2025 Hello i need a Good and Positive Comment related with this argument A paragraph

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6 2025

Hello i need a Good and Positive Comment related with this argument .A paragraph with no more 100 words. Tunesha Chambliss 3 posts Re:Topic 2 DQ 1 Emotional intelligence is the intersection of thinking and emotion. Skill building and training in positive thinking and a focus on positive emotions assist nurses to better listen, encourage, motivate, and create connections (Huber, 2014). Having self awareness simply means that you understand you. You have an awareness of what makes you tick as well as what makes your heart sing or sink. When you know your strengths and weaknesses as a person, you can then start to understand why you feel the way you do and what makes you feel the way you feel. When you can learn to understand your own emotions, as well as how to control them, you can identify their impact to you and those in your team (Candy, 2016). I have a personal example of this from a current situation that I am facing on my job in which I am the program manager. In the last two months I have had two of my staff to move from our area. Recently, one of the two Nurses I have left has decided to transfer to another clinic to “work less days”. She is fully aware that this will only leave our program with one nurse other than myself. This nurse shared this information to me openly in front other team members (Charge nurse, Social worker, dietician, secretary). It was so quiet you could hear a pin drop. I politely said ok, I want you to do what is going to make you happy and work for your family. Now the other team members didn’t take this news so calmly. What I have learned through the years from trial and error is that as the Leader I cannot allow my feelings to control my behavior. Deep down inside I wanted to scream because it takes 6 months for a new nurse to take call and train patients and I’m in school. To this day my staff are still not aware of how I really feel about the situation. As the leader of our program I could not afford to display the heart drop in my heart that I felt deep down inside because I didn’t want to envoke uneccessary anxiety on them. Surprisingly they have come to privately stating how surprised they were that I was able to remain so calm after hearing that another nurse was leaving. Of course after hearing that I could only say “Thank you Lord” because that is an area that I have really had to seek God’s help with. Candy, L (2016). Emotional Intelligence Theory: Highlighting and Developing Leadership Skills. Retrieved 7/4/2017 from http://www.educational-business-articles.com/emotional-intelligence-theory/ Huber, D (2014). Leadership & Nursing Care Management, 5th Edition. Retrieved 7/4/2017 from https://pageburstls.elsevier.com/#/books/9781455740710/cfi/0!/4/2/ [email protected] :51.6

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2025 The dynamic and increasingly complex world of health care often requires nurses

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Group Process 2025

The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective. Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning. For this Discussion, you focus on strategies for facilitating the group process. To prepare: Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text. Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform. Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”? Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole? In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward? By Day 3 Post a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group. Required Readings Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 19 “Organizational, Interpersonal, and Group Communication” Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group development (forming, storming, norming, performing) and group dynamics (group task roles, group building and maintenance roles, problematic roles). Consider how you can apply these concepts as you engage in group work. Adams, S. L., & Anantatmula, V. (2010). Social and behavioral influences on team process. Project Management Journal, 41 (4), 89–98. Retrieved from the Walden Library databases. In this article, the authors report on the effects of individual behaviors on project teams and provide a model that identifies the progress of social and behavioral development. For each stage, the authors provide recommendations for managing team members. Chun, J. S., & Choi, J. N. (2014). Members’ needs, intragroup conflict, and group performance. The Journal Of Applied Psychology , 99 (3), 437–450. doi:10.1037/a0036363 This study theorizes and empirically investigates the relationships among the psychological needs of group members, intragroup conflict, and group performance . Haynes, J., & Strickler, J. (2014). TeamSTEPPS makes strides for better communication. Nursing , 44 (1), 62–63. doi:10.1097/01.NURSE.0000438725.66087.89 Teamwork and communication are the focus of this article and include the use of the TeamStepps model for Quality Improvement. Hogg, M. A., Van Knippenberg, D., & Rast, D. E., III. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries. Academy of Management Review, 37 (2), 232–255. Retrieved from the Walden Library databases. The authors of this article introduce a theory on intergroup leadership that is based on social theory and intergroup relations. This theory purports that intergroup performance relies on a leader’s capacity to create intergroup relational identities. Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13 (2), 102–106. Retrieved from the Walden Library databases. Kaufman examines the impact of dysfunctional working relationships in an organization. She provides managers with tips that will allow them to identify early warning signs of dysfunctional behavior and to minimize its effects in the workplace. Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm This web article discusses stages of team development and provides strategies for moving through the early stages effectively. Mind Tools. (2009). Team charters. Retrieved from http://www.mindtools.com/pages/article/newTMM_95.htm

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2025 In this assignment you will select a program quality improvement initiative or other project

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Executive Summary 2025

In this assignment, you will select a program, quality improvement initiative, or other project from your place of employment. Assume you are presenting this program to the board for approval of funding. Write an executive summary (850-1,000 words) to present to the board, from which they will make their decision to fund your program or project. The summary should include: The purpose of the program or project. The target population or audience. The benefits of the program or project The cost or budget justification. The basis upon which the program or project will be evaluated. Share your written proposal with your manager, supervisor or other colleague in a formal leadership position within a health care organization. Request their feedback using the following questions as prompts: Do you believe the proposal would be approved if formally proposed? What are some strengths and weaknesses of the proposal? Submit the written proposal along with the “Executive Summary Feedback Form.” Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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2025 THIS IS A RESPONSE TO A PEER 150 WORDS 1 NURSING REFERENCE WITHIN 5 YEARS How

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NURSING DB RESPONSE_SR 2025

THIS IS A RESPONSE TO A PEER-150 WORDS 1 NURSING REFERENCE WITHIN 5 YEARS How do older African Americans males (P) with a diagnosis of (HIV) human immunodeficiency virus (I) in rural southern United States compared to other parts of the country (C) exploring perceptions and experiences of aging with the disease process (O) during the reported new HIV cases in 2014 (T). Important to Nursing Practice and Impact on Health Outcomes The review of HIV among aging African American males is relevant in nursing practice is to become aware, make prevention, apply treatment, and have an early diagnosis to prevent the spread of HIV not only among African American males but to all race, gender, and age. According to Blake, Taylor, & Sowell (2017), estimates indicate that 44% of all people diagnosed with HIV are living in the southern region of the United States. HIV remains a serious health issue for the nation due to the vast spread of disease. African Americans represent 13.2% of the United States population, however, 44% (19,540) of reported new HIV cases in 2014 were diagnosed within this ethnic group and it is estimated that 21% of adults living with HIV are 50 years or older as reported by Blake, Taylor, & Sowell (2017). HIV disease has a great impact on society, it may cause as a source of discrimination, rising mortality, falling socio-economic productivity due to illness, lack of income, and burden to the healthcare. The southern epidemic was initially in urban centers; however, the region now has a greater number of newly diagnosed cases of HIV in rural and suburban areas compared with similar areas in other parts of the country (Reif et al., 2015). Two Barriers while Exploring this Problem and Actions can be Used After thoroughly researching the article, Blake, Taylor, & Sowell (2017) concluded that Southern African American men reported having to deal with conditions such as diabetes, stroke, heart conditions, and decreasing mobility in addition to having to manage their HIV and potential side effects of a weakened immune system as part of HIV and aging. Southern states struggle with inequalities believed that the stigma they faced was because of a lack of education and ignorance in the community about HIV (Blake, Taylor, & Sowell, 2017). Educational reinforcement such as provide health teaching of the disease process and reinforce to giving attention of themselves by following scheduled medication. Set behavior modifications such as eating nutritional diet, balanced exercise, and avoiding drugs, alcohol, and smoking.

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2025 The first step of the EBP process is to develop a question from the

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PICOT Statement 2025

The first step of the EBP process is to develop a question from the nursing practice problem of interest. Select a practice problem of interest to use as the focus of your research. Start with the patient and identify the clinical problems or issues that arise from clinical care. Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project. The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study). Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem. Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article’s abstract. The completed assignment should have a title page and a reference list with abstracts. Suggestions for locating qualitative and quantitative research articles from credible sources: Use a library database such as CINAHL Complete for your search. Using the advanced search page check the box beside “Research Article” in the “Limit Your Results” section. When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative. To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. MY PRACTICE PROBLEM IS NURSING TURN-OVER IN THE PSYCHIATRIC FIELD

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2025 This discussion board will help to do the assignment 2 so prefer 1 person to do

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Discussion board Nursing_SR 2025

This discussion board will help to do the assignment #2, so prefer 1 person to do this for both assignments that I will post later. 250 words-2 references (both within 5 years AND must be nursing journals) MUST HAVE IN TEXT CITATIONS THAT MATCH REFERENCES. http://learntech.physiol.ox.ac.uk/cochrane_tutorial/cochlibd0e84.php Read PICOT: Components of an Answerable, Searchable Question in Chapter 2-CAN USE THE ABOVE LINK Write an evident-based patient-centered-PICOT question. Develop and use the PICOT question for assignment #2. Discuss why the problem is important to nursing practice and it’s impact on health outcomes. Identify at least two barriers nurses might encounter while exploring this problem; include possible actions that can be used for handling those barriers.

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2025 Hello i need a Good and Positive Comment related with this argument A paragraph with no more

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3 2025

Hello i need a Good and Positive Comment related with this argument .A paragraph with no more 100 words. Cynthia Dunn 1 posts Re:Topic 2 DQ 1 Some demonstrated behaviors of leaders and managers that are self-aware would be: Knowing yourself and valuing other people Identify and evaluates their personal leadership skills, behavior, strengths, beliefs, and biases in private situations Keeps one’s word Promotes forward movement and flexible Having a well communicated vision and manage stress well Builds trust among colleagues and empathizes with others Takes effective action to realize own leadership potential They are enablers, encouragers, role models and passionate Keep personal goals and conflicts out of the organizations agenda An example of a strong self-aware leader/manager in my opinion is something that cannot be taught, in an article I read by Manning, it states “business organizations value having more emotionally intelligent employees and are trying to teach these skills to current employees” (2012, p. 170). You can’t teach someone to be compassionate, you can’t teach patience and trust, you can’t teach someone to be empathetic, this is asking a person which has none of these characteristics in their personality and asked them to change who they are. Strong leaders are born and have it in them to be patient, trustworthy and reliable, among other traits. I can think of a great example, in one of my places of employment as a flight nurse, I met a young girl and her mother, this 13-year-old girl, drops of stuffed animals to us, for us to hand out to pediatric patients which we transport. After speaking with her mother, this young girl has volunteered her time to many organizations which will allow her (due to her age), her mother states she has many ideas and visions on how to make her community better, she helps the teachers with the young children at church, she loves to mentor to them, she drops goodies off to the local animal shelters. Her mother states she is an only child, as she cannot keep up with all the activities she enjoys doing, among so many other positives things I heard about her. Her young personality shows great compassion, love and a vision to do better for her community. Was this taught to her? Or does she have this passion naturally? Why aren’t all kids with good parenting and upbringing like her? Does this mean she will be a strong leader? (I think so) O’Neil, J., A. (April, 2013). Advancing the Nursing Profession Begins with Leadership. JONA. 2013;43(4):179-181. Manning, S. L. (2012). Tapping and Fostering Students’ Emotional Intelligence through Service-learning Experiences. Journal Of Behavioral & Applied Management , 13(3), 168-185. Retrieved from http://eds.a.ebscohost.com.lopes.idm.odc.org/eds {hiddenBy}

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2025 Medication Insulin Lispro Due July 2 2017 Document APA Format Note any additional references used See Attached information

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APA Paper on Medication Insulin Lispro 2025

Medication Insulin Lispro Due July 2, 2017 Document APA Format Note any additional references used (See Attached information from the FDA-Food & Drug Administration) Include information in the paper that is in Bold (see information noted from my initial research) Pharmacokinetics of Lispro (Information to use) Used in management of Diabetes mellitus, types 1 and 2: Treatment of type 1 diabetes mellitus (insulin dependent, IDDM) and type 2 diabetes mellitus (noninsulin dependent, NIDDM) to improve glycemic control Onset of action Peak Rapid acting: insulin lispro (Humalog) 0 to 15 minutes (Peak) 30 to 90 minutes (Onset of Action) Half-life Duration of action Pharmacodynamics of Lispro insulin Pharmacotherapeutics of Lispro Include Drug-to-drug interactions, Drug-to-food interactions , Drug-to-herb interactions Routes and dosage ranges For Children For Adults (Information to consider in writing paper) Type 1 Diabetic : Note: Multiple daily doses or continuous subcutaneous infusions guided by blood glucose monitoring are the standard of diabetes care. Combinations of insulin formulations are commonly used. The daily doses presented below are expressed as the total units/kg/day of all insulin formulations combined. Initial total insulin dose: 0.2 to 0.6 units/kg/day in divided doses. Conservative initial doses of 0.2 to 0.4 units/kg/day are often recommended to avoid the potential for hypoglycemia. A rapid-acting insulin may be the only insulin formulation used initially. Usual maintenance range: 0.5 to 1 units/kg/day in divided doses. An estimate of anticipated needs may be based on body weight and/or activity factors as follows: Nonobese: 0.4 to 0.6 units/kg/day Obese: 0.8 to 1.2 units/kg/day Adverse effects of Lispro · Cardiovascular: Peripheral edema · Central nervous system: Headache (type 1 diabetes: 30%; type 2 diabetes: 12%), pain (11% to 20%) · Endocrine & metabolic: Hypoglycemia, hypokalemia, weight gain · Gastrointestinal: Diarrhea (type 1 diabetes: 9%), nausea (type 1 diabetes: 6%) · · Genitourinary: Urinary tract infection (type 1 diabetes: 6%) · · Hypersensitivity: Hypersensitivity reaction · · Immunologic: Antibody development · · Infection: Infection (10% to 14%) · · Local: Hypertrophy at injection site, injection site reaction, lipoatrophy at injection site · · Neuromuscular & skeletal: Myalgia (type 1 diabetes: 7%; most likely secondary to excipient metacresol) · · Respiratory: Flu-like symptoms (type 1 diabetes: 35%; type 2 diabetes: 6%), pharyngitis (type 1 diabetes: 33%; type 2 diabetes: 7%), rhinitis (type 1 diabetes: 25%; type 2 diabetes: 8%) • Glycemic control: The most common adverse effect of insulin is hypoglycemia. The timing of hypoglycemia differs among various insulin formulations. Hypoglycemia may result from changes in meal pattern (eg, macronutrient content or timing of meals), changes in the level of physical activity, increased work or exercise without eating or changes to co-administered medications. Hyperglycemia is also a concern; may occur with CSII pump or infusion set malfunctions or insulin degradation; hyper- or hypoglycemia may result from changes in insulin strength, manufacturer, type or administration method. Use of long-acting insulin preparations (eg, insulin detemir, insulin glargine) may delay recovery from hypoglycemia. Patients with renal or hepatic impairment may be at a higher risk. Symptoms differ in patients and may change over time in the same patient; awareness may be less pronounced in those with long standing diabetes, diabetic nerve disease, patients taking beta-blockers or in those who experience recurrent hypoglycemia. Profound and prolonged episodes of hypoglycemia may result in convulsions, unconsciousness, temporary or permanent brain damage or even death. Insulin requirements may be altered during illness, emotional disturbances or other stressors. Instruct patients to use caution with ethanol; may increase risk of hypoglycemia. • Hypersensitivity : Hypersensitivity reactions (serious, life-threatening and anaphylaxis) have occurred. If hypersensitivity reactions occur, discontinue administration and initiate supportive care measures. • Hypokalemia: Insulin (especially IV insulin) causes a shift of potassium from the extracellular space to the intracellular space, possibly producing hypokalemia. If left untreated, hypokalemia may result in respiratory paralysis, ventricular arrhythmia and even death. Use with caution in patients at risk for hypokalemia (eg, loop diuretic use). Monitoring · Monitor serum potassium frequently with IV insulin use and supplement potassium when necessary. Patient teaching

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2025 The New Regulatory Model for APRNs Review content in the Hamric textbook that refers to the proposed new Regulatory Model

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class 1 unit 8 DQ 2025

The New Regulatory Model for APRNs Review content in the Hamric textbook that refers to the proposed new Regulatory Model for APRNs. Go to the Internet to review the full text of the Consensus Model. Review regulations imposed by your state board of nursing. How will the new model improve practice parameters and patient safety in your state?

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2025 The Consensus Model and the Role of the Advanced Practice Nurse Journal Purpose The

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class 1 unit 8 journal 2025

The Consensus Model and the Role of the Advanced Practice Nurse Journal Purpose: The purpose of this assignment is to assist you in understanding the specific parameters of each advanced practice role. Understanding how your role is defined by the consensus model will assist you in working within your scope of practice. Directions: Compare and contrast each of the population focused roles authorized by the nurse practice act in the state in which you live. What are the barriers to practice in your state for each one of the roles? Where to Post Response: You will post this response to the online Journal. However, please write your response in Word or another text tool and save your work. When you are ready to post, copy your response text and paste it into the online Journal. This approach will ensure that you have a backup of your work. Journal Assignment Requirements: As this Assignment is a Journal entry and not a formal paper, it may at times be difficult to follow the organization, style, and formatting of the APA 6th Edition Manual. Despite this, your Journal Assignment should: Be no more than 1–2 paragraphs (less than 1 page) in length; clearly establish and maintain the viewpoint and purpose of the Assignment; follow the conventions of Standard American English (correct grammar, punctuation, etc.); be well ordered , logical, and unified , as well as original and insightful ; and display superior content, organization, style, and mechanics . References may be included and if references are used, there should be a reference page prepared in APA format. View the Journal Grading Rubric on the Grading Rubrics page under the Course Resources.

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