJECTIVE 3: Essential Related Individualized Practicum Objectives (individualize it): Demonstrate achievement of learning objectives related to the AACN DNP Essentials (note which DNP essential in parenthesis [see attached file on ACCN] ) by ____________ (lay out how you will do this) (Course Learning Outcome 6). See below for course outcomes TIMELINE I plan to complete X hours per week of practicum over the next X weeks (must be 10 weeks or less). This will allow a total of 72 on-site hours with my preceptor. Below is an example of a student objective, you can refer to it but customize it for my area of specialization which is nursing informatics Timeline I plan to complete 8 hours per week of practicum over the next 9 weeks. This will allow a total of 72 on-site hours with my preceptor. Course Learning Outcomes 1. By the conclusion of this course, you should be able to: Evaluate an evidence-based practice problem or issue within a specialty setting Synthesize literature related to a defined evidence-based practice problem or issue Apply appropriate practice guidelines into an area of expertise Utilize advanced competencies for practice and leadership roles Formulate an intervention to address a practice problem or issue Demonstrate achievement of learning objectives related to the AACN DNP Essentials and specialty competencies for the practicum experience

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2025 Assignment Supportive Psychotherapy versus Interpersonal Psychotherapy Although supportive psychotherapy and interpersonal psychotherapy share some similarities these therapeutic approaches

Supportive Psychotherapy versus Interpersonal Psychotherapy 2025

Assignment: Supportive Psychotherapy versus Interpersonal Psychotherapy Although supportive psychotherapy and interpersonal psychotherapy share some similarities, these therapeutic approaches have many differences. When assessing clients and selecting therapies, it is important to recognize these differences and how they may impact your clients. For this Assignment, as you compare supportive and interpersonal psychotherapy, consider which therapeutic approach you might use with your clients. . The Assignment In a 1- to 2-page paper, address the following: · Briefly describe how supportive and interpersonal psychotherapies are similar. · Explain at least three differences between these therapies. Include how these differences might impact your practice as a mental health counselor. · Explain which therapeutic approach you might use with clients and why. Support your approach with evidence-based literature. · PLEASE DO NOT FAIL TO INCLUDE INTRODUCTION, CONCLUSION, AND WITH REFERENCES Learning Resources Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 238–242) Chapter 9, “Interpersonal Psychotherapy” (pp. 347–368) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Abeles, N., & Koocher, G. P. (2011). Ethics in psychotherapy. In J. C. Norcross, G. R. VandenBos, D. K. Freedheim, J. C. Norcross, G. R. VandenBos, & D. K. Freedheim (Eds.), History of psychotherapy: Continuity and change (pp. 723–740). Washington, DC: American Psychological Association. doi:10.1037/12353-048 Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling and Development , 80(3), 286–292. Retrieved from the Academic Search Complete database. (Accession No. 7164780) Nicholson, R. (2002). The dilemma of psychotherapy notes and HIPAA. Journal of AHIMA , 73(2), 38–39. Retrieved from http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4http://library.ahima.org/doc?oid=58162#.V5J0__krLZ4 U.S. Department of Health & Human Services. (n.d.). HIPAA privacy rule and sharing information related to mental health . Retrieved from http://www.hhs.gov/hipaa/for-professionals/special-topics/mental-health/ Required Media Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013). Counseling and psychotherapy theories in context and practice [Video file]. Mill Valley, CA: Psychotherapy.net. Stuart, S. (2010). Interpersonal psychotherapy: A case of postpartum depression [Video file]. Mill Valley, CA: Psychotherapy.net.

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2025 Read chapter 8 and 9 of the class textbook and review the attached

Heritage of the Appalachian and Arab People 2025

Read chapter 8 and 9 of the class textbook and review the attached Power Point presentation. Once done, answer the following questions; 1. Give an overview of the Appalachian and Arab heritage related to their healthcare beliefs and mention if there is any similarity in both cultures. Give an example. 2. How the Appalachian and Arab heritage view the process of death and explain if there is any similarity in any of them? 3. Explain is there is any similarity in the healthcare beliefs of the Appalachian and Arab heritage with the evidence based nursing care that is provide. As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard title “Week 4 discussion questions”. A minimum of two evidence based references no older than 5 years old besides the class textbook are required. 500 words are required. The word document is a example that I need .

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2025 Assignment Experiential Versus Narrative Family Therapies Although experiential therapy and narrative therapy are both

Experiential Vs Narrative family therapies 2025

Assignment: Experiential Versus Narrative Family Therapies Although experiential therapy and narrative therapy are both used in family therapy, these therapeutic approaches have many differences in theory and application. As you assess families and develop treatment plans, you must consider these differences and their potential impact on clients. For this Assignment, you compare Experiential and Narrative Family Therapy. Learning Objectives Students will: · Compare experiential family therapy to narrative family therapy · Justify recommendations for family therapy To prepare: · Review this week’s Learning Resources and reflect on the insights they provide on experiential and family therapies. The Assignment In a 2- to 3-page paper, address the following: · Summarize the key points of both experiential family therapy and narrative family therapy. · Compare experiential family therapy to narrative family therapy, noting the strengths and weakness of each. · Provide a description of a family that you think experiential family therapy would be appropriate, explain why, and justify your response using the Learning Resources. Note: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. Part 2: Family Genogram Develop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents). Required Readings( need 3 references). American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author. Standard 5B “Health Teaching and Health Promotion” (pages 55-56) Cohn, A. S. (2014). Romeo and Julius: A narrative therapy intervention for sexual-minority couples. Journal of Family Psychotherapy, 25 (1), 73-77. doi:10.1080/08975353.2014.881696 Escudero, V., Friedlander, M. L., Boogmans, E., & Loots, G. (2012). Alliance rupture and repair in conjoint family therapy: An exploratory study. Psychotherapy, 49 (1), 26-37. doi:10.1037/a0026747 Freedman, J. (2014). Witnessing and positioning: Structuring narrative therapy with families and couples. Australian & New Zealand Journal of Family Therapy, 35 (1), 20-30. doi:10.1002/anzf.1043 Nichols, M., & Davis, S. D. (2020). The essentials of family therapy (7th ed.). Boston, MA: Pearson. Chapter 7, “Experiential Family Therapy” (pp. 105-118 Chapter 12, “Narrative Therapy” (pp. 189-201) Phipps, W. D., & Vorster, C. (2011). Narrative therapy: A return to the intrapsychic perspective. Journal of Family Psychotherapy, 22 (2), 128-147. doi:10.1080/08975353.2011.578036 Saltzman, W. R., Pynoos, R. S., Lester, P., Layne, C. M., & Beardslee, W. R. (2013). Enhancing family resilience through family narrative co-construction. Clinical Child and Family Psychology Review, 16 (3), 294-310. doi:10.1007/s10567-013-0142-2 Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer. “Genograms” pp. 137-142

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