2025 To support your work use your course and text readings and also use the South University Online Library As in

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discussion week 1 2025

To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Discussion Question 1 Evidence-based practice will be the cornerstone of your advanced practice career. Choose a health disease process that is common in the adult population and post your choice to the discussion question area with the title “Health Disease Choice.” If a health disease is posted, pick another one so that there will be a discussion on a variety of health disease processes. Once you have decided on your topic, research two evidence-based articles. Cite your references in APA format. Do not look for less common and seldom-seen diseases; instead, look for the typical problems that you anticipate seeing in your practice as an advanced practice nurse. On the basis of the literature search and adult disease process, also discuss what parts of the complete health history would be essential in understanding a patient’s current health state and work-up completed to date. Discussion Question 2 Differential diagnoses must be considered before choosing a final diagnosis. What criteria must be met before a final diagnosis can be made? Give an example of three differential diagnoses for a patient who complains of a sore throat. Support your differential diagnoses with a brief statement of reason. You do not have to have a final diagnosis for this patient; just work up the differential diagnoses. This is a common complaint for many patients.

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2025 Daisy Arabella Only Working on the same two facilities that you identified in W3 Assignment 2 prepare a 8

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Working on the same two facilities that you identified in W3 Assignment 2, prepare a 8- to 10-page report in a Microsoft Word document including the following: Describe the roles and responsibilities of the administration in each department of your chosen 2025

Daisy Arabella Only Working on the same two facilities that you identified in W3 Assignment 2 , prepare a 8- to 10-page report in a Microsoft Word document including the following: Describe the roles and responsibilities of the administration in each department of your chosen facilities. Identify and list the sources of financing available to consumers for the various programs provided by your chosen facilities. Identify the key public and private sources of reimbursement available. Also discuss the role played by managed care and its impact on long-term care reimbursement. Describe the various government and private resources available that assist in developing and maintaining quality improvement programs in your chosen facilities. Describe the ways in which quality and cost are controlled in your chosen facilities. Also discuss the ethical aspect of access to care in the facilities, including rationing. Based on your observations and learning from the two facilities, discuss the changes brought in the long-term care system to make it reach full status as a competition-driven system. You may include the following points in your discussion: Discuss the changes made in the control mechanisms (external and internal) in order to control the management, financing, and quality in the long-term care systems. Discuss the changes taking place in long-term care reimbursement system in order to provide better reimbursement options both to consumers and providers. Discuss the changes made in the efforts of providers to accommodate changing magnitude of the day-to-day needs of long-term care consumers.

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2025 Write a 350 summary of what you learned this week Reflect on the following questions Choose one conflict

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weekly summary 2025

Write a 350-summary of what you learned this week. Reflect on the following questions: Choose one : conflict management d ifferent types of conflict •What ideas, readings, discussions, or activities stood out to you? Why? •What had the greatest effect on you? •What were you surprised about? •What can you use in your daily

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2025 Vaccinations are important for all ages Public health nurses working in immunization clinics can assess the immunization

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comment from post 5 2025

Vaccinations are important for all ages. Public health nurses working in immunization clinics can assess the immunization needs of all family members and make recommendations for MMR and Tdap in older members who did not realize they needed boosters. It only takes a few minutes to assess who lives in the family home and recommend a shingles vaccine for grandma. By the end of the visit, childhood immunizations have been given, and the parent has been educated on preventive strategies for others in the home. I NEED YOU TO COMMENT FROM THIS POST, NO MORE THAN 150 WORDS NEEDED AND A REFERNCE PLEASE.

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2025 in regards to nursing regarding g roups include ethnic religious racial tribal minorities immigrants refugees and internally

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nursing 2025

in regards to nursing. regarding g roups include: ethnic, religious, racial, tribal minorities, immigrants, refugees and internally displaced people, prisoners, persons with mental illnesses, physical impairments and older persons. Write a 2-3 page paper, excluding the abstract Describe a specific situation where you were involved or observed health care inequalities for one the vulnerable populations identified on page 77 of your textbook Describe the inequity that was avoidable, unfair or unjust. Use APA style: Abstract (blocked comprehensive) running head, title page, citations, reference page). Use standard English grammar and spelling. Must use 1 or 2 (preferably 2)references from the module: http://www.nationalnursesunited.org/blog/entry/san-diego-rn-speaks-out-for-dignity-of-migrant-children/ Browse through the Minority Nurse website and browse through the information. http://www.who.int/bulletin/volumes/82/8/en/ http://journals.sagepub.com/doi/abs/10.1177/1043659606291552

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2025 Infectious Disease and Public Health Infectious diseases come with extremely tough challenges to mitigate them

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Science 2025

Infectious Disease and Public Health Infectious diseases come with extremely tough challenges to mitigate them and then finally get them under control. Bringing any such infectious disease under control involves a lot of decisions and cooperation between various branches of government and the health services. Choose an infectious disease that was prevalent in the United States and had lasting consequences or select a disease from the following: AIDS/HIV Cholera Influenza Malaria Tuberculosis West Nile Fever Yellow fever Based on your research and understanding, create a 3 to 4-page report in a Microsoft Word document that includes the following: A brief description of your chosen infectious disease along with your reasons for choosing the disease. Information on the work conducted by government departments to mitigate the impact of your chosen infectious disease. Investigations, research studies, and other surveillance data analyses regarding your chosen infectious disease. Instances of the emergence and re-emergence of your chosen disease. A brief summary of the government’s findings and investigations about your chosen disease. Past, current, and ongoing research pertaining to your chosen disease. Support your writing with relevant facts or figures and indicate your current knowledge of the infectious disease. Support your responses with examples. Cite any sources in APA format

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2025 PLEASE FOLLOW EVERY INSTRUCTION READ AND COMPLETE THE DOCUMENT ATTACHED BELLOW 18 SLIDES

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Benchmark 1 2025

PLEASE FOLLOW EVERY INSTRUCTION. READ AND COMPLETE THE DOCUMENT ATTACHED BELLOW . 18 SLIDES OF THE POWER POINT PRESENTATION Details: Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation: PowerPoint presentation – no more than 30 minutes Pamphlet presentation – 1 to 2 pages Poster presentation Appropriate community settings include: Public health clinic Community health center Long-term care facility Transitional care facility Home health center University/School health center Church community Adult/Child care center Before presenting information to the community, seek approval from an agency administrator or representative. Upon receiving approval from the agency, include the “Community Teaching Experience Form” as part of your assignment submission. APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, 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.

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2025 I NEED A POSITIVE COMMENT BASED IN THISA RGUMENT BETWEEN 150 200 WORDS Every disease

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comment tania 2025

I NEED A POSITIVE COMMENT BASED IN THISA RGUMENT. BETWEEN 150-200 WORDS Every disease that is caused in a state where mass of people are affected requires a wide range of interrelated program, action, and activities that will see to it that the situation is under control. This calls for prevention measures to be facilitated so that health risk can be controlled in a resilient aspect, this should be offered by the national and state government where by polices are implemented the will enhance actions in a flexible perspective. In this case, the intervention will be described in following levels: Primary Prevention, Secondary Prevention, and Tertiary Prevention. To begin with, the primary level where it aims at preventing injuries before they occur or any interrelated hazards that are prone to occur. Nursing Intervention that can be reflected in this case is educating people about health and safe habits so that prevention can partake on the primary basis. This means that people in this situation ought to be prevented on various factors regarding how earthquake situations can be handled. Secondary prevention is designated to reduce the impact that is caused in a certain situation. This means that various measures ought to be facilitated so that the situation can be in control. This means that programs and activities ought to be used so that the initial aspect of the health condition can obtained. In case, the main obligation is to make sure that long-term problems are dealt with in appropriate standards. This calls for regular intervention and analysis of the repercussions that are caused by the earthquake, which means that the situation can be controlled reflecting the intervention offered. More so, this involve prevention of communicable diseases after the earthquake has occurred. It is in this case a plan and a control vector are initiated so that any venerable effects can be deterred with appropriate measures. Tertiary prevention is based on how the situation is responded to, so that the repercussion caused by the disaster can be minimised and soften the situation. This is done so that people involved can manage long-term problems, health problems, and any injuries. In this case, support groups can be initiated so that people can work on the basis of knowing what to do and maintaining the situation. This means that the other level and the approach that is partaken in controlling the situation is reflected in Tertiary prevention. More so, internal and external perspective are enhanced so that a better approach can be obtained this mean that every agency either in the local, state or federal government is essential so that a better solution can be offered. The speculated disaster of the earthquake can be defined by engaging all level in a proportional manner, this is because the situation is deified in a large scale since it affect the people in a large scale aspect. The reason as to why all this phase are defined to be important is because an overall solution can be obtained in a more flexible aspect and the affected people can come up with variable solutions in a more resilient aspect. In addition, defining how the situation can be controlled is based on the approach that is facilitated. An earthquake disaster can be determined by the plate tectonics phenomena that is based on interaction of rigid lithospheric plates that define the magnitude that the earthquake will occur . In the Primary Prevention, the intervention that is obtained is defined to be facilitating educational programs that will help in ensuring the every person is briefed on what is expected to be done. This means that every kind of people or agencies will be recommended to work in this situation so that an appropriate solution can be obtained. By doing this, every aspect that tends to emerge can be well addressed because control vectors are used whereby every situation is kept under control. More so, it implies people will gain knowledge and tips for overcoming challenges you might face along the way. References Friedman, H. (2001). Assessment and therapy : specialty articles from the Encyclopedia of mental health. San Diego Calif: Academic Press. http://lc.gcumedia.com/zwebassets/courseMaterialPages/nrs427v_nrs427v.php

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2025 Discussion Using Emotional Intelligence and Appreciative Inquiry to Promote Quality Through communication inquiry and dialogue every person makes a contribution

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NURS 6231: HEALTHCARE SYSTEMS AND QUALITY OUTCOMES – Discussion 2 (Grading Rubic and Media Attached) 2025

Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality Through communication—inquiry and dialogue—every person makes a contribution, and by being involved in the process, people can shift their attention and action away from a problem-oriented focus to dreams that are worthy to them and to productive possibilities for the future. —Watkins & Mohr, 2001 Without a doubt, promoting health care quality and patient safety presents a meaningful aim. To achieve this goal, nurse leader-managers need to be able to evaluate a situation from many different viewpoints and frame questions that elicit valuable insights. They must be able to promote skillful problem solving and interdisciplinary teamwork. In this Discussion, you examine how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety. To prepare: Review the information on emotional intelligence and appreciative inquiry presented in this week’s Learning Resources. If you have not already done so, follow the instructions in the course text, Emotional Intelligence 2.0 to complete the online assessment. Consider the results of the assessment. Review your strengths and opportunities for growth related to self-awareness, self-management, social awareness, and relationship management. What insights, questions, or concerns arise as you think about these results? Think about how your identified emotional intelligence strengths and opportunities for growth relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality. How and why is emotional intelligence valuable for promoting optimal patient outcomes and creating systems-level change? As indicated on pages 53–55 of the Bradberry and Greaves text, develop a plan for improving your skills in one area of emotional intelligence. Evaluate strategies for applying your strengths in the workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety. Also review the information on appreciative inquiry in this week’s Learning Resources. Have you used appreciative inquiry before? If so, how? How does the application of appreciative inquiry relate to your role as nurse leader-manager and/or to efforts to promote health care quality? Reflect on your experiences working in health care and identify an issue or problem that required, or requires, a change. Consider how you could apply emotional intelligence and appreciative inquiry strategies to this situation to facilitate positive results that lead to improved quality. Post a brief description of an issue or problem in a health care setting that required, or requires, a change. Explain how you, as a nurse leader-manager, could apply both emotional intelligence and appreciative inquiry strategies to address this issue and facilitate positive results that lead to improved quality. 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 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 resources. Required Readings Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0. San Diego, CA: TalentSmart. Chapter 1, “The Journey” (pp. 1–12) Chapter 2, “The Big Picture” (pp. 13–22) Chapter 3, “What Emotional Intelligence Looks Like: Understanding the Four Skills” (pp. 23–50) The first three chapters of this book introduce foundational concepts related to emotional intelligence, and provide the background for the online assessment that you will take in preparation for this week’s Discussion. In addition to these chapters, you should read the rest of the book once you have completed the assessment. Note: You must purchase a new, unopened copy of this book in order to acquire the access code that you will need to complete the online assessment. Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers. Chapter 1, “Understanding the U.S. Healthcare System” (pp. 1–30) This chapter sets the context for understanding quality-related issues within the U.S. health care system (macroenvironment). The authors discuss health care access and costs, which may be viewed as part of a triad with quality. Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. Education, 132(4), 771–778. Retrieved from the Walden Library databases. Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. Social Development Issues, 34(1), 37–55. Retrieved from the Walden Library databases. This article examines how appreciative inquiry can be used to foster meaningful change in organizations. It outlines the principles of appreciative inquiry and the four phases: discovery, dream, design, and delivery. Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41(3), 535–548. Retrieved from the Walden Library databases. Emotional intelligence has been proposed as a key element of leadership. This article examines that argument, with attention to how and why it has been challenged. Copperrider, D. L., & Godwin, L. N. (2010). Positive organization development: Innovation-inspired change in an economy and ecology of strengths. Retrieved from http://appreciativeinquiry.case.edu/intro/comment.cfm The authors present a framework for Innovation-Inspired Positive Organization Development (IPOD), which draws from appreciative inquiry. Required Media Laureate Education (Producer). (2013c). The importance of emotional intelligence. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 5 minutes. Dr. Kenneth Rempher shares insights on the importance of emotional intelligence for health care leaders. He also discusses using appreciative inquiry to address health care quality concerns. Accessible player Optional Resources Cooperrider, D. L., & Whitney, D. (n.d.). A positive revolution in change: Appreciative inquiry. Retrieved March 18, 2013, from http://appreciativeinquiry.case.edu/uploads/whatisai.pdf Momeni, N. (2009). The relation between managers’ emotional intelligence and the organizational climate they create. Public Personnel Management, 38(2), 35–48. Retrieved from the Walden Library databases.

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2025 Discussion Using Emotional Intelligence and Appreciative Inquiry to Promote Quality Through communication inquiry and dialogue every person makes

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NURS 6231: HEALTHCARE SYSTEMS AND QUALITY OUTCOMES – Discussion 2 (Grading Rubic and Media Attached) 2025

Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality Through communication—inquiry and dialogue—every person makes a contribution, and by being involved in the process, people can shift their attention and action away from a problem-oriented focus to dreams that are worthy to them and to productive possibilities for the future. —Watkins & Mohr, 2001 Without a doubt, promoting health care quality and patient safety presents a meaningful aim. To achieve this goal, nurse leader-managers need to be able to evaluate a situation from many different viewpoints and frame questions that elicit valuable insights. They must be able to promote skillful problem solving and interdisciplinary teamwork. In this Discussion, you examine how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety. To prepare: Review the information on emotional intelligence and appreciative inquiry presented in this week’s Learning Resources. If you have not already done so, follow the instructions in the course text, Emotional Intelligence 2.0 to complete the online assessment. Consider the results of the assessment. Review your strengths and opportunities for growth related to self-awareness, self-management, social awareness, and relationship management. What insights, questions, or concerns arise as you think about these results? Think about how your identified emotional intelligence strengths and opportunities for growth relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality. How and why is emotional intelligence valuable for promoting optimal patient outcomes and creating systems-level change? As indicated on pages 53–55 of the Bradberry and Greaves text, develop a plan for improving your skills in one area of emotional intelligence. Evaluate strategies for applying your strengths in the workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety. Also review the information on appreciative inquiry in this week’s Learning Resources. Have you used appreciative inquiry before? If so, how? How does the application of appreciative inquiry relate to your role as nurse leader-manager and/or to efforts to promote health care quality? Reflect on your experiences working in health care and identify an issue or problem that required, or requires, a change. Consider how you could apply emotional intelligence and appreciative inquiry strategies to this situation to facilitate positive results that lead to improved quality. Post a brief description of an issue or problem in a health care setting that required, or requires, a change. Explain how you, as a nurse leader-manager, could apply both emotional intelligence and appreciative inquiry strategies to address this issue and facilitate positive results that lead to improved quality. 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 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 resources. Required Readings Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0. San Diego, CA: TalentSmart. Chapter 1, “The Journey” (pp. 1–12) Chapter 2, “The Big Picture” (pp. 13–22) Chapter 3, “What Emotional Intelligence Looks Like: Understanding the Four Skills” (pp. 23–50) The first three chapters of this book introduce foundational concepts related to emotional intelligence, and provide the background for the online assessment that you will take in preparation for this week’s Discussion. In addition to these chapters, you should read the rest of the book once you have completed the assessment. Note: You must purchase a new, unopened copy of this book in order to acquire the access code that you will need to complete the online assessment. Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers. Chapter 1, “Understanding the U.S. Healthcare System” (pp. 1–30) This chapter sets the context for understanding quality-related issues within the U.S. health care system (macroenvironment). The authors discuss health care access and costs, which may be viewed as part of a triad with quality. Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. Education, 132(4), 771–778. Retrieved from the Walden Library databases. Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. Social Development Issues, 34(1), 37–55. Retrieved from the Walden Library databases. This article examines how appreciative inquiry can be used to foster meaningful change in organizations. It outlines the principles of appreciative inquiry and the four phases: discovery, dream, design, and delivery. Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41(3), 535–548. Retrieved from the Walden Library databases. Emotional intelligence has been proposed as a key element of leadership. This article examines that argument, with attention to how and why it has been challenged. Copperrider, D. L., & Godwin, L. N. (2010). Positive organization development: Innovation-inspired change in an economy and ecology of strengths. Retrieved from http://appreciativeinquiry.case.edu/intro/comment.cfm The authors present a framework for Innovation-Inspired Positive Organization Development (IPOD), which draws from appreciative inquiry. Required Media Laureate Education (Producer). (2013c). The importance of emotional intelligence. Retrieved from https://class.waldenu.edu Note: The approximate length of this media piece is 5 minutes. Dr. Kenneth Rempher shares insights on the importance of emotional intelligence for health care leaders. He also discusses using appreciative inquiry to address health care quality concerns. Accessible player Optional Resources Cooperrider, D. L., & Whitney, D. (n.d.). A positive revolution in change: Appreciative inquiry. Retrieved March 18, 2013, from http://appreciativeinquiry.case.edu/uploads/whatisai.pdf Momeni, N. (2009). The relation between managers’ emotional intelligence and the organizational climate they create. Public Personnel Management, 38(2), 35–48. Retrieved from the Walden Library databases.

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