Rough Draft Qualitative Research Critique and Ethical Considerations – 2025 Write a critical appraisal that demonstrates comprehension of two qualitative research studies Use the Research Critique Guidelines Part

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Rough Draft Qualitative Research Critique and Ethical Considerations – 2025

 

Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the “Research Critique Guidelines – Part 1” document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in your responses.

Use the practice problem and two qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

In a 1,000–1,250 word essay, summarize two qualitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

Prepare this assignment according to the guidelines found in the APA Style Guide. 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.

Evidence-Based Project, Part 1: Identifying Research Methodologies – 2025 PLEASE FOLLOW THE INSTRUCTIONS BELOW 5 REFERENCES ZERO PLAGIARISM Is there a difference between

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Evidence-Based Project, Part 1: Identifying Research Methodologies – 2025

 PLEASE FOLLOW THE INSTRUCTIONS BELOW

5 REFERENCES

ZERO PLAGIARISM

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course. 
  • Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
  • Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
  • Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

  • The full citation of each peer-reviewed article in APA format.
  • A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
  • A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
  • A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
  • A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selec

Assessing the Quantitative Analytical Approaches in Health Care Literature – 2025 For this assessment you will develop a 3 4 page critique of the quantitative design methods and results of a scholarly

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Assessing the Quantitative Analytical Approaches in Health Care Literature – 2025

For this assessment, you will develop a 3-4 page critique of the quantitative design, methods, and results of a scholarly study.

The ability to use quantitative approaches to analyze health care data is a vital skill for today’s doctoral prepared professional. You will be expected to have the skills to critically assess the deeper analytical qualities of an article and ultimately comment on its overall validity and practical relevance. This assessment will provide you with an opportunity to demonstrate and hone your ability to analyze and critique the quantitative methods of a research study using an example from the literature.

For the learner who has finished the data collection process for the doctoral project, analysis of that data offers an exciting (and sometimes challenging) opportunity of discovery. One of the most common statistical techniques for examining the relationship of two variables is correlation analysis. The specific kind of correlational technique depends on the combination of the measurement level (that is, categorical, ordinal, or interval or ratio) of the two data variables being examined. Correlation analysis can tell us the direction and strength of relationships between two variables.

Overview

Whether preparing a scholarly document for your doctoral program or simply trying to stay current in your professional field, you must continuously grow in your ability to read research. As an undergraduate, you probably just skimmed over an article’s abstract and introduction, focusing most of your attention on the interpretation of the results at the conclusion. As a doctoral-level professional, your colleagues will expect you to have the skills to critically assess the deeper analytical qualities of an article and ultimately comment on its overall validity and practical relevance.

Using the readings, media, and various resources in this course, you have an opportunity to engage in critical thinking to assess the analytical results of a peer-reviewed quantitative study. This assessment parallels and complements the literature critique skill set you have developed previously in your program.

The following will help provide you with potential approaches and frameworks to completing the critique and assessment portions of this assessment:

Demonstration of Proficiency

By successfully completing this assessment you will address the following scoring guide criteria, which align to the indicated course competencies.

  • Competency 1: Describe underlying concepts and reasoning related to the collection and evaluation of quantitative data in health care research. 
    • Describe the study results for a quantitative study published in scholarly literature.
  • Competency 3: Interpret the results and practical significance of statistical health care data analyses. 
    • Interpret and critique the analytical testing approach used in a quantitative study described in scholarly literature.
  • Competency 4: Assess the quality of quantitative research methods reported in peer-reviewed health care literature. 
    • Cite and summarize a selected article.
    • Assess the overall methodological quality of an article using critique guidelines.
  • Competency 5: Address assignment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences. 
    • Articulate meaning relevant to the main topic, scope, and purpose of the prompt. 
    • Apply APA formatting to in-text citations and references.

Instructions

  1. Read the article by Shahnazi et al. linked earlier in these instructions.
  2. Cite and summarize the article. 
    • Include study PICO, goals, intervention, and assessment data collected.
  3. Describe, interpret, and critique the statistical testing approach. 
    • Include preanalytic normal distribution and post-intervention analytical testing. The article by Shahnazi et al. may be a helpful reference.
  4. Describe, interpret, and critique the study’s results from the analysis. 
    • Address issues of significance; type I and II errors, confidence intervals, and effect sizes.
  5. Assess the overall methodological quality of the article using the step-by-step critique guidelines in the article by Coughlan, Cronin, and Ryan, linked above.

Additional Requirements

  • Length: Your paper will be 3–4 double-spaced pages of content plus title and reference pages.
  • Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages must follow APA format and style guidelines. See the APA Module for more information. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.

Assessment 2: 6030 PICOT – 2025 Overview Develop a 5 9 page problem statement that presents information related to the problem intervention comparison outcome time PICOT approach to nursing

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Assessment 2: 6030 PICOT – 2025

  • Overview:
  • Develop a 5–9-page problem statement that presents information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. 

    Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.

  • For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.
    First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
    • Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care. 
      • Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.
    • Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making. 
      • Analyze a health promotion, quality improvement, prevention, education, or management need.
      • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
    • Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes. 
      • Describe a quality improvement method that could impact a patient, population, or systems outcome.
    • Competency 4: Design patient- and population-centered care to improve health outcomes. 
      • Propose a rough time frame for the development and implementation of an intervention to address an identified need.
    • Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care. 
      • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
    • Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost. 
      • Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.
    • Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care. 
      • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
    • Note: You will also be assessed on two additional criteria unaligned to a course competency:
    • Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.
    • Demonstrate completion of hours toward the practicum experience.
    • See the scoring guide for specific grading criteria related to these additional requirements.
      Competency Map
  • Assessment Instructions
  • Instructions
    Note: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.
    Your problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.
    At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Problem Statement (PICOT) document (linked in the Resources) to better understand how each criterion will be assessed.
    Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.
    Your Problem Statement (PICOT) should be structured as follows:
    PART 1: PROBLEM STATEMENT (2–3 PAGES)
    Need Statement (1 paragraph).
    • Analyze a health promotion, quality improvement, prevention, education or management need.
    • Population and Setting (1–2 paragraphs).
    • Describe a target population and setting in which an identified need will be addressed.
    • Intervention Overview (1–2 paragraphs).
    • Explain an overview of one or more interventions that would help address an identified need within a target population and setting.
    • Comparison of Approaches (1–2 paragraphs).
    • Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.
    • Initial Outcome Draft (1 paragraph).
    • Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.
    • Time Estimate (1 paragraph).
    • Propose a rough time frame for the development and implementation of an intervention to address and identified need.
    • PART 2: LITERATURE REVIEW (10–15 RESOURCES, 3–6 PAGES)
    • Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.
    • Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.
    • ADDRESS GENERALLY THROUGHOUT
    • Communicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.

Reflection on Achievement of Outcomes Concept Map – 2025 Requirements The Concept Map must visually connect all of the specified objectives Program Outcomes MSN Essentials

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Reflection on Achievement of Outcomes Concept Map – 2025

 

Requirements

  1. The Concept Map must visually connect all of the specified objectives  (Program Outcomes, MSN Essentials, and NONPF Competencies) to course work (such as specific discussion board topics, written assignments, exams, lessons, and reading content).    
  2. All items should be labeled, for instance, label the objectives and label the course work you select with name of the assignment/reading/discussion board topic and which week it was introduced.
  3. Use Microsoft Word or a PowerPoint to create a Concept Map. You can use the features found on the “Insert” tab of a Word doc (in the horizontal ribbon on the top of a Word doc page). For instance, if you click on “insert” you will see shapes and SmartArt. You can use a PowerPoint slide with shapes and lines to create a concept/mind map. This is not a PowerPoint presentation, but a PowerPoint slide can be used to “draw” the Map.

Outcomes/Competencies to be connected with course learning: 

MSN Program Outcome #2:

Create a caring environment for achieving quality health outcomes (Care-Focused).

MSN Essential VIII:

Clinical Prevention and Population Health for Improving Health

National Organization of Nurse Practitioner Competencies #4: Practice Inquiry Competencies

  • Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.

Your Concept Map will visually depict how you see the assignments of the course meeting the outcomes above.

Preparing the Assignment

ViewHow to Create a Concept Map (Links to an external site.)

textbook:  Curley, A.L. & Vitale, P.A. (2016). Population-Based Nursing: Concepts and Competencies for Advanced Practice (2nd ed.). New York, NY: Springer Publishing. 

 

Description 

MSN Program Outcome #2 

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

MSN Essential VIII

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

NONPF Competencies #4 

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

Humanities – 2025 Instructions Develop Essay Evaluation Title Instructions Develop Essay Evaluation Title Analyze and Infer Watch

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Humanities – 2025

 Instructions

Develop Essay Evaluation Title: 

 

Instructions

Develop: Essay

Evaluation Title: Analyze and Infer

Watch: Hold On (Negro Spiritual)

As you watch and listen to the video, consider the following:

  • The unit 5 learning map material discusses a number of key musical elements. Which can you identify?
  • Of the musical genres discussed in the learning map material, which does this piece belong to? Can you explain why you feel as you do?
  • The learning map material says the work of the humanities involves “looking at the impact and meaning the work of art has upon the human experience.”
    • As you listen to the song, compare and contrast the impact and meaning of it for you with those that originally sang it in the 19th century.
    • How does the meaning of this song differ for you versus those that originally sang it? Alternately, how is its meaning the same?

  • “Hold On” (Negro Spiritual): https://www.youtube.com/watch?list=RDTfvLZjofEXA&v=TfvLZjofEXA&feature=emb_rel_end05:38

  • After listening to the video, please write a response composed of two parts. In the first part, identify key musical elements you can detect in the song, and then explain what genre you feel it belongs to. In the second part, provide a substantive analysis of the similarities and differences between the culture this song was originally a reflection of to the world that you now live in. In your response, please refer to specific aspects of the song. You may also draw from personal experience as well as from stories you have heard from your family members or others in your community.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Respondo assessmento – 2025 Review the documented subjective and objective history in the two rooms below Provide

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Respondo assessmento – 2025

  Review the documented subjective and objective history in the two rooms below, Provide scholarly support to identify a differential diagnosis based on the reported findings. Include additional subjective or objective data that would support this diagnosis for each.

 Room 1:
Demographics:
2-year-old male, Richie, brought to the clinic by his mother Rachel Regis for nasal congestion and tugging at his left ear.
Subjective:
Chief complaint (CC): “he has nasal congestion and he has been tugging on his left ear”
HPI: The patient presents accompanied by his mother who gives the history. Richie has had nasal congestion for the past 5 days. He has been slightly irritable but he has been eating as usual until this morning. The mother reports he woke up suddenly at 5 am crying and she was unable to console him with the usual measures. He was extremely irritable and refusing the water that the mother offered him. She noticed that he was tugging on his left ear intermittently. He felt warm as if he has a fever but the mother did not have a thermometer at home to check his temperature.
Objective:
Vitals: T-103.5, BP- 122/85, P-101, R-30
Richie is a 2-year-old male seen today with his mother. The mother is holding and rocking him on her lap. He appears to be acutely moderately distressed. He is expectedly uncooperative and resisting the physical exam. His face is flushed, his skin is warm and slightly moist. Otoscopic examination reveals the left eardrum is red, inflamed, and convex. No drainage noted. 

Room 2

 Room 2: 47yo Roy Regis reports history of itching and irritation around his right eye.

HPI: 47yo Roy Regis reports history of itching and irritation around his right eye. Symptoms began 2 days prior during a wood chopping event and reports discharge, turning crusty when he wakes. Right eye “glued shut” in mornings, itching. No sick contacts. No eye trauma. Pt rates pain to right eye 6/10.

PE: T-98.4; BP 131/78; P 78; RR-17.

Eye trauma is when the eye receives a direct or close blunt to the eye. When the eye receives a blow, it can cause blood to collect underneath the hit area, which leads to many of the mutual symptoms of eye trauma. (Bausch, Lomb,2020) Some of these symptoms can be itching, pain irritation, as well as redness. (Bausch and Lomb,2020) Every single eye trauma incident could present differently but with similar signs and symptoms. The initial approach to eye injury, must involve careful triage. (Uptodate,2020) Eye injuries are extremely fragile, and it is imperative emergent eye injuries are recognized at a glance and evaluated. Questions regarding the injury will be beneficial to complete the assessment. How the injury happened? How long ago did the injury occur. When did the pain start in the eye? Management of an injured eye requires meticulous history taking, evaluation of vision that measures the acuity and if there is a relative pupillary defect as well as careful inspection of the eyes, under anesthetic if necessary. (Scott,2011) The moment life-threatening injuries eliminated treated, the emergency clinician should identify threats to vision using a focused history and an organized approach. (Gardiner,2020) 

week10 patho assign 6501 – 2025 Module 7 Assignment Case Study Analysis An understanding of the factors surrounding women s and

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week10 patho assign 6501 – 2025

Module 7 Assignment: Case Study Analysis

 An understanding of the factors surrounding women’s and men’s health, infections, and hematologic disorders can be critically important to disease diagnosis and treatment in these areas. This importance is magnified by the fact that some diseases and disorders manifest differently based on the sex of the patient. 

Effective disease analysis often requires an understanding that goes beyond the human systems involved. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact..

An understanding of the symptoms of alterations in systems based on these characteristics is a critical step in diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health. 

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)

In your Case Study Analysis related to the scenario provided, explain the following as it applies to the scenario you were provided (not all may apply to each scenario):

  • The factors that affect fertility (STDs).
  • Why inflammatory markers rise in STD/PID.
  • Why prostatitis and infection happens. Also explain the causes of systemic reaction.
  • Why a patient would need a splenectomy after a diagnosis of ITP.
  • Anemia and the different kinds of anemia (i.e., micro and macrocytic).
Day 7 of Week 10

Submit your Case Study Analysis Assignment by Day 7 of Week 10

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

  • Scenario 4: A 14-year-old female is brought to the urgent care by her mother, who states that the girl has had an abnormal number of bruises and “funny looking red splotches” on her legs. These bruises were first noticed about 2 weeks ago and are not related to trauma. PMH not remarkable and she takes no medications. The mother does state the girl is recovering from a “bad case of mono” and was on bedrest at home for the past 3 weeks. The girl noticed that her gums were slightly bleeding when she brushed her teeth that morning.
    Labs at urgent care demonstrated normal hgb and hct with normal WBC differential. Platelet count of 100,000/mm3 was the only abnormal finding. The staff also noticed that the venipuncture site oozed for a few minutes after pressure was released. The doctor at urgent care referred the patient and her mother to the ED for a complete work-up of the low platelet count, including a peripheral blood smear for suspected immune thrombocytopenia purpura.

    Posted by: Tanya Ausburn
    Posted to: NURS-6501C-22/NURS-6501N-22-Advanced Pathophysiology2020 Winter Qtr 11/30-02/21-PT27

  • WEEK #10
    Posted on: Sunday, January 31, 2021 12:00:00 AM EST

    This week, you examine fundamental concepts of women’s and men’s health disorders. You also explore common infections and hematologic disorders, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients. 

    Learning Objectives

    Students will:

    • Analyze concepts and principles of pathophysiology across the life span
    • Analyze processes related to women’s and men’s health, infections, and hematologic disorders
    • Identify racial/ethnic variables that may impact physiological functioning
    • Evaluate the impact of patient characteristics on disorders and altered physiology 
    • ASSIGNMENTS:
      1) Submit your Knowledge Check Results file

      Submit Your Assignment by Day 7 of Week 10

      2) Assignment (1- to 2-page case study analysis)
      In your Case Study Analysis related to the scenario provided, explain the following:

    • The factors that affect fertility (STDs).
    • Why inflammatory markers rise in STD/PID.
    • Why prostatitis and infection happens. Also explain the causes of systemic reaction.
    • Why a patient would need a splenectomy after a diagnosis of ITP.
    • Anemia and the different kinds of anemia (i.e., micro and macrocytic).

3 sources for this assignment

Case study – 2025 Women s and Men s Health Infections and Hematologic Disorders Case study A 14 year old female is brought to the urgent care

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Case study – 2025

Women’s and Men’s Health, Infections, and Hematologic Disorders

Case study

A 14-year-old female is brought to the urgent care by her mother, who states that the girl has had an abnormal number of bruises and “funny looking red splotches” on her legs. These bruises were first noticed about 2 weeks ago and are not related to trauma. PMH not remarkable and she takes no medications. The mother does state the girl is recovering from a “bad case of mono” and was on bedrest at home for the past 3 weeks. The girl noticed that her gums were slightly bleeding when she brushed her teeth that morning.

Labs at urgent care demonstrated normal hgb and hct with normal WBC differential. Platelet count of 100,000/mm3 was the only abnormal finding. The staff also noticed that the venipuncture site oozed for a few minutes after pressure was released. The doctor at urgent care referred the patient and her mother to the ED for a complete work-up of the low platelet count, including a peripheral blood smear for suspected immune thrombocytopenia purpura.

Assignment (2- to 3-page case study analysis)

In your Case Study Analysis related to the scenario provided, explain the following:

· The factors that affect fertility (STDs).

· Why inflammatory markers rise in STD/PID.

· Why prostatitis and infection happens. Also explain the causes of systemic reaction.

· Why a patient would need a splenectomy after a diagnosis of ITP.

· Anemia and the different kinds of anemia (i.e., micro and macrocytic).

Community Health Assessment Tool – 2025 You will develop a proposed public health nursing intervention to meet an identified need

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Community Health Assessment Tool – 2025

You will develop a proposed public health nursing intervention to meet an identified need and/ or gap in your own community.  This must be within the scope of the staff level public health/ community health nurse.  (Note: you cannot propose building facilities or purchasing a mobile health van).  The intervention should demonstrate your application of previous learning in the program related to process improvement and evidence based nursing practice.  Quality peer reviewed references are required to support the need as well as the structure, elements, and evaluation of the intervention.Focus on your own local community.  You will use resources found in CANVAS, FSW library, and the web to develop this project.  Note that census and other epidemiological data is not available down to zip codes or census tracts in Florida- only by county and/ or city & state. Community Data Collection Survey – THIS IS THE FIRST STEP IN TO COMPLETE YOUR FINAL PAPER.  Community Data Collection Survey Collect relevant data about your community covering the required areas in the survey tool. References are required to support the data.  The final part of the Survey is your summary of the identified gap/ need that will be the focus of a targeted public health nursing intervention in your Community Assessment Project.   The Data Assessment Form is in Course Resources in Modules.  The form is a tool to assist you collect your data and information.   This is a scholarly paper with appropriate use of tables (see APA Manual for how to format and label tables).  Utilize the resources and web sites located in Course Resources in Canvas.  In addition, Community Health Assessments are usually published by your county and/ city with relevant information.  The data is usually based on county and/ city information.  You can also look at Robert Wood Johnson Foundation information on public health issues that may be applicable to your area.  Many resources are provided in Course Resources as a starting point for your data collection.  DO NOT Submit the tool… this is a paper.NUR 4636C Community Health Nursing Assessment Tool v2-1.docx PAPER CONTENT:

  • Community Being Assessed
  • Vital Statistics
    • Births
    • Deaths
    • Causes of mortality and morbidity
    • Leading infectious diseases
    • Number of healthy days
  • 3. Social Determinants of Health
    • Access to health care
    • Housing
    • Employment
    • Environment -Water and Air quality, pollution
    • Safety- police, fire
    • Education systems
    • Recreation
    • Government role in health access/ provision
  • Issue/ need identified.

includes at least 5 references from current peer-reviewed nursing journals and /or textbook or reliable education, government or organizational website.

This is for the Lee county area.