Change Strategy and Implementation – 2025 Develop a data table that illustrates one or more underperforming clinical outcomes in a care environment

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Change Strategy and Implementation – 2025

 

Develop a data table that illustrates one or more underperforming clinical outcomes in a care environment of your choice. Write an assessment (3–5 pages) in which you set one or more quantitative goals for the outcomes and propose a change plan that is designed to help you achieve the goals.

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

SHOW LESS

Knowing what is the best practice for our patients is very important in providing safe and effective care. Understanding best practices can help nurses identify areas of care that need to be improved. To identify areas of need, nurses must use evidence from various sources, such as the literature, clinical practice guidelines (CPG), professional organization practice alerts or position papers, and protocols. These sources of evidence can also be used to set goals for improvement and best practices with an eye toward improving the care experience or outcomes for patients.

The challenge facing many care environments and health care practitioners is how to plan for change and implement changes. For, if we cannot effectively implement changes in practice or procedure, than our goals of improving care will likely amount to nothing. This assessment focuses on allowing you to practice locating, assessing, analyzing, and implementing change strategies in order to improve patient outcomes related to one or more clinical goals.

This assessment will take the form of a data table to identify areas for improvement and to set one or more outcome goals, as well as a narrative describing a change plan that would help you to achieve the goals you have set.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.
    • Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.
  • Competency 2: Develop change strategies for improving the care environment.
    • Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.
    • Justify the specific change strategies used to achieve desired outcomes.
  • Competency 3: Apply quality improvement methods to practice that promote safe, equitable quality of care.
    • Explain how change strategies will lead to quality improvement with regard to safety and equitable care.
  • Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.
    • Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
    • Communicate change plan in a way that makes the data and rationale easily understood and compelling.
    • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

 One area in health care that it is necessary to consider is the environment in which the nurse works. It is important that this environment evolves and changes so that all patients are adequately supported. For this assessment, you will develop a change strategy to improve the health care environment. These changes can be rooted in a desire to improve clinical outcomes and data related to assessment accuracy, drug administration, disease recovery rates, or another relevant metric or outcome. A key skill for master’s-level nurses is to be able to evaluate clinical data and create a change plan to help drive improvements in the data to reach set goals. 

Questions to Consider

 

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

SHOW LESS

The assessment will be based on one or more outcomes that you would like to see improve. Think about experiences you have had working on setting goals for outcomes or using data to identify areas of need. Part of achieving your goal will be your ability to implement change in pursuit of improving outcomes. The Vila Health: Using Evidence to Drive Improvement simulation may be helpful in this regard.

  • Where do you look for resources and evidence to help you get started when treating a specific condition?
  • Where do you look for resources and evidence to help you get started when setting clinical goals?
    • When there are no guidelines or policies for setting clinical goals, where do you look for resources and evidence to help you get started?
  • How do you use these resources and evidence to begin constructing evidence-based treatment, or developing evidence-based goals?
  • What data do you plan to use as a basis for setting improved outcome goals?
    • What care environment do you envision using as the context of your assessment?
      • How would change models, strategies, or theories need to be applied to help ensure achievement of your outcome goals?
      • Which change models, strategies, or theories seem to be the best fit for your goals and environments. Why?

Assessment Instructions

 

Scenario

Consider the current environment. This could be your current care setting, the care settings presented in the Vila Health: Using Evidence to Drive Improvement or Vila Health: Concept Maps as Diagnostic Tools media, or a care setting in which you are interested in working.

For the setting that you choose you will need to have a data set that depicts sub-optimal outcomes related to a clinical issue. This data could be from existing sources in the course (Vila Health: Using Evidence to Drive Improvement), a relevant data set that already exists (a data set from the case study you used as a basis for your Concept Map assessment, or from your current place of practice), or an appropriate data set that you have created yourself. (Note: if you choose to create your own data set, check with your instructor first for approval and guidance.)

After you have selected an appropriate data set, use your understanding of the data to create at least one realistic goal (though you may create more) that will be driven by a change strategy appropriate for the environment and goal.

Potential topics for this assessment could be:

  • Consider ways to help minimize the rate of secondary infections related to the condition, disease, or disorder that you focused on for your Concept Map assessment. As a starting point you could ask yourself, “What could be changed to facilitate safety and minimize risks of infection?”
  • Consider how to help a patient experiencing traumatic stress or anxiety over hospitalization. As a starting point you could ask yourself, “How could the care environment be changed to enhance coping?”

Once you determine the change you would like to make, consider the following:

  • What data will you use to justify the change?
  • How can the team achieve this change with a reasonable cost?
  • What are the effects on the workplace?
  • What other implementation considerations do you need to consider to ensure that the change strategy is successful?
  • How does your change strategy address all aspects of the Quadruple Aim, especially the well-being of health care professionals?
  • Once the change strategy is implemented, how would you evaluate the efficiency and effectiveness of the care system if the desired outcomes are met?

Instructions

Your assessment submission should include a data table that illustrates the current and desired states of the clinical issue you are attempting to improve through your application of change strategies. Additionally, you will need to explain the rationale for your decisions around your chosen change strategies, as well as how the change strategies will be successfully implemented. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your change strategy addresses all of them. You may also want to read the Change Strategy and Implementation scoring guide and Guiding Questions: Change Strategy and Implementation to better understand how each grading criterion will be assessed.

  • Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.
  • Propose change strategies that will help to achieve the desired state of one or more clinical outcomes.
  • Justify the specific change strategies used to achieve desired outcomes.
  • Explain how change strategies will lead to quality improvement with regard to safety and equitable care.
  • Explain how change strategies will utilize interprofessional considerations to ensure successful implementation.
  • Communicate the change plan in a way that makes the data and rationale easily understood and compelling.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Additional Requirements

  • Length of submission: 3–5 double-spaced, typed pages, not including the title and reference pages. Your plan should be succinct yet substantive.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your goal setting, proposed change strategies, quality improvement, and interprofessional considerations. Resources should be no more than five years old.
  • APA formatting: Use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. No abstract is required.

Grading Rubric:

1-  Develop a data table that accurately reflects the current and desired states of one or more clinical outcomes.

Passing Grade:  Develops a data table that accurately reflects the current and desired states of one or more clinical outcomes. Identifies areas of ambiguity or uncertainty where additional data could help to improve clarity. 

2-  Propose change strategies that will help to achieve the desired state of one or more clinical outcomes. 

Passing Grade:  Proposes change strategies that will help to achieve the desired state of one or more clinical outcomes. Acknowledges potential difficulties and discusses how those challenges will be met.

3-  Justify the specific change strategies used to achieve desired outcomes. 

Passing Grade:   Justifies the specific change strategies used to achieve desired outcomes. Impartially considers other perspectives. 

4-  Explain how change strategies will lead to quality improvement with regard to safety and equitable care. 

Passing Grade:   Explains how change strategies will lead to quality improvement with regard to safety and equitable care. Identifies assumptions upon which the explanation is based. 

5-   Explain how change strategies will utilize interprofessional considerations to ensure successful implementation. 

Passing Grade:  Explains how change strategies will utilize interprofessional considerations to ensure successful implementation. Identifies assumptions upon which the explanation is based. 

6-   Communicate change plan in a way that makes the data and rationale easily understood and compelling.
 

Passing Grade:   Communicates change plan in a way that makes the data and rationale easily understood and compelling. Acknowledges potential difficulties and discusses how those challenges will be met. 

7-   Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Passing Grade:   Integrates relevant sources to support assertions, correctly formatting citations and references using current APA style. Citations are free from all errors. 

Ways of Knowing – 2025 Purpose The purpose of the graded collaborative discussions is to engage faculty and students in

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Ways of Knowing – 2025

Purpose 

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared. 

Activity Learning Outcomes 

Through this discussion, the student will demonstrate the ability to:

  • Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) 
  • Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) 
  • Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1) 
  1. Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference andassigned readings or online lessons, per discussion topic per week.
    • What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC). 
      • Contains references for sources cited 
      • Written by a professional or scholar in the field and indicates credentials of the author(s) 
      • Is no more than 5 years old for clinical or research articles 
    • What is not considered a scholarly resource?  
      • Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness) 
      • Information from Wikipedia  or any wiki 
      • Textbooks 
      • Website homepages 
      • The weekly lesson 
      • Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL  Revised: 02/17/11,  09/02/11  nlh/clm) 
    • Can the lesson for the week be used as a scholarly source? 
      • Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post. 
    • Are resources provided from CU acceptable sources (e.g., the readings for the week)? 
      • Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions. 
    • Are websites acceptable as scholarly resources for discussions? 
      • Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources.
  2. Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

Preparing the Assignment

Nursing knowledge is classified in a variety of ways, one of which is Carper’s Patterns of Knowing (Carper, 1978). Carper’s framework offers a lens through which the nurse can reflect upon insights acquired through empirical, ethical, personal, and aesthetic knowledge (Carper, 1978). Through intentional reflection using Carper’s Patterns of Knowing, nurses can process experiential learning and knowledge acquired through practice. The purpose of this assignment is to reflect upon a specific practice situation and better understand the professional knowledge and insights obtained through that experience.

Criteria for Content

  1. Think of a surprising or challenging practice situation in which you felt underprepared, unprepared, or uncomfortable.
  2. Select an important nursing issue/topic that was inherent to the identified situation.
  3. Briefly explain the situation
  4. Identify the nursing issue inherent in the identified situation
    1. As a method of refection, use Carper’s Patterns of Knowing to analyze the situation. In your discussion, address ONE of the following Patterns of Knowing:
      1. What do you think was the underlying reason for the situation? (Esthetics)
      2. What were your thoughts and feeling in the situation? (Personal)
      3. What was one personal belief that impacted your actions? (Ethics)
      4. What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)
  5. What new insights did you gain through this reflective practice opportunity? How will this apply to your practice as a nurse practitioner? Be sure to use scholarly literature to support your position.

Must be 300-350 words 

Once you are down with the initial post complete a 1-2 paragraph reflection

Write 1-2 paragraphs reflecting on ways of knowing and the use of metaparadigm in the NP role. Then save the reflection as a Word Document for submission later in the course. In week 8, you will submit all reflections as a single document.
This reflection is worth 5 points and the final reflection document in week 8 is worth 15 points.

You will need to post your reflection here before you are able to see other students’ posts.

  • Provide one specific example of how you achieved the weekly objectives.
  • What do you value most about your learning this week?
  • What else about the weekly topics do you need to explore to further grow as a future NP? 

Asselin, M. E. (2011). Reflective narrative: A tool for learning through practice. Journal for Nurses in Staff Development, 27(1), 2-6. https://doi.org/10.1097/NND.0b013e3181b1ba1a

Boden, C. J., Cook, D., Lasker-Scott, T., Moore, S., & Shelton, D. (2006). Five perspectives on reflective journaling. Adult Learning, 17(1-4), 11-15.  https://doi.org/10.1177/104515950601700105

Coleman, D., & Willis, D. S. (2015). Reflective writing: The student nurse’s perspective on reflective writing and poetry writing. Nurse Education Today, 35(7), 906-911. https://doi.org/10.1016/j.nedt.2015.02.018

Kennison, M. (2012). Developing reflective writing as effective pedagogy. Nursing Education Perspectives, 33(5), 306-311. https://doi.org/10.5480/1536-5026-33.5.306

McEwen, M., & Wills, E. (2014). Theoretical basis for nursing (4th ed.). Lippincott, Williams & Wilkins.  

Meleis, A. (2012) Theoretical nursing: Development and progress (5th ed.). Lippincott Williams & Wilkins  

Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing and healthcare: A guide to best practice (2nd ed.). Lippincott, Williams & Wilkins.  

Polifroni, E. C. (2015). Philosophy of science: An introduction. In J. B. Butts & K. L. Rich (Ed.), Philosophies and theories for advanced nursing practice(2nd ed.) (pp. 3-18). Jones & Bartlett Learning.  

Parker, M. E., & Smith, M. C. (2015). Nursing theories and nursing practice (4th ed.). F. A. Davis Company.  

Reed, P. G., & Crawford Shearer, N. B. (2012). Perspectives on nursing theory (6th ed.). Wolters Kluwer.  

Shearer, J. E. (2015). Critique of nursing as caring theory: Aesthetic knowing and caring in online learning. International Journal for Human Caring, 19(2), 45-49. https://doi.org/10.20467/1091-5710-19.2.45

Walker, L. O., & Avant, K. C. (2011). Strategies for theory construction in nursing (5th ed.). Pearson

Healthcare Information Technology Trends – 2025 Throughout history technological advancements have appeared for one purpose before finding applications elsewhere that lead to spikes

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Healthcare Information Technology Trends – 2025

Throughout history, technological advancements have appeared for one purpose before finding applications elsewhere that lead to spikes in its usage and development. The internet, for example, was originally developed to share research before becoming a staple of work and entertainment. But technology—new and repurposed—will undoubtedly continue to be a driver of healthcare information. Informaticists often stay tuned to trends to monitor what the next new technology will be or how the next new idea for applying existing technology can benefit outcomes.

In this Discussion, you will reflect on your healthcare organization’s use of technology and offer a technology trend you observe in your environment.

To Prepare:

  • Reflect on the Resources related to digital information tools and technologies.
  • Consider your healthcare organization’s use of healthcare technologies to manage and distribute information.
  • Reflect on current and potential future trends, such as use of social media and mobile applications/telehealth, Internet of Things (IoT)-enabled asset tracking, or expert systems/artificial intelligence, and how they may impact nursing practice and healthcare delivery.

By Day 3 of Week 6

Post a brief description of general healthcare technology trends, particularly related to data/information you have observed in use in your healthcare organization or nursing practice. Describe any potential challenges or risks that may be inherent in the technologies associated with these trends you described. Then, describe at least one potential benefit and one potential risk associated with data safety, legislation, and patient care for the technologies you described. Next, explain which healthcare technology trends you believe are most promising for impacting healthcare technology in nursing practice and explain why. Describe whether this promise will contribute to improvements in patient care outcomes, efficiencies, or data management. Be specific and provide examples.

Patient Complaint with Procedure and Post-Treatment medication and Approach to patient Education – 2025 Alma Faulkenberger is an 85 year old female outpatient sitting in the waiting room awaiting an invasive

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Patient Complaint with Procedure and Post-Treatment medication and Approach to patient Education – 2025

 

Alma Faulkenberger is an 85-year-old female outpatient sitting in the waiting room awaiting an invasive pelvic procedure. The health care professional who will assist in her procedure enters the room and calls “Alma.” There is no reply so the professional retreats to the work area. Fifteen minutes later the professional returns and calls “Alma Frankenberg.” Still no reply, so he leaves again. Another 15 minutes pass and the professional approaches Alma and shouts in her ear, “Are you Alma Frankenberg?” She replies, “No I am not, and I am not deaf either, and when you get my name correct I will answer you.”

Using the topic 1 materials, develop a plan to help Alma be compliant with the procedure and post-treatment medication. Also, describe the approach you would take to patient education in this case.

Problem/PICOT/Evidence Search (PPE) Worksheet – 2025 Directions Read over each of the following directions You must read the Assignment

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Problem/PICOT/Evidence Search (PPE) Worksheet – 2025

 

Directions

  1. Read over each of the following directions.
  2. You must read the Assignment Practice Scenario below before completing the PPE Worksheet.
  3. Download and use the required PPE Worksheet (Links to an external site.).
  4. Review the information provided in our library of how to search for journal articles here (Links to an external site.).
  5. Review the information provided in our library of how to locate and copy a journal permalink (Links to an external site.).
  6. You are required to complete the worksheet using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.). Click on the envelope at the top of the page.
  7. Complete each section of the Problem/PICOT/Evidence (PPE) Worksheet. For the Clinical PICOT Question,use the NR439 Guide for writing PICOT Questions and Examples (Links to an external site.). Use one of the templates/guides to write your Clinical PICOT Question using all of the PICOT elements. Be sure to include the PICOT letters in your question.
  8. Be sure to use the rubric to make certain you are meeting all grading criteria of the PPE Worksheet.
  9. Submit the completed PPE Worksheet on the Week 3 Assignment page.
  10. Students, A short tutorial with tips for completing the Week 3 Problem/PICOT/Evidence Search (PPE) worksheet assignment may be viewed here.  

Assignment Overview Transcript

Assignment Practice Scenario

Your Chief Nurse Executive (CNE) recognizes you are pursuing your BSN and has asked you to be a member of the nursing evidence-based practice (NEBP) committee. She has advised the members that the purpose is to conduct nursing research studies involving clinical practice problems. Increasing nurses’ awareness of quality and safety concerns will help develop an attitude of inquiry and asking questions (Sherwood & Barnsteiner, 2017). Baccalaureate nurses “collaborate in problem identification, participate in the process of search, retrieval, and documentation of evidence, and integrate evidence using credible databases and internet resources” (AACN, 2008, pp. 16-17).

The CNE has advised all members of the following areas of quality and safety clinical practice that each committee member needs to consider and choose only one as a priority area for conducting a research study. Sources of research problems come from nursing clinical practice (Houser, 2018):

QualitySafety

  • Patient satisfaction
  • Patient education
  • Falls
  • Non-pharmacological pain management

Errors. Examples include:

  • Medication
  • Patient identification
  • Communication
  • Readmissions
  • Length of stay
  • Costs

Healthcare Associated Infections (HAIs). 
Examples include:

  • Central Line Associated Blood Stream Infections (CLABSI)
  • Catheter Associated Urinary Tract Infections (CAUTI)
  • Ventilator Associated Pneumonia (VAP)
  • Surgical Site Infections (SSI)
  • Sepsis (Screening or Prevention)
  • Discharge Teaching/Coaching
  • Transitions of Care/Level of Care
  • Pressure Ulcers
  • Skin Integrity

Your CNE has requested that you select ONLY one topic area and complete the PPE Worksheet using only one topic area. The committee will collaborate and decide as a team which nursing clinical problem area will be the priority focus of their next research study. Thank you for your valuable contributions to this important NEBP committee.

Best Practices

  • For questions about this assignment, please contact your instructor.
  • Spell check for spelling and grammar errors prior to final submission. 
  • Please see the grading criteria and rubrics on this page.
  • Please use your browser’s File setting to save or print this page.

Scholarly Sources and Citations 

  • Use APA format in citations and references.

 

**Academic Integrity**

College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. 

References

American Association of Colleges of Nurses. (2008). Executive summary: The essentials of baccalaureate education for professional nursing practice. http://www.aacnnursing.org/Education-Resources/AACN-Essentials

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Jones and Bartlett.

Sherwood, G., & Barnsteiner, J. (2017). Quality and safety in nursing: A competency approach to improving outcomes (2nd ed.). Wiley-Blackwell.

Quality and Safety Education for Nurses. (2018). QSEN knowledge, skills, and attitude competencies. http://qsen.org/competencies/pre-licensure-ksas/

case study – 2025 MODULE 1 2 Discussion Instructions Click and read the Case Study below and post answers Chapter 3

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case study – 2025

 

MODULE 1.2 – Discussion

Instructions:

  1. Click and read the Case Study below and post answers.
  2. Answers must:
    • Be 100 words or more
    • Use the stand English grammar and spelling
    • References are cited (if necessary)
  3. Respond to at least two (2) of your classmates.
  4. Responses must:
    • Use the stand English grammar and spelling
    • Be substantial. Do NOT just say, “I agree” or “Good point”.

To post your question(s), click on the title “Module 1.2 – Discussion” link above, and then click on “Create Thread“.

Capstone Project Topic Selection and Approval – 2025 please note this is the approved topic Role of barcode guided drug delivery in reducing medication error by nurse

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Capstone Project Topic Selection and Approval – 2025

 please note this is the approved topic  (Role of barcode-guided drug delivery in reducing medication error by nurse )

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

  1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
  2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
  3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  5. Significance of the topic and its implications for nursing practice.
  6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Assignment: Annotation of a Quantitative Research Article – 2025 This week you will submit the annotation of a quantitative research article on a topic

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Assignment: Annotation of a Quantitative Research Article – 2025

This week, you will submit the annotation of a quantitative research article on a topic of your interest. Quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental are examples of types of research designs used in quantitative research.

An annotation consists of three separate paragraphs that cover three respective components: summary, analysis, and application. These three components convey the relevance and value of the source. As such, an annotation demonstrates your critical thinking about, and authority on, the source. This week’s annotation is a precursor to the annotated bibliography assignment due in Week 10.

An annotated bibliography is a document containing selected sources accompanied by a respective annotation of each source. In preparation for your own future research, an annotated bibliography provides a background for understanding a portion of the existing literature on a particular topic. It is also a useful first step in gathering sources in preparation for writing a subsequent literature review as part of a dissertation.

Please review the assignment instructions below and click on the underlined words for information about how to craft each component of an annotation.

Please use the document “Annotated Bibliography Template with Example” for additional guidance. 

It is recommended that you use the grading rubric as a self-evaluation tool before submitting your assignment.   

By Day 7

  • Use the Walden library databases to search for one quantitative research article from a peer-reviewed journal on a topic of your interest.
  • Before you read the full article and begin your annotation, locate the methodology section in the article to be sure that the article describes a quantitative study. Confirm that one of the types of quantitative designs, such as quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental, was used in the study.
  • Annotate one quantitative research article from a peer-reviewed journal on a topic of your interest.
  • Provide the reference list entry for this article in APA Style followed by a three-paragraph annotation that includes:
  • Format your annotation in Times New Roman, 12-point font, double-spaced. A separate References list page is not needed for this assignment.
  • Submit your annotation.

Week 3 Discussion theories in nursing – 2025 Week 3 Discussion A phenomenon is the term used to describe a perception or responses to an

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Week 3 Discussion theories in nursing – 2025

Week 3 Discussion

A phenomenon is the term used to describe a perception or responses to an event. Examples of phenomena in nursing include caring and responses to stress. Assumptions are the ideas that we take for granted. They explain the nature of the concepts in the theory, giving it structure.

Choose a middle-range theory or grand theory that, in your opinion, can be applied to research.

  • What is the phenomenon of concern in this theory?
  • What are the assumptions underpinning this theory?

Advanced Pharmacology – 2025 This week you will evaluate patients for the treatment of neurologic and musculoskeletal disorders by focusing on

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Advanced Pharmacology – 2025

This week, you will evaluate patients for the treatment of neurologic and musculoskeletal disorders by focusing on specific patient case studies through a decision tree exercise. You will analyze the decisions you will make in the decision tree exercise and reflect on your experiences in proposing the recommended actions to address the health needs in the patient case study.
Learning Objectives
Students will:
• Evaluate patients for treatment of neurologic and musculoskeletal disorders
• Analyze decisions made throughout the diagnosis and treatment of patients with neurologic and musculoskeletal disorders
• Justify decisions made throughout the diagnosis and treatment of patients with neurologic and musculoskeletal disorders
For your Assignment, your Instructor will assign you one of the decision tree interactive media pieces provided in the Resources. As you examine the patient case studies in this module’s Resources, consider how you might assess and treat patients presenting symptoms of neurological and musculoskeletal disorders.
To Prepare
• Review the interactive media piece assigned by your Instructor. 
• Reflect on the patient’s symptoms and aspects of the disorder presented in the interactive media piece.
• Consider how you might assess and treat patients presenting with the symptoms of the patient case study you were assigned.
• You will be asked to make three decisions concerning the diagnosis and treatment for this patient. Reflect on potential co-morbid physical as well as patient factors that might impact the patient’s diagnosis and treatment.
By Day 7 of Week 8
Write a 1- to 2-page summary paper that addresses the following:
• Briefly summarize the patient case study you were assigned, including each of the three decisions you took for the patient presented.
• Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature. Be specific and provide examples. Be sure to support your response with evidence and references from outside resources.
• What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned? Support your response with evidence and references from outside resources.
• Explain any difference between what you expected to achieve with each of the decisions and the results of the decision in the exercise. Describe whether they were different. Be specific and provide examples.
• Use and cite at least 4 sources for the assignment.
• Please discuss each medication option listed in Decision Point 1. Why did you not choose the alternative options? What is the mechanism of action for each medication? What are first line FDA approved medications for the disease state?
• Case study assigned: YOU PICK
• Under Required Media, feel free to go through both interactive scenarios as many times as you would like. Pick ONE to write your paper on and discuss the points above.
http://cdnfiles.laureate.net/2dett4d/Walden/NURS/6521/05/mm/decision_trees/week_07/index.html
Link to assignment
http://cdnfiles.laureate.net/2dett4d/Walden/NURS/6521/05/mm/decision_trees/week_07/index.html
Briefly summarize the patient case study you were assigned, including each of the three decisions you took for the patient presented. Be specific.
18 (18%) – 20 (20%)
The response accurately and thoroughly summarizes in detail the patient case study assigned, including specific and complete details on each of the three decisions made for the patient presented.
16 (16%) – 17 (17%)
The response accurately summarizes the patient case study assigned, including details on each of the three decisions made for the patient presented.
14 (14%) – 15 (15%)
The response inaccurately or vaguely summarizes the patient case study assigned, including details on each of the three decisions made for the patient presented.
0 (0%) – 13 (13%)
The response inaccurately and vaguely summarizes the patient case study assigned, including details on each of the three decisions made for the patient presented, or is missing.
Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature. Be specific and provide examples. Be sure to support your response with evidence and references from outside resources.
23 (23%) – 25 (25%)
The response accurately and thoroughly explains in detail how the decisions recommended for the patient case study are supported by the evidence-based literature. 

The response includes specific and relevant outside reference examples that fully support the explanation provided.
20 (20%) – 22 (22%)
The response accurately explains how the decisions recommended for the patient case study are supported by the evidence-based literature. 

The response includes relevant outside reference examples that lend support for the explanation provided that are accurate.
18 (18%) – 19 (19%)
The response inaccurately or vaguely explains how the decisions recommended for the patient case study are supported by the evidence-based literature. 

The response includes inaccurate or vague outside reference examples that may or may not lend support for the explanation provided or are misaligned to the explanation provided.
0 (0%) – 17 (17%)
The response inaccurately and vaguely explains how the decisions recommended for the patient case study are supported by the evidence-based literature, or is missing. 

The response includes inaccurate and vague outside reference examples that do not lend support for the explanation provided, or is missing.
What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned? Support your response with evidence and references from outside resources.
18 (18%) – 20 (20%)
The response accurately and thorough explains in detail what they were hoping to achieve with the decisions recommend for the patient case study assigned. 

The response includes specific and relevant outside reference examples that fully support the explanation provided.
16 (16%) – 17 (17%)
The response accurately explains what they were hoping to achieve with the decisions recommended for the patient case study assigned. 

The response includes relevant outside reference examples that lend support for the explanation provided that are accurate.
14 (14%) – 15 (15%)
The response inaccurately or vaguely explains what they were hoping to achieve with the decisions recommended for the patient case study assigned. 

The response includes inaccurate or vague outside reference examples that may or may not lend support for the explanation provided or are misaligned to the explanation provided.
0 (0%) – 13 (13%)
The response inaccurately and vaguely explains what they were hoping to achieve with the decisions recommended for the patient case study assigned, or is missing. 

The response includes inaccurate and vague outside reference examples that do not lend support for the explanation provided, or is missing.
Explain any difference between what you expected to achieve with each of the decisions and the results of the decisions in the exercise. Describe whether they were different. Be specific and provide examples.
18 (18%) – 20 (20%)
The response accurately and clearly explains in detail any differences between what they expected to achieve with each of the decisions and the results of the decisions in the exercise.

The response provides specific, accurate, and relevant examples that fully support whether there were differences between the decisions made and the decisions available in the exercise.
16 (16%) – 17 (17%)
The response accurately explains any differences between what they expected to achieve with each of the decisions and the results of the decisions in the exercise.

The response provides accurate examples that support whether there were differences between the decisions made and the decisions available in the exercise.
14 (14%) – 15 (15%)
The response inaccurately or vaguely explains any differences between what they expected to achieve with each of the decisions and the results of the decisions in the exercise.

The response provides inaccurate or vague examples that may or may not support whether there were differences between the decisions made and the decisions available in the exercise.
0 (0%) – 13 (13%)
vaguely explains in detail any differences between what they expected to achieve with each of the decisions and the results of the decisions in the exercise, or is missing. 

The response provides inaccurate and vague examples that do not support whether there were differences between the decisions made and the decisions available in the exercise, or is missing.
Written Expression and Formatting – Paragraph Development and Organization: 
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
Written Expression and Formatting – English writing standards: 
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
4 (4%) – 4 (4%)
Contains a few (1–2) grammar, spelling, and punctuation errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) grammar, spelling, and punctuation errors
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors
4 (4%) – 4 (4%)
Contains a few (1–2) APA format errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) APA format errors
0 (0%) – 3 (3%)