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Category: Biology

  • [Solved] Bacterial Cells

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    Choose ONE cellular component (a part of a cell) that is found only in bacteria and answer the following questions: – What is the role of the cellular component? – What would happen if the bacteria did not have this cellular component? – Why do eukaryotic cells not have this component? Discussion Gu…

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    Assignment Prompt & Instructions

    Choose ONE cellular component (a part of a cell) that is found only in bacteria and answer the following questions:

    – What is the role of the cellular component?
    – What would happen if the bacteria did not have this cellular component?
    – Why do eukaryotic cells not have this component?

    Discussion Guidelines – General

    Education

    Purpose

    Threaded discussions are designed to promote dialogue between faculty and students, and

    students and their peers. In the discussions, students will do the following:

    • Demonstrate understanding of concepts for the week.

    • Integrate scholarly resources.

    • Engage in meaningful dialogue with classmates.

    • Express opinions clearly and logically, in a professional manner.

    Participation Requirements

    • Post a minimum of 2 substantive posts in each graded discussion: 1 initial post and 1

    follow-up post.

    • These 2 posts must be on 2 separate days Monday through Sunday. (Initial posts made

    before Monday will not be graded.)

    • The number of graded discussions may vary depending on the course.

    • Week 1-7 discussions must be completed by end of week, Sunday, 11:59 p.m. Mountain

    Time (MT).

    • Week 8 discussion must be completed by end of week, Saturday, 11:59 p.m. Mountain

    Time (MT).

    Notes

    *Credited means stating where the information came from (specific article, text, or lesson).

    Examples: our text discusses…., The information from our lesson states…, Smith (2010) claimed

    that…, Mary Manners (personal communication, November 2017)…

    **Assigned readings are those listed on the syllabus or assignments page as required reading.

    This may include text readings, required articles, or required websites.

    ***Scholarly source – per APA Guidelines, only scholarly sources should be used in

    assignments. These include peer-reviewed publications, government reports, sources written

    and reviewed by a professional or scholar in the field. Wikipedia, Wikis, .com websites or blogs

    should not be used as anyone can add information to these sites. Outside sources do not

    include assigned required readings.

  • [Solved] PowerPoint Slides

    ✓ Verified Academic Solution Available

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    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology) This PowerPoint Slides Defense Presentation has to be ready by July 19, 2026, at 4:00pm no later. It has to be at least 10 & 12 Slides. They do not have to be LONG short and to the point. – [\ \ NUDPDefensePPTTemplat…

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    Assignment Prompt & Instructions

    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology)

    This PowerPoint Slides Defense Presentation has to be ready by July 19, 2026, at 4:00pm no later. It has to be at least 10 & 12 Slides. They do not have to be LONG short and to the point.

    – [\
    \
    NUDPDefensePPTTemplateMay2025.pptx](https://www.sweetstudy.com/files/nudpdefenseppttemplatemay2025-pptx "NUDPDefensePPTTemplateMay2025.pptx")

  • [Solved] biology

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    In-depth study guidance and analytical solution covering biology.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] BIOLOGY LAB (ULTRA VIEWER ONLY)

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    3 EASY BIOLOGY LABS MUST HAVE ULTRA VIEWER APPLICATION PAY IS NOT NEGIOTIABLE NEED DONE ASAP

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    Assignment Prompt & Instructions

    3 EASY BIOLOGY LABS

    MUST HAVE ULTRA VIEWER APPLICATION

    PAY IS NOT NEGIOTIABLE

    NEED DONE ASAP

  • [Solved] W1

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    **files (1)** – ## W1.docx **## W1.docx** · Prepare a brief synopsis of three potential criminal justice programs that you may use for the final summative paper as the basis for your research proposal. · Briefly describe three programs you are considering reviewing for the final summative paper. Lis…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## W1.docx

    **## W1.docx**

    · Prepare a brief synopsis of three potential criminal justice programs that you may use for the final summative paper as the basis for your research proposal.

    · Briefly describe three programs you are considering reviewing for the final summative paper. List the reasons you are considering each program.

    · Provide analyses for a public, nonprofit, and private organization.

    · Assess the potential impact of any relevant political, economic, and ethical issues associated with the program evaluation.

    · List any difficulties you expect to encounter in constructing your program evaluation.

    Review relevant criminal justice programs to your area of interest across the spectrum of organization types: public, nonprofit, and private. Focus on the differences between program evaluation and performance measurements as an initial attempt to comprehend and differentiate these two critical evaluation components.

    The Potential Final Paper Programs for Proposals journal

    · must be 750 to 1,000 words in length (not including title and references pages), double spaced, and formatted according to formatted according to
    [_APA Styl_](https://writingcenter.uagc.edu/apa-style)

    must use at least three scholarly sources in addition to the course text.

    The focus of the final paper will be on creating a program evaluation proposal suitable for presentation in a criminal justice setting, whether it be public, private, or nonprofit. The proposal will center on needs assessment, impact monitoring, and the application of quantitative or qualitative techniques for the selected program. McDavid et al. (2019) discusses further multiple socioeconomic, ethical, and research evaluations and methods that need to be incorporated into the final paper. Your program evaluation proposal will address a specific, contemporary issue in the criminal justice field of your choice. Utilize research skills to locate a minimum of eight appropriate scholarly sources to support your statements within the required sections listed below. You can utilize information from previous deliverable materials throughout the course, but sections of content from previous assignments should not be copied and pasted into the final paper. The evaluation proposal will be assessed based on the inclusion of the following elements:

    · Describe foundational information succinctly for your program evaluation proposal, including its purpose, stakeholders, history, and whether the program is public, private, or nonprofit.

    · Introduce the main topics for your evaluation proposal.

    · Justify the methodology, including the data to be collected, means of collection, and how the data will be used to support the proposal.

    · Appraise how program evaluation and performance measurements will be utilized in your proposal.

    · Evaluate inputs (stakeholders or resources and activities), outputs (measures), and anticipated outcomes (short and long term) for the proposal.

    · Examine the impact of relevant issues, including potential political, social, economic, or cultural constraints associated with this program or policy.

    · Justify your proposal through your chosen ethical theory and provide support for how the proposal meets those ethical standards.

    · Support how professional judgment has been utilized in the program evaluation proposal and explain the strengths and weaknesses of how judgment will affect the outcomes of the proposal.

    **## W1.docx**

    · Prepare a brief synopsis of three potential criminal justice programs that you may use for the final summative paper as the basis for your research proposal.

    · Briefly describe three programs you are considering reviewing for the final summative paper. List the reasons you are considering each program.

    · Provide analyses for a public, nonprofit, and private organization.

    · Assess the potential impact of any relevant political, economic, and ethical issues associated with the program evaluation.

    · List any difficulties you expect to encounter in constructing your program evaluation.

    Review relevant criminal justice programs to your area of interest across the spectrum of organization types: public, nonprofit, and private. Focus on the differences between program evaluation and performance measurements as an initial attempt to comprehend and differentiate these two critical evaluation components.

    The Potential Final Paper Programs for Proposals journal

    · must be 750 to 1,000 words in length (not including title and references pages), double spaced, and formatted according to formatted according to
    [_APA Styl_](https://writingcenter.uagc.edu/apa-style)

    must use at least three scholarly sources in addition to the course text.

    The focus of the final paper will be on creating a program evaluation proposal suitable for presentation in a criminal justice setting, whether it be public, private, or nonprofit. The proposal will center on needs assessment, impact monitoring, and the application of quantitative or qualitative techniques for the selected program. McDavid et al. (2019) discusses further multiple socioeconomic, ethical, and research evaluations and methods that need to be incorporated into the final paper. Your program evaluation proposal will address a specific, contemporary issue in the criminal justice field of your choice. Utilize research skills to locate a minimum of eight appropriate scholarly sources to support your statements within the required sections listed below. You can utilize information from previous deliverable materials throughout the course, but sections of content from previous assignments should not be copied and pasted into the final paper. The evaluation proposal will be assessed based on the inclusion of the following elements:

    · Describe foundational information succinctly for your program evaluation proposal, including its purpose, stakeholders, history, and whether the program is public, private, or nonprofit.

    · Introduce the main topics for your evaluation proposal.

    · Justify the methodology, including the data to be collected, means of collection, and how the data will be used to support the proposal.

    · Appraise how program evaluation and performance measurements will be utilized in your proposal.

    · Evaluate inputs (stakeholders or resources and activities), outputs (measures), and anticipated outcomes (short and long term) for the proposal.

    · Examine the impact of relevant issues, including potential political, social, economic, or cultural constraints associated with this program or policy.

    · Justify your proposal through your chosen ethical theory and provide support for how the proposal meets those ethical standards.

    · Support how professional judgment has been utilized in the program evaluation proposal and explain the strengths and weaknesses of how judgment will affect the outcomes of the proposal.

  • [Solved] BIO week 3

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    **Why must every in-text citation have a matching** **files (3)** – ## ArticleTitle.docx – ## BIOL181_CP_Check_In_Assignment_Worksheet_FINAL_April_2026.docx – ## AssignmentBIOweek3.docx **## ArticleTitle.docx** Article Title: Type 2 Diabetes Source Name: National Institute of Diabetes and Di…

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    Assignment Prompt & Instructions

    **Why must every in-text citation have a matching**

    **files (3)**

    – ## ArticleTitle.docx

    – ## BIOL181_CP_Check_In_Assignment_Worksheet_FINAL_April_2026.docx

    – ## AssignmentBIOweek3.docx

    **## ArticleTitle.docx**

    Article Title: Type 2 Diabetes

    Source Name: National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK)

    Article URL:
    [https://www.niddk.nih.gov/health-information/diabetes/overview/what-is-diabetes/type-2-diabetes](https://www.niddk.nih.gov/health-information/diabetes/overview/what-is-diabetes/type-2-diabetes)

    After reviewing several potential sources, I selected the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) because it provides evidence-based information that will be useful throughout my Course Project on Type 2 Diabetes.

    1. Author's Authority (Strength)

    The paper is published by the National organization of Diabetes and Digestive and Kidney Diseases (NIDDK), which is an organization of the National Institute of Health (NIH). Content is created and medically reviewed by experts in diabetes, endocrinology, nutrition and related medical fields, rather than a single author. The NIDDK sponsors and conducts scientific research and provides educational information based on the latest medical expertise.

    Evidence: NIDDK About Us:
    [https://www.niddk.nih.gov/about-niddk](https://www.niddk.nih.gov/about-niddk)

    2. Publication's Reputation (Strength)

    The NIDDK is part of the National Institutes of Health (NIH), the nation’s medical research agency—making important discoveries that improve health and save lives. It is known for providing trustworthy, evidence-based health information that is regularly reviewed and updated. It’s recognized as a very reputable source because its origins are in scientific research, not commercial purposes.

    Evidence: National Institutes of Health:
    [https://www.nih.gov/about-nih](https://www.nih.gov/about-nih)

    3. Presence and Credibility of Citations or References (Strength)

    The article makes reference to a number of clinical recommendations and scientific investigations that have been conducted by established medical organizations and government bodies. In order to ensure that readers are able to verify the information that is presented, the citations come from well regarded medical advice and research that have been subjected to peer review.

    Evidence: American Diabetes Association:
    [https://diabetesjournals.org/care](https://diabetesjournals.org/care)

    Centers for Disease Control and Prevention (CDC):
    [https://www.cdc.gov/diabetes](https://www.cdc.gov/diabetes)

    Final Verdict

    From the academic and scientific point of view I think this paper is reliable since it is from a well-known author, a publication with a famous name and solid scientific references. This is an excellent resource. I am doing a type 2 diabetes class assignment right now.

    **## BIOL181_CP_Check_In_Assignment_Worksheet_FINAL_April_2026.docx**

    **BIOL181 Course Project Check-In Assignment**

    **Name: ______________________________________**

    INSTRUCTIONS: First, read the four
    _Resource_ documents linked in the assignment instructions. Then, answer the following questions with two to four complete sentences. Remember to paraphrase.

    | | |
    | — | — |
    | **Citation Understanding** |
    | **What is a reference citation, and what information does it contain?** | |
    | **What is an in-text citation? What information does it contain, and when should you use one?** | |
    | **Why must every in-text citation have a matching reference citation in your reference list?** | |
    | **Why do you need to cite a source even when you paraphrase its information in your own words?** | |
    | **It is important for all publication details in a reference citation (such as author, title, publication, date, volume, issue, pages, DOI/URL, etc.) to exactly match the details of the published article. Explain why inaccurate or mismatched citation details are considered an academic integrity issue rather than just a formatting error.** | |

    INSTRUCTIONS: Select
    **ONE** academically and scientifically credible source article that is directly relevant to your approved Course Project topic
    _and_ discusses one or more of the four subtopics listed below. You will use this same article to complete all sections below (Citation Practice and Source Selection & Relevance).

    · You may not reuse the same article from your Week 2 Discussion.

    · Each response you provide must come exclusively from this one selected source.

    | | |
    | — | — |
    | **Citation Practice** _(see examples below)_ |
    | **APA-Formatted Reference Citation*** | |
    | **APA-Formatted In-Text Citation****<br>_(Parenthetical form)_ | |
    | **APA-Formatted In-Text Citation****<br>_(Narrative form)_ | |
    | **Source Selection: Credibility and Relevance** |
    | **Course Project Medical Disease/Condition**<br>_(Example: Myxopapillary Ependymoma)_ | |
    | **Provide a simple list of the relevant Course Project Subtopic(s) addressed in your source article from the options below:**<br>**(No other information should be included)**<br>_(Example: Risk Factors, Symptoms, and Complications)_<br>1. <br>_Epidemiology & Risk Factors_<br>2. <br>_Anatomy & Physiology: Normal Versus Pathological_<br>3. <br>_Symptoms, Diagnostic Methods, & Key Findings_<br>4. <br>_Treatment, Prognosis & Complications_ | |

    | |
    | — |
    | ***Reference Citation Examples:**<br>Mills, R., Tomas, L., & Lewthwaite, B. (2016). Learning in Earth and space science: A review of conceptual change instructional approaches. <br>_International Journal of Science Education_, <br>_38_(5), 767–790. <br>[https://doi.org/10.1080/09500693.2016.1154227](https://doi.org/10.1080/09500693.2016.1154227) |
    | American Public University. (2025, April 25). <br>_Expected course load_. <br>[https://www.apu.apus.edu/student-handbook/academic-success/before-a-course-begins/expected-course-load/](https://www.apu.apus.edu/student-handbook/academic-success/before-a-course-begins/expected-course-load/) |

    | | |
    | — | — |
    | ****In-Text Citation Examples:**<br>**_Parenthetical_**<br>First citation – (Mills et al., 2016)<br>Subsequent citations – (Mills et al., 2016) | **_Narrative:_**<br>First citation – Mills et al. (2016) <br>Subsequent citations – Mills et al. (2016) |
    | **_Parenthetical:_**<br>First citation – (American Public University [APU], 2025)<br>Subsequent citations – (APU, 2025) | **_Narrative:_**<br>First citation – American Public University (APU, 2025) <br>Subsequent citations – APU (2025) |

    American Public University System (TK) March 2026

    **## AssignmentBIOweek3.docx**

    **Assignment #1: Course Project Check-In**

    **Overview**

    This check-in assignment is designed to help you practice selecting
    **_ONE_** credible and relevant source for your Course Project (
    **based on the same approved medical condition/disease from the Week 2 Discussion**), correctly citing it, understanding why citation accuracy is important, and ensuring you are on track for your final presentation.

    **Before You Start – Must Read!**

    **Required Reading**

    · Refer to these four resources to complete the required worksheet:
    [Guidelines for Avoiding Plagiarism](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fGuidelines+for+Avoiding+Plagiarism.pdf),
    [Course AI Guidance](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fCourse+AI+Guidance.pdf),
    [Citations 101: Why and How to Cite Sources](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fCitations+101+Why+and+How+to+Cite+Sources.pdf), and
    [APA Citation Formatting Guidelines and Resources](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fAPA+Citation+Formatting+Guidelines+and+Resources.pdf).

    · Carefully review the assignment instructions AND the
    _GE-BIOL Course Project Check-In Assignment Grading Rubric_ linked in the Evaluation section below for details on how you will be graded.

    **Originality, Citation, and Academic Integrity**

    ·
    **Originality:** Explain concepts in your own words (paraphrase) and use direct quotes sparingly (less than 10%). Review your Copyleaks similarity score and revise as needed to keep it below 20% (references do not count).

    ·
    **Citation:**

    · For the “
    _Citation Understanding_” section, because you are being asked to use the four resource documents linked above, you are not required to cite and reference them.

    · However, for the “
    _Citation Practice_” section, include a properly formatted APA reference citation
    _and_ its matching in-text citations (parenthetical and narrative). Citations must be:

    ·
    **Complete**: Include
    _all_ required and available publication details (author, date, title, journal/publishing company information, URL/DOI, etc.). No missing details, such as omitting some authors, the year of publication, and or DOI/URL, etc.

    ·
    **Accessible**: Provide
    _working_,
    _direct_ _DOI/URLs_ allowing access to the entire source article. No broken/dead links or page accessibility errors accepted.

    ·
    **Accurate:** Match your citation details to source publication details
    _exactly_. No mismatches, such as listing an author who doesn’t exist or providing the wrong publication year, title, DOI, or URL.

    ·
    **Verifiable**: Link directly to the
    _exact spot_ (webpage on a website, book chapter, journal article) where your quote, fact, or idea appears, so readers can locate your paraphrased, summarized, or quoted content. No homepage/main website URLs; must reach the exact webpage of the
    _full_ article.

    ·
    **Academic Integrity:**

    ·
    **Credit will not be earned for affected content (or potentially the entire assignment) when citations are missing,  incomplete, inaccessible, inaccurate, or unverifiable. Missing or misrepresented/falsified sources are considered reportable academic misconduct.**

    · Follow the university’s policies and course guidelines regarding the ethical and responsible use of artificial intelligence tools in academic work
    _._

    **Ask your instructor if you have any questions.**

    **Instructions**

    Your submission must
    **include Parts 1: Completed Required Worksheet**
    **and 2: Required Source Documentation** below to receive credit for this entire assignment.

    **Part 1: Completed Required Worksheet**

    · Download this required
    [WORKSHEET](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fCP+Check-In+Assignment%2fBIOL181_CP_Check_In_Assignment_Worksheet_FINAL_April_2026.docx), type your answers into the blank boxes, and submit it as an MS Word document (.docx file type). No other file types will be accepted.
    ![](https://www.sweetstudy.com/questions/bio-week-3-20979725)

    · Title your file name as:
    **FirstnameLastname_BIOL181_CP_Check-In_Assg.docx**

    ·
    **IMPORTANT: Failure to submit the completed required worksheet will result in a zero for the entire assignment.**

    **Part 2: Required Source Documentation**

    · Students are required to upload documentation of the source they cited in the worksheet.

    ·
    _Submitting this documentation does not replace including the required proper reference citation and in-text citations within your assignment. Submitting the Required Source Documentation is a separate required action._

    ·
    Journal Article or Book Chapter: upload its corresponding PDF file (.pdf file type).

    ·
    Webpages on Websites and Videos: upload a screenshot showing the article/video title
    _and_ the full URL in the address bar. Acceptable image file types are: .jpg, .jpeg, .png, or .bmp.

    · For other source types, please contact your instructor for guidance.

    ·
    _Submit the Required Source Documentation file individually; do not embed it in the Worksheet._

    · Resource:
    [_Help With Submitting the Required Source Documentation_](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fHelp+With+Submitting+the+Required+Source+Documentation.pdf)

    ·
    **IMPORTANT: Failure to provide this documentation file at the time of submission will result in a zero for the entire assignment. For this first assignment only, your instructor may permit a one-time courtesy resubmission of your documentation. A 10% point deduction will apply.**
    **_However, for your Final Presentation assignment, you must provide the required documentation files at the time of submission, or the entire assignment will receive a zero._**

    **Evaluation**

    Please carefully review the
    [GE-BIOL Course Project Check-In Assignment Grading Rubric](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fCP+Check-In+Assignment%2fGE+BIOL+CP+Check-In+Assignment+Grading+Rubric+-+March+2026.pdf) and the assignment instructions, which describe how your assignment will be graded.

    **How Rubric Grading Works**

    · Completing all elements in the Accomplished column
    _meets_ the standard requirements; addressing those in the Exemplary column earns the
    _highest_ scores.

    · You must complete every element within a rubric section to earn points at that level.

    **_Important Note: Once your work has been graded, resubmissions should not be expected. Ensure your final submission meets all assignment expectations and represents your highest-quality effort._**

    **Submission Instructions**

    | |
    | — |
    | **File Format Requirements**<br>Our assignments require Microsoft file types. Each assignment clearly specifies the required file format for the work deliverable. If you are using a different system (such as Apple), it is your responsibility to convert the file to the required format before submitting. If you are unfamiliar with how to convert files, please consult online help resources or tutorials prior to the assignment deadline. |

    1. Upload your assignment for grading by selecting the "Add a File" section, allowing you to locate the MS Word document (.docx file format) of this assignment on your computer.

    2. Next, upload your Required Source Documentation file (.pdf file for journal articles and book chapters; .jpg, .jpeg, .png, or .bmp file for screenshot images of website sources and videos).

    3. Double-check to ensure that your Worksheet AND Required Source Documentation files were successfully uploaded as attachments.
    **Your total file submission count should equal one completed Worksheet .docx file**
    **_plus_ one source documentation file.**

    4. When you have completed this assignment, type "Completed" in the rich text editor box below and select the "Submit" button.

    5. Review your Copyleaks report. Your assignment will be automatically submitted to Copyleaks, and a report will be generated within 15 minutes upon submission.

    6. Multiple submissions of this assignment are allowed before the assignment due date.

    ## image1.png

    **## AssignmentBIOweek3.docx**

    **Assignment #1: Course Project Check-In**

    **Overview**

    This check-in assignment is designed to help you practice selecting
    **_ONE_** credible and relevant source for your Course Project (
    **based on the same approved medical condition/disease from the Week 2 Discussion**), correctly citing it, understanding why citation accuracy is important, and ensuring you are on track for your final presentation.

    **Before You Start – Must Read!**

    **Required Reading**

    · Refer to these four resources to complete the required worksheet:
    [Guidelines for Avoiding Plagiarism](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fGuidelines+for+Avoiding+Plagiarism.pdf),
    [Course AI Guidance](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fCourse+AI+Guidance.pdf),
    [Citations 101: Why and How to Cite Sources](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fCitations+101+Why+and+How+to+Cite+Sources.pdf), and
    [APA Citation Formatting Guidelines and Resources](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fAPA+Citation+Formatting+Guidelines+and+Resources.pdf).

    · Carefully review the assignment instructions AND the
    _GE-BIOL Course Project Check-In Assignment Grading Rubric_ linked in the Evaluation section below for details on how you will be graded.

    **Originality, Citation, and Academic Integrity**

    ·
    **Originality:** Explain concepts in your own words (paraphrase) and use direct quotes sparingly (less than 10%). Review your Copyleaks similarity score and revise as needed to keep it below 20% (references do not count).

    ·
    **Citation:**

    · For the “
    _Citation Understanding_” section, because you are being asked to use the four resource documents linked above, you are not required to cite and reference them.

    · However, for the “
    _Citation Practice_” section, include a properly formatted APA reference citation
    _and_ its matching in-text citations (parenthetical and narrative). Citations must be:

    ·
    **Complete**: Include
    _all_ required and available publication details (author, date, title, journal/publishing company information, URL/DOI, etc.). No missing details, such as omitting some authors, the year of publication, and or DOI/URL, etc.

    ·
    **Accessible**: Provide
    _working_,
    _direct_ _DOI/URLs_ allowing access to the entire source article. No broken/dead links or page accessibility errors accepted.

    ·
    **Accurate:** Match your citation details to source publication details
    _exactly_. No mismatches, such as listing an author who doesn’t exist or providing the wrong publication year, title, DOI, or URL.

    ·
    **Verifiable**: Link directly to the
    _exact spot_ (webpage on a website, book chapter, journal article) where your quote, fact, or idea appears, so readers can locate your paraphrased, summarized, or quoted content. No homepage/main website URLs; must reach the exact webpage of the
    _full_ article.

    ·
    **Academic Integrity:**

    ·
    **Credit will not be earned for affected content (or potentially the entire assignment) when citations are missing,  incomplete, inaccessible, inaccurate, or unverifiable. Missing or misrepresented/falsified sources are considered reportable academic misconduct.**

    · Follow the university’s policies and course guidelines regarding the ethical and responsible use of artificial intelligence tools in academic work
    _._

    **Ask your instructor if you have any questions.**

    **Instructions**

    Your submission must
    **include Parts 1: Completed Required Worksheet**
    **and 2: Required Source Documentation** below to receive credit for this entire assignment.

    **Part 1: Completed Required Worksheet**

    · Download this required
    [WORKSHEET](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fCP+Check-In+Assignment%2fBIOL181_CP_Check_In_Assignment_Worksheet_FINAL_April_2026.docx), type your answers into the blank boxes, and submit it as an MS Word document (.docx file type). No other file types will be accepted.
    ![](https://www.sweetstudy.com/questions/bio-week-3-20979725)

    · Title your file name as:
    **FirstnameLastname_BIOL181_CP_Check-In_Assg.docx**

    ·
    **IMPORTANT: Failure to submit the completed required worksheet will result in a zero for the entire assignment.**

    **Part 2: Required Source Documentation**

    · Students are required to upload documentation of the source they cited in the worksheet.

    ·
    _Submitting this documentation does not replace including the required proper reference citation and in-text citations within your assignment. Submitting the Required Source Documentation is a separate required action._

    ·
    Journal Article or Book Chapter: upload its corresponding PDF file (.pdf file type).

    ·
    Webpages on Websites and Videos: upload a screenshot showing the article/video title
    _and_ the full URL in the address bar. Acceptable image file types are: .jpg, .jpeg, .png, or .bmp.

    · For other source types, please contact your instructor for guidance.

    ·
    _Submit the Required Source Documentation file individually; do not embed it in the Worksheet._

    · Resource:
    [_Help With Submitting the Required Source Documentation_](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fHelp+With+Submitting+the+Required+Source+Documentation.pdf)

    ·
    **IMPORTANT: Failure to provide this documentation file at the time of submission will result in a zero for the entire assignment. For this first assignment only, your instructor may permit a one-time courtesy resubmission of your documentation. A 10% point deduction will apply.**
    **_However, for your Final Presentation assignment, you must provide the required documentation files at the time of submission, or the entire assignment will receive a zero._**

    **Evaluation**

    Please carefully review the
    [GE-BIOL Course Project Check-In Assignment Grading Rubric](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fCP+Check-In+Assignment%2fGE+BIOL+CP+Check-In+Assignment+Grading+Rubric+-+March+2026.pdf) and the assignment instructions, which describe how your assignment will be graded.

    **How Rubric Grading Works**

    · Completing all elements in the Accomplished column
    _meets_ the standard requirements; addressing those in the Exemplary column earns the
    _highest_ scores.

    · You must complete every element within a rubric section to earn points at that level.

    **_Important Note: Once your work has been graded, resubmissions should not be expected. Ensure your final submission meets all assignment expectations and represents your highest-quality effort._**

    **Submission Instructions**

    | |
    | — |
    | **File Format Requirements**<br>Our assignments require Microsoft file types. Each assignment clearly specifies the required file format for the work deliverable. If you are using a different system (such as Apple), it is your responsibility to convert the file to the required format before submitting. If you are unfamiliar with how to convert files, please consult online help resources or tutorials prior to the assignment deadline. |

    1. Upload your assignment for grading by selecting the "Add a File" section, allowing you to locate the MS Word document (.docx file format) of this assignment on your computer.

    2. Next, upload your Required Source Documentation file (.pdf file for journal articles and book chapters; .jpg, .jpeg, .png, or .bmp file for screenshot images of website sources and videos).

    3. Double-check to ensure that your Worksheet AND Required Source Documentation files were successfully uploaded as attachments.
    **Your total file submission count should equal one completed Worksheet .docx file**
    **_plus_ one source documentation file.**

    4. When you have completed this assignment, type "Completed" in the rich text editor box below and select the "Submit" button.

    5. Review your Copyleaks report. Your assignment will be automatically submitted to Copyleaks, and a report will be generated within 15 minutes upon submission.

    6. Multiple submissions of this assignment are allowed before the assignment due date.

    ## image1.png

    **## ArticleTitle.docx**

    Article Title: Type 2 Diabetes

    Source Name: National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK)

    Article URL:
    [https://www.niddk.nih.gov/health-information/diabetes/overview/what-is-diabetes/type-2-diabetes](https://www.niddk.nih.gov/health-information/diabetes/overview/what-is-diabetes/type-2-diabetes)

    After reviewing several potential sources, I selected the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) because it provides evidence-based information that will be useful throughout my Course Project on Type 2 Diabetes.

    1. Author's Authority (Strength)

    The paper is published by the National organization of Diabetes and Digestive and Kidney Diseases (NIDDK), which is an organization of the National Institute of Health (NIH). Content is created and medically reviewed by experts in diabetes, endocrinology, nutrition and related medical fields, rather than a single author. The NIDDK sponsors and conducts scientific research and provides educational information based on the latest medical expertise.

    Evidence: NIDDK About Us:
    [https://www.niddk.nih.gov/about-niddk](https://www.niddk.nih.gov/about-niddk)

    2. Publication's Reputation (Strength)

    The NIDDK is part of the National Institutes of Health (NIH), the nation’s medical research agency—making important discoveries that improve health and save lives. It is known for providing trustworthy, evidence-based health information that is regularly reviewed and updated. It’s recognized as a very reputable source because its origins are in scientific research, not commercial purposes.

    Evidence: National Institutes of Health:
    [https://www.nih.gov/about-nih](https://www.nih.gov/about-nih)

    3. Presence and Credibility of Citations or References (Strength)

    The article makes reference to a number of clinical recommendations and scientific investigations that have been conducted by established medical organizations and government bodies. In order to ensure that readers are able to verify the information that is presented, the citations come from well regarded medical advice and research that have been subjected to peer review.

    Evidence: American Diabetes Association:
    [https://diabetesjournals.org/care](https://diabetesjournals.org/care)

    Centers for Disease Control and Prevention (CDC):
    [https://www.cdc.gov/diabetes](https://www.cdc.gov/diabetes)

    Final Verdict

    From the academic and scientific point of view I think this paper is reliable since it is from a well-known author, a publication with a famous name and solid scientific references. This is an excellent resource. I am doing a type 2 diabetes class assignment right now.

    **## BIOL181_CP_Check_In_Assignment_Worksheet_FINAL_April_2026.docx**

    **BIOL181 Course Project Check-In Assignment**

    **Name: ______________________________________**

    INSTRUCTIONS: First, read the four
    _Resource_ documents linked in the assignment instructions. Then, answer the following questions with two to four complete sentences. Remember to paraphrase.

    | | |
    | — | — |
    | **Citation Understanding** |
    | **What is a reference citation, and what information does it contain?** | |
    | **What is an in-text citation? What information does it contain, and when should you use one?** | |
    | **Why must every in-text citation have a matching reference citation in your reference list?** | |
    | **Why do you need to cite a source even when you paraphrase its information in your own words?** | |
    | **It is important for all publication details in a reference citation (such as author, title, publication, date, volume, issue, pages, DOI/URL, etc.) to exactly match the details of the published article. Explain why inaccurate or mismatched citation details are considered an academic integrity issue rather than just a formatting error.** | |

    INSTRUCTIONS: Select
    **ONE** academically and scientifically credible source article that is directly relevant to your approved Course Project topic
    _and_ discusses one or more of the four subtopics listed below. You will use this same article to complete all sections below (Citation Practice and Source Selection & Relevance).

    · You may not reuse the same article from your Week 2 Discussion.

    · Each response you provide must come exclusively from this one selected source.

    | | |
    | — | — |
    | **Citation Practice** _(see examples below)_ |
    | **APA-Formatted Reference Citation*** | |
    | **APA-Formatted In-Text Citation****<br>_(Parenthetical form)_ | |
    | **APA-Formatted In-Text Citation****<br>_(Narrative form)_ | |
    | **Source Selection: Credibility and Relevance** |
    | **Course Project Medical Disease/Condition**<br>_(Example: Myxopapillary Ependymoma)_ | |
    | **Provide a simple list of the relevant Course Project Subtopic(s) addressed in your source article from the options below:**<br>**(No other information should be included)**<br>_(Example: Risk Factors, Symptoms, and Complications)_<br>1. <br>_Epidemiology & Risk Factors_<br>2. <br>_Anatomy & Physiology: Normal Versus Pathological_<br>3. <br>_Symptoms, Diagnostic Methods, & Key Findings_<br>4. <br>_Treatment, Prognosis & Complications_ | |

    | |
    | — |
    | ***Reference Citation Examples:**<br>Mills, R., Tomas, L., & Lewthwaite, B. (2016). Learning in Earth and space science: A review of conceptual change instructional approaches. <br>_International Journal of Science Education_, <br>_38_(5), 767–790. <br>[https://doi.org/10.1080/09500693.2016.1154227](https://doi.org/10.1080/09500693.2016.1154227) |
    | American Public University. (2025, April 25). <br>_Expected course load_. <br>[https://www.apu.apus.edu/student-handbook/academic-success/before-a-course-begins/expected-course-load/](https://www.apu.apus.edu/student-handbook/academic-success/before-a-course-begins/expected-course-load/) |

    | | |
    | — | — |
    | ****In-Text Citation Examples:**<br>**_Parenthetical_**<br>First citation – (Mills et al., 2016)<br>Subsequent citations – (Mills et al., 2016) | **_Narrative:_**<br>First citation – Mills et al. (2016) <br>Subsequent citations – Mills et al. (2016) |
    | **_Parenthetical:_**<br>First citation – (American Public University [APU], 2025)<br>Subsequent citations – (APU, 2025) | **_Narrative:_**<br>First citation – American Public University (APU, 2025) <br>Subsequent citations – APU (2025) |

    American Public University System (TK) March 2026

    **## AssignmentBIOweek3.docx**

    **Assignment #1: Course Project Check-In**

    **Overview**

    This check-in assignment is designed to help you practice selecting
    **_ONE_** credible and relevant source for your Course Project (
    **based on the same approved medical condition/disease from the Week 2 Discussion**), correctly citing it, understanding why citation accuracy is important, and ensuring you are on track for your final presentation.

    **Before You Start – Must Read!**

    **Required Reading**

    · Refer to these four resources to complete the required worksheet:
    [Guidelines for Avoiding Plagiarism](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fGuidelines+for+Avoiding+Plagiarism.pdf),
    [Course AI Guidance](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fCourse+AI+Guidance.pdf),
    [Citations 101: Why and How to Cite Sources](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fCitations+101+Why+and+How+to+Cite+Sources.pdf), and
    [APA Citation Formatting Guidelines and Resources](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fAPA+Citation+Formatting+Guidelines+and+Resources.pdf).

    · Carefully review the assignment instructions AND the
    _GE-BIOL Course Project Check-In Assignment Grading Rubric_ linked in the Evaluation section below for details on how you will be graded.

    **Originality, Citation, and Academic Integrity**

    ·
    **Originality:** Explain concepts in your own words (paraphrase) and use direct quotes sparingly (less than 10%). Review your Copyleaks similarity score and revise as needed to keep it below 20% (references do not count).

    ·
    **Citation:**

    · For the “
    _Citation Understanding_” section, because you are being asked to use the four resource documents linked above, you are not required to cite and reference them.

    · However, for the “
    _Citation Practice_” section, include a properly formatted APA reference citation
    _and_ its matching in-text citations (parenthetical and narrative). Citations must be:

    ·
    **Complete**: Include
    _all_ required and available publication details (author, date, title, journal/publishing company information, URL/DOI, etc.). No missing details, such as omitting some authors, the year of publication, and or DOI/URL, etc.

    ·
    **Accessible**: Provide
    _working_,
    _direct_ _DOI/URLs_ allowing access to the entire source article. No broken/dead links or page accessibility errors accepted.

    ·
    **Accurate:** Match your citation details to source publication details
    _exactly_. No mismatches, such as listing an author who doesn’t exist or providing the wrong publication year, title, DOI, or URL.

    ·
    **Verifiable**: Link directly to the
    _exact spot_ (webpage on a website, book chapter, journal article) where your quote, fact, or idea appears, so readers can locate your paraphrased, summarized, or quoted content. No homepage/main website URLs; must reach the exact webpage of the
    _full_ article.

    ·
    **Academic Integrity:**

    ·
    **Credit will not be earned for affected content (or potentially the entire assignment) when citations are missing,  incomplete, inaccessible, inaccurate, or unverifiable. Missing or misrepresented/falsified sources are considered reportable academic misconduct.**

    · Follow the university’s policies and course guidelines regarding the ethical and responsible use of artificial intelligence tools in academic work
    _._

    **Ask your instructor if you have any questions.**

    **Instructions**

    Your submission must
    **include Parts 1: Completed Required Worksheet**
    **and 2: Required Source Documentation** below to receive credit for this entire assignment.

    **Part 1: Completed Required Worksheet**

    · Download this required
    [WORKSHEET](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fCP+Check-In+Assignment%2fBIOL181_CP_Check_In_Assignment_Worksheet_FINAL_April_2026.docx), type your answers into the blank boxes, and submit it as an MS Word document (.docx file type). No other file types will be accepted.
    ![](https://www.sweetstudy.com/questions/bio-week-3-20979725)

    · Title your file name as:
    **FirstnameLastname_BIOL181_CP_Check-In_Assg.docx**

    ·
    **IMPORTANT: Failure to submit the completed required worksheet will result in a zero for the entire assignment.**

    **Part 2: Required Source Documentation**

    · Students are required to upload documentation of the source they cited in the worksheet.

    ·
    _Submitting this documentation does not replace including the required proper reference citation and in-text citations within your assignment. Submitting the Required Source Documentation is a separate required action._

    ·
    Journal Article or Book Chapter: upload its corresponding PDF file (.pdf file type).

    ·
    Webpages on Websites and Videos: upload a screenshot showing the article/video title
    _and_ the full URL in the address bar. Acceptable image file types are: .jpg, .jpeg, .png, or .bmp.

    · For other source types, please contact your instructor for guidance.

    ·
    _Submit the Required Source Documentation file individually; do not embed it in the Worksheet._

    · Resource:
    [_Help With Submitting the Required Source Documentation_](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fHelp+With+Submitting+the+Required+Source+Documentation.pdf)

    ·
    **IMPORTANT: Failure to provide this documentation file at the time of submission will result in a zero for the entire assignment. For this first assignment only, your instructor may permit a one-time courtesy resubmission of your documentation. A 10% point deduction will apply.**
    **_However, for your Final Presentation assignment, you must provide the required documentation files at the time of submission, or the entire assignment will receive a zero._**

    **Evaluation**

    Please carefully review the
    [GE-BIOL Course Project Check-In Assignment Grading Rubric](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fCP+Check-In+Assignment%2fGE+BIOL+CP+Check-In+Assignment+Grading+Rubric+-+March+2026.pdf) and the assignment instructions, which describe how your assignment will be graded.

    **How Rubric Grading Works**

    · Completing all elements in the Accomplished column
    _meets_ the standard requirements; addressing those in the Exemplary column earns the
    _highest_ scores.

    · You must complete every element within a rubric section to earn points at that level.

    **_Important Note: Once your work has been graded, resubmissions should not be expected. Ensure your final submission meets all assignment expectations and represents your highest-quality effort._**

    **Submission Instructions**

    | |
    | — |
    | **File Format Requirements**<br>Our assignments require Microsoft file types. Each assignment clearly specifies the required file format for the work deliverable. If you are using a different system (such as Apple), it is your responsibility to convert the file to the required format before submitting. If you are unfamiliar with how to convert files, please consult online help resources or tutorials prior to the assignment deadline. |

    1. Upload your assignment for grading by selecting the "Add a File" section, allowing you to locate the MS Word document (.docx file format) of this assignment on your computer.

    2. Next, upload your Required Source Documentation file (.pdf file for journal articles and book chapters; .jpg, .jpeg, .png, or .bmp file for screenshot images of website sources and videos).

    3. Double-check to ensure that your Worksheet AND Required Source Documentation files were successfully uploaded as attachments.
    **Your total file submission count should equal one completed Worksheet .docx file**
    **_plus_ one source documentation file.**

    4. When you have completed this assignment, type "Completed" in the rich text editor box below and select the "Submit" button.

    5. Review your Copyleaks report. Your assignment will be automatically submitted to Copyleaks, and a report will be generated within 15 minutes upon submission.

    6. Multiple submissions of this assignment are allowed before the assignment due date.

    ## image1.png

    **## ArticleTitle.docx**

    Article Title: Type 2 Diabetes

    Source Name: National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK)

    Article URL:
    [https://www.niddk.nih.gov/health-information/diabetes/overview/what-is-diabetes/type-2-diabetes](https://www.niddk.nih.gov/health-information/diabetes/overview/what-is-diabetes/type-2-diabetes)

    After reviewing several potential sources, I selected the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) because it provides evidence-based information that will be useful throughout my Course Project on Type 2 Diabetes.

    1. Author's Authority (Strength)

    The paper is published by the National organization of Diabetes and Digestive and Kidney Diseases (NIDDK), which is an organization of the National Institute of Health (NIH). Content is created and medically reviewed by experts in diabetes, endocrinology, nutrition and related medical fields, rather than a single author. The NIDDK sponsors and conducts scientific research and provides educational information based on the latest medical expertise.

    Evidence: NIDDK About Us:
    [https://www.niddk.nih.gov/about-niddk](https://www.niddk.nih.gov/about-niddk)

    2. Publication's Reputation (Strength)

    The NIDDK is part of the National Institutes of Health (NIH), the nation’s medical research agency—making important discoveries that improve health and save lives. It is known for providing trustworthy, evidence-based health information that is regularly reviewed and updated. It’s recognized as a very reputable source because its origins are in scientific research, not commercial purposes.

    Evidence: National Institutes of Health:
    [https://www.nih.gov/about-nih](https://www.nih.gov/about-nih)

    3. Presence and Credibility of Citations or References (Strength)

    The article makes reference to a number of clinical recommendations and scientific investigations that have been conducted by established medical organizations and government bodies. In order to ensure that readers are able to verify the information that is presented, the citations come from well regarded medical advice and research that have been subjected to peer review.

    Evidence: American Diabetes Association:
    [https://diabetesjournals.org/care](https://diabetesjournals.org/care)

    Centers for Disease Control and Prevention (CDC):
    [https://www.cdc.gov/diabetes](https://www.cdc.gov/diabetes)

    Final Verdict

    From the academic and scientific point of view I think this paper is reliable since it is from a well-known author, a publication with a famous name and solid scientific references. This is an excellent resource. I am doing a type 2 diabetes class assignment right now.

    **## BIOL181_CP_Check_In_Assignment_Worksheet_FINAL_April_2026.docx**

    **BIOL181 Course Project Check-In Assignment**

    **Name: ______________________________________**

    INSTRUCTIONS: First, read the four
    _Resource_ documents linked in the assignment instructions. Then, answer the following questions with two to four complete sentences. Remember to paraphrase.

    | | |
    | — | — |
    | **Citation Understanding** |
    | **What is a reference citation, and what information does it contain?** | |
    | **What is an in-text citation? What information does it contain, and when should you use one?** | |
    | **Why must every in-text citation have a matching reference citation in your reference list?** | |
    | **Why do you need to cite a source even when you paraphrase its information in your own words?** | |
    | **It is important for all publication details in a reference citation (such as author, title, publication, date, volume, issue, pages, DOI/URL, etc.) to exactly match the details of the published article. Explain why inaccurate or mismatched citation details are considered an academic integrity issue rather than just a formatting error.** | |

    INSTRUCTIONS: Select
    **ONE** academically and scientifically credible source article that is directly relevant to your approved Course Project topic
    _and_ discusses one or more of the four subtopics listed below. You will use this same article to complete all sections below (Citation Practice and Source Selection & Relevance).

    · You may not reuse the same article from your Week 2 Discussion.

    · Each response you provide must come exclusively from this one selected source.

    | | |
    | — | — |
    | **Citation Practice** _(see examples below)_ |
    | **APA-Formatted Reference Citation*** | |
    | **APA-Formatted In-Text Citation****<br>_(Parenthetical form)_ | |
    | **APA-Formatted In-Text Citation****<br>_(Narrative form)_ | |
    | **Source Selection: Credibility and Relevance** |
    | **Course Project Medical Disease/Condition**<br>_(Example: Myxopapillary Ependymoma)_ | |
    | **Provide a simple list of the relevant Course Project Subtopic(s) addressed in your source article from the options below:**<br>**(No other information should be included)**<br>_(Example: Risk Factors, Symptoms, and Complications)_<br>1. <br>_Epidemiology & Risk Factors_<br>2. <br>_Anatomy & Physiology: Normal Versus Pathological_<br>3. <br>_Symptoms, Diagnostic Methods, & Key Findings_<br>4. <br>_Treatment, Prognosis & Complications_ | |

    | |
    | — |
    | ***Reference Citation Examples:**<br>Mills, R., Tomas, L., & Lewthwaite, B. (2016). Learning in Earth and space science: A review of conceptual change instructional approaches. <br>_International Journal of Science Education_, <br>_38_(5), 767–790. <br>[https://doi.org/10.1080/09500693.2016.1154227](https://doi.org/10.1080/09500693.2016.1154227) |
    | American Public University. (2025, April 25). <br>_Expected course load_. <br>[https://www.apu.apus.edu/student-handbook/academic-success/before-a-course-begins/expected-course-load/](https://www.apu.apus.edu/student-handbook/academic-success/before-a-course-begins/expected-course-load/) |

    | | |
    | — | — |
    | ****In-Text Citation Examples:**<br>**_Parenthetical_**<br>First citation – (Mills et al., 2016)<br>Subsequent citations – (Mills et al., 2016) | **_Narrative:_**<br>First citation – Mills et al. (2016) <br>Subsequent citations – Mills et al. (2016) |
    | **_Parenthetical:_**<br>First citation – (American Public University [APU], 2025)<br>Subsequent citations – (APU, 2025) | **_Narrative:_**<br>First citation – American Public University (APU, 2025) <br>Subsequent citations – APU (2025) |

    American Public University System (TK) March 2026

    **## AssignmentBIOweek3.docx**

    **Assignment #1: Course Project Check-In**

    **Overview**

    This check-in assignment is designed to help you practice selecting
    **_ONE_** credible and relevant source for your Course Project (
    **based on the same approved medical condition/disease from the Week 2 Discussion**), correctly citing it, understanding why citation accuracy is important, and ensuring you are on track for your final presentation.

    **Before You Start – Must Read!**

    **Required Reading**

    · Refer to these four resources to complete the required worksheet:
    [Guidelines for Avoiding Plagiarism](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fGuidelines+for+Avoiding+Plagiarism.pdf),
    [Course AI Guidance](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fCourse+AI+Guidance.pdf),
    [Citations 101: Why and How to Cite Sources](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fCitations+101+Why+and+How+to+Cite+Sources.pdf), and
    [APA Citation Formatting Guidelines and Resources](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fAPA+Citation+Formatting+Guidelines+and+Resources.pdf).

    · Carefully review the assignment instructions AND the
    _GE-BIOL Course Project Check-In Assignment Grading Rubric_ linked in the Evaluation section below for details on how you will be graded.

    **Originality, Citation, and Academic Integrity**

    ·
    **Originality:** Explain concepts in your own words (paraphrase) and use direct quotes sparingly (less than 10%). Review your Copyleaks similarity score and revise as needed to keep it below 20% (references do not count).

    ·
    **Citation:**

    · For the “
    _Citation Understanding_” section, because you are being asked to use the four resource documents linked above, you are not required to cite and reference them.

    · However, for the “
    _Citation Practice_” section, include a properly formatted APA reference citation
    _and_ its matching in-text citations (parenthetical and narrative). Citations must be:

    ·
    **Complete**: Include
    _all_ required and available publication details (author, date, title, journal/publishing company information, URL/DOI, etc.). No missing details, such as omitting some authors, the year of publication, and or DOI/URL, etc.

    ·
    **Accessible**: Provide
    _working_,
    _direct_ _DOI/URLs_ allowing access to the entire source article. No broken/dead links or page accessibility errors accepted.

    ·
    **Accurate:** Match your citation details to source publication details
    _exactly_. No mismatches, such as listing an author who doesn’t exist or providing the wrong publication year, title, DOI, or URL.

    ·
    **Verifiable**: Link directly to the
    _exact spot_ (webpage on a website, book chapter, journal article) where your quote, fact, or idea appears, so readers can locate your paraphrased, summarized, or quoted content. No homepage/main website URLs; must reach the exact webpage of the
    _full_ article.

    ·
    **Academic Integrity:**

    ·
    **Credit will not be earned for affected content (or potentially the entire assignment) when citations are missing,  incomplete, inaccessible, inaccurate, or unverifiable. Missing or misrepresented/falsified sources are considered reportable academic misconduct.**

    · Follow the university’s policies and course guidelines regarding the ethical and responsible use of artificial intelligence tools in academic work
    _._

    **Ask your instructor if you have any questions.**

    **Instructions**

    Your submission must
    **include Parts 1: Completed Required Worksheet**
    **and 2: Required Source Documentation** below to receive credit for this entire assignment.

    **Part 1: Completed Required Worksheet**

    · Download this required
    [WORKSHEET](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fCP+Check-In+Assignment%2fBIOL181_CP_Check_In_Assignment_Worksheet_FINAL_April_2026.docx), type your answers into the blank boxes, and submit it as an MS Word document (.docx file type). No other file types will be accepted.
    ![](https://www.sweetstudy.com/questions/bio-week-3-20979725)

    · Title your file name as:
    **FirstnameLastname_BIOL181_CP_Check-In_Assg.docx**

    ·
    **IMPORTANT: Failure to submit the completed required worksheet will result in a zero for the entire assignment.**

    **Part 2: Required Source Documentation**

    · Students are required to upload documentation of the source they cited in the worksheet.

    ·
    _Submitting this documentation does not replace including the required proper reference citation and in-text citations within your assignment. Submitting the Required Source Documentation is a separate required action._

    ·
    Journal Article or Book Chapter: upload its corresponding PDF file (.pdf file type).

    ·
    Webpages on Websites and Videos: upload a screenshot showing the article/video title
    _and_ the full URL in the address bar. Acceptable image file types are: .jpg, .jpeg, .png, or .bmp.

    · For other source types, please contact your instructor for guidance.

    ·
    _Submit the Required Source Documentation file individually; do not embed it in the Worksheet._

    · Resource:
    [_Help With Submitting the Required Source Documentation_](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fResources%2fHelp+With+Submitting+the+Required+Source+Documentation.pdf)

    ·
    **IMPORTANT: Failure to provide this documentation file at the time of submission will result in a zero for the entire assignment. For this first assignment only, your instructor may permit a one-time courtesy resubmission of your documentation. A 10% point deduction will apply.**
    **_However, for your Final Presentation assignment, you must provide the required documentation files at the time of submission, or the entire assignment will receive a zero._**

    **Evaluation**

    Please carefully review the
    [GE-BIOL Course Project Check-In Assignment Grading Rubric](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1334389&type=coursefile&fileId=Course+Files+BIOL181%2fBIOL181+Revisions+-+March+2026%2fCP+Check-In+Assignment%2fGE+BIOL+CP+Check-In+Assignment+Grading+Rubric+-+March+2026.pdf) and the assignment instructions, which describe how your assignment will be graded.

    **How Rubric Grading Works**

    · Completing all elements in the Accomplished column
    _meets_ the standard requirements; addressing those in the Exemplary column earns the
    _highest_ scores.

    · You must complete every element within a rubric section to earn points at that level.

    **_Important Note: Once your work has been graded, resubmissions should not be expected. Ensure your final submission meets all assignment expectations and represents your highest-quality effort._**

    **Submission Instructions**

    | |
    | — |
    | **File Format Requirements**<br>Our assignments require Microsoft file types. Each assignment clearly specifies the required file format for the work deliverable. If you are using a different system (such as Apple), it is your responsibility to convert the file to the required format before submitting. If you are unfamiliar with how to convert files, please consult online help resources or tutorials prior to the assignment deadline. |

    1. Upload your assignment for grading by selecting the "Add a File" section, allowing you to locate the MS Word document (.docx file format) of this assignment on your computer.

    2. Next, upload your Required Source Documentation file (.pdf file for journal articles and book chapters; .jpg, .jpeg, .png, or .bmp file for screenshot images of website sources and videos).

    3. Double-check to ensure that your Worksheet AND Required Source Documentation files were successfully uploaded as attachments.
    **Your total file submission count should equal one completed Worksheet .docx file**
    **_plus_ one source documentation file.**

    4. When you have completed this assignment, type "Completed" in the rich text editor box below and select the "Submit" button.

    5. Review your Copyleaks report. Your assignment will be automatically submitted to Copyleaks, and a report will be generated within 15 minutes upon submission.

    6. Multiple submissions of this assignment are allowed before the assignment due date.

    ## image1.png

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    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology) **files (2)** – ## Document3today.docx – ## Document2today.docx **## Document3today.docx** SYSTEMS- LEVEL PATIENT SAFETY CONCERn COMPETENT The submission describes a healthcare-related situation that could be regarded …

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    [>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology)

    **files (2)**

    – ## Document3today.docx

    – ## Document2today.docx

    **## Document3today.docx**

    SYSTEMS- LEVEL PATIENT SAFETY CONCERn

    COMPETENT

    The submission describes a healthcare-related situation that could be regarded as a plausible systems-level patient safety concern that has the potential to impact multiple patients given current healthcare practices.

    DA2a:DATA

    COMPETENT

    The submission describes specific data that supports the need for change to address the situation in part A1.

    A2b: NATIONAL SAFETY/PERFORMANCE STANDARD OR GOAL

    COMPETENT

    The explanation references at least 1 national patient safety/performance standard or goal and correctly addresses how each referenced standard applies to the systems-level patient safety concern in part A1.

    A3: IMPACT

    COMPETENT

    The submission logically discusses the impact of the systems-level patient safety concern described in part A1 as it specifically relates to the patient(s), staff, and healthcare setting.

    A3a:VALUE

    COMPETENT

    The submission logically and accurately explains how the systems-level patient safety concern from part A1 affects value for the patient(s) and the healthcare setting.

    A4: EVIDENCE-BASED PRACTICE CHANGE

    COMPETENT

    The submission provides a recommendation for an evidence-based practice change that is relevant to the systems-level patient safety concern described in part A1 and it would logically address the concern.

    A4a: HIGH-RELIABILITY ORGANIZATION

    COMPETENT

    The submission accurately discusses how the recommended practice change from part A4 aligns with the principles of a high-reliability organization.

    A4b: POTENTIAL BARRIERS

    COMPETENCE

    The submission describes 2 potential barriers to the recommended practice change from part A4 that are relevant to the systems-level patient safety concern in part A1.

    A4c: POTENTIAL INTERVENTIONS

    COMPETENT

    The submission identifies 2 potential interventions that could minimize the barriers from part A4b to the recommended practice change from part A4.

    A4d:SHARED DECISION-MAKING

    COMPETENT

    The submission logically discusses the significance of shared decision-making among the healthcare setting’s relevant stakeholders, and the discussion specifically relates to the implementation of the recommended practice change from part A4.

    A4e: OUTCOME MEASURE

    COMPETENT

    The submission describes a relevant outcome measure that could be used to evaluate the results of the recommended practice change from part A4.

    A4f: CARE DELIVERY MODEL

    COMPETENT

    The submission thoroughly describes the nursing care delivery model currently being used in the healthcare setting in which the systems-level patient safety concern occurs.

    A4fi: IMPACT ON CARE DELIVERY MODEL

    COMPETENT

    The submission logically explains how the current nursing care delivery model in the healthcare setting identified in part A4f would be impacted by the recommended practice change from part A4.

    B: SOURCES

    Competent

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    C: PROFESSIONAL COMMUNICATION

    COMPETENT

    This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

    **## Document2today.docx**

    ORGANIZATIONAL SYSTEM AND HEALTHCARE TRANSFORMATION

    COMPETENCIES

    738.4.1 : Compare Healthcare Delivery Models

    The learner compares healthcare delivery models to facilitate value-based care, shared decision-making, and equitable patient-centered care.

    738.4.2 : Describe Continuous Improvement Strategies

    The learner describes evidence-based continuous improvement strategies that improve patient care.

    738.4.3 : Compare Safety Standards

    The learner compares current practice with patient safety standards to promote optimal patient outcomes.

    738.4.4 : Examine Systems Redesign

    The learner examines systems design in a high-reliability organization.

    Introduction

    Patient safety is an integral part of value-based healthcare. Ensuring patient safety can lead to faster recovery times, which, in turn, result in lower healthcare costs. When combined, these factors result in improved patient satisfaction. Ensuring patient safety requires professional nurses to be proactive in identifying potential safety concerns and proposing evidence-based solutions to mitigate those concerns across the healthcare continuum.

    Your goal for this task is to clearly and concisely propose a recommendation that addresses an identified systems-level safety issue that affects patients within a healthcare setting, such as your practice or a colleague’s practice, using convincing evidence to promote the necessity for change.

    Note: “Evidence” may include things like peer-reviewed research, clinical practice guidelines, national patient safety/performance standards, quality improvement/incident trend data, or other credible organizational or professional resources that support your proposed change.

    Note: The final, passed version of this task will be used as an artifact in your BSNU E-Portfolio during the Capstone course (D226). Save a copy of your final Organizational Systems and Healthcare Transformation Paper when you have successfully completed the task and retain it for future inclusion in your E-Portfolio.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    A. Discuss a systems-level safety concern in a healthcare setting by applying the situation, background, assessment, recommendation (SBAR) format by doing the following:

    1. Describe a healthcare-related situation (S) prompting a systems-level patient safety concern that has the potential to impact multiple patients.

    2. Analyze background (B) information about the systems-level patient safety concern by doing the following:

    a. Describe the data that supports or would support the need for change.

    Note: You will be required to provide a full citation for the data and references used for this prompt in part B.

    b. Explain how one or more national patient safety/performance standard or goal apply to the systems-level patient safety concern.

    Note: You should focus on how the standard or goal applies to the identified patient safety concern in the healthcare setting, rather than providing a general description of the standard or goal itself.

    3. Assess (A) the impact of the systems-level patient safety concern on the patient(s), staff, and the organization as situated in the identified healthcare setting.

    Note: You do not need to include the impact of costs in your assessment.

    a. Explain how the systems-level patient safety concern affects value for the patient(s) and the healthcare setting.

    4. Recommend ® an evidence-based practice change that addresses the systems-level patient safety concern.

    Note: You will be required to provide a full citation for the source(s) used for this prompt in part B.

    a. Discuss how the recommended practice change aligns with the principles of a high-reliability organization.

    Note: This discussion should connect the recommended practice change to at least one high-reliability organization (HRO) principle/trait.

    b. Describe two potential barriers to the recommended practice change from part A4.

    c. Identify two potential interventions to minimize the barriers from part A4b to the recommended practice change from part A4.

    d. Discuss the significance of shared decision-making among the healthcare setting’s relevant stakeholders in implementing the recommended practice change from part A4.

    e. Describe an outcome measure that could be used to evaluate the results of the recommended practice change from part A4.

    f. Describe the nursing care delivery model currently being used in the healthcare setting in which the systems-level patient safety concern occurs.

    i. Explain how the current nursing care delivery model in the healthcare setting identified in part A4f would be impacted by the recommended practice change from part A4.

    B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    Note: Your sources should include the author’s name, date of publication, title of source, and source location.

    Note: For additional information or support with sourcing, in-text citations, or reference formatting, please visit the Academic Coaching Center.

    C. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## Document2today.docx**

    ORGANIZATIONAL SYSTEM AND HEALTHCARE TRANSFORMATION

    COMPETENCIES

    738.4.1 : Compare Healthcare Delivery Models

    The learner compares healthcare delivery models to facilitate value-based care, shared decision-making, and equitable patient-centered care.

    738.4.2 : Describe Continuous Improvement Strategies

    The learner describes evidence-based continuous improvement strategies that improve patient care.

    738.4.3 : Compare Safety Standards

    The learner compares current practice with patient safety standards to promote optimal patient outcomes.

    738.4.4 : Examine Systems Redesign

    The learner examines systems design in a high-reliability organization.

    Introduction

    Patient safety is an integral part of value-based healthcare. Ensuring patient safety can lead to faster recovery times, which, in turn, result in lower healthcare costs. When combined, these factors result in improved patient satisfaction. Ensuring patient safety requires professional nurses to be proactive in identifying potential safety concerns and proposing evidence-based solutions to mitigate those concerns across the healthcare continuum.

    Your goal for this task is to clearly and concisely propose a recommendation that addresses an identified systems-level safety issue that affects patients within a healthcare setting, such as your practice or a colleague’s practice, using convincing evidence to promote the necessity for change.

    Note: “Evidence” may include things like peer-reviewed research, clinical practice guidelines, national patient safety/performance standards, quality improvement/incident trend data, or other credible organizational or professional resources that support your proposed change.

    Note: The final, passed version of this task will be used as an artifact in your BSNU E-Portfolio during the Capstone course (D226). Save a copy of your final Organizational Systems and Healthcare Transformation Paper when you have successfully completed the task and retain it for future inclusion in your E-Portfolio.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    A. Discuss a systems-level safety concern in a healthcare setting by applying the situation, background, assessment, recommendation (SBAR) format by doing the following:

    1. Describe a healthcare-related situation (S) prompting a systems-level patient safety concern that has the potential to impact multiple patients.

    2. Analyze background (B) information about the systems-level patient safety concern by doing the following:

    a. Describe the data that supports or would support the need for change.

    Note: You will be required to provide a full citation for the data and references used for this prompt in part B.

    b. Explain how one or more national patient safety/performance standard or goal apply to the systems-level patient safety concern.

    Note: You should focus on how the standard or goal applies to the identified patient safety concern in the healthcare setting, rather than providing a general description of the standard or goal itself.

    3. Assess (A) the impact of the systems-level patient safety concern on the patient(s), staff, and the organization as situated in the identified healthcare setting.

    Note: You do not need to include the impact of costs in your assessment.

    a. Explain how the systems-level patient safety concern affects value for the patient(s) and the healthcare setting.

    4. Recommend ® an evidence-based practice change that addresses the systems-level patient safety concern.

    Note: You will be required to provide a full citation for the source(s) used for this prompt in part B.

    a. Discuss how the recommended practice change aligns with the principles of a high-reliability organization.

    Note: This discussion should connect the recommended practice change to at least one high-reliability organization (HRO) principle/trait.

    b. Describe two potential barriers to the recommended practice change from part A4.

    c. Identify two potential interventions to minimize the barriers from part A4b to the recommended practice change from part A4.

    d. Discuss the significance of shared decision-making among the healthcare setting’s relevant stakeholders in implementing the recommended practice change from part A4.

    e. Describe an outcome measure that could be used to evaluate the results of the recommended practice change from part A4.

    f. Describe the nursing care delivery model currently being used in the healthcare setting in which the systems-level patient safety concern occurs.

    i. Explain how the current nursing care delivery model in the healthcare setting identified in part A4f would be impacted by the recommended practice change from part A4.

    B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    Note: Your sources should include the author’s name, date of publication, title of source, and source location.

    Note: For additional information or support with sourcing, in-text citations, or reference formatting, please visit the Academic Coaching Center.

    C. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## Document3today.docx**

    SYSTEMS- LEVEL PATIENT SAFETY CONCERn

    COMPETENT

    The submission describes a healthcare-related situation that could be regarded as a plausible systems-level patient safety concern that has the potential to impact multiple patients given current healthcare practices.

    DA2a:DATA

    COMPETENT

    The submission describes specific data that supports the need for change to address the situation in part A1.

    A2b: NATIONAL SAFETY/PERFORMANCE STANDARD OR GOAL

    COMPETENT

    The explanation references at least 1 national patient safety/performance standard or goal and correctly addresses how each referenced standard applies to the systems-level patient safety concern in part A1.

    A3: IMPACT

    COMPETENT

    The submission logically discusses the impact of the systems-level patient safety concern described in part A1 as it specifically relates to the patient(s), staff, and healthcare setting.

    A3a:VALUE

    COMPETENT

    The submission logically and accurately explains how the systems-level patient safety concern from part A1 affects value for the patient(s) and the healthcare setting.

    A4: EVIDENCE-BASED PRACTICE CHANGE

    COMPETENT

    The submission provides a recommendation for an evidence-based practice change that is relevant to the systems-level patient safety concern described in part A1 and it would logically address the concern.

    A4a: HIGH-RELIABILITY ORGANIZATION

    COMPETENT

    The submission accurately discusses how the recommended practice change from part A4 aligns with the principles of a high-reliability organization.

    A4b: POTENTIAL BARRIERS

    COMPETENCE

    The submission describes 2 potential barriers to the recommended practice change from part A4 that are relevant to the systems-level patient safety concern in part A1.

    A4c: POTENTIAL INTERVENTIONS

    COMPETENT

    The submission identifies 2 potential interventions that could minimize the barriers from part A4b to the recommended practice change from part A4.

    A4d:SHARED DECISION-MAKING

    COMPETENT

    The submission logically discusses the significance of shared decision-making among the healthcare setting’s relevant stakeholders, and the discussion specifically relates to the implementation of the recommended practice change from part A4.

    A4e: OUTCOME MEASURE

    COMPETENT

    The submission describes a relevant outcome measure that could be used to evaluate the results of the recommended practice change from part A4.

    A4f: CARE DELIVERY MODEL

    COMPETENT

    The submission thoroughly describes the nursing care delivery model currently being used in the healthcare setting in which the systems-level patient safety concern occurs.

    A4fi: IMPACT ON CARE DELIVERY MODEL

    COMPETENT

    The submission logically explains how the current nursing care delivery model in the healthcare setting identified in part A4f would be impacted by the recommended practice change from part A4.

    B: SOURCES

    Competent

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    C: PROFESSIONAL COMMUNICATION

    COMPETENT

    This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

    **## Document2today.docx**

    ORGANIZATIONAL SYSTEM AND HEALTHCARE TRANSFORMATION

    COMPETENCIES

    738.4.1 : Compare Healthcare Delivery Models

    The learner compares healthcare delivery models to facilitate value-based care, shared decision-making, and equitable patient-centered care.

    738.4.2 : Describe Continuous Improvement Strategies

    The learner describes evidence-based continuous improvement strategies that improve patient care.

    738.4.3 : Compare Safety Standards

    The learner compares current practice with patient safety standards to promote optimal patient outcomes.

    738.4.4 : Examine Systems Redesign

    The learner examines systems design in a high-reliability organization.

    Introduction

    Patient safety is an integral part of value-based healthcare. Ensuring patient safety can lead to faster recovery times, which, in turn, result in lower healthcare costs. When combined, these factors result in improved patient satisfaction. Ensuring patient safety requires professional nurses to be proactive in identifying potential safety concerns and proposing evidence-based solutions to mitigate those concerns across the healthcare continuum.

    Your goal for this task is to clearly and concisely propose a recommendation that addresses an identified systems-level safety issue that affects patients within a healthcare setting, such as your practice or a colleague’s practice, using convincing evidence to promote the necessity for change.

    Note: “Evidence” may include things like peer-reviewed research, clinical practice guidelines, national patient safety/performance standards, quality improvement/incident trend data, or other credible organizational or professional resources that support your proposed change.

    Note: The final, passed version of this task will be used as an artifact in your BSNU E-Portfolio during the Capstone course (D226). Save a copy of your final Organizational Systems and Healthcare Transformation Paper when you have successfully completed the task and retain it for future inclusion in your E-Portfolio.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    A. Discuss a systems-level safety concern in a healthcare setting by applying the situation, background, assessment, recommendation (SBAR) format by doing the following:

    1. Describe a healthcare-related situation (S) prompting a systems-level patient safety concern that has the potential to impact multiple patients.

    2. Analyze background (B) information about the systems-level patient safety concern by doing the following:

    a. Describe the data that supports or would support the need for change.

    Note: You will be required to provide a full citation for the data and references used for this prompt in part B.

    b. Explain how one or more national patient safety/performance standard or goal apply to the systems-level patient safety concern.

    Note: You should focus on how the standard or goal applies to the identified patient safety concern in the healthcare setting, rather than providing a general description of the standard or goal itself.

    3. Assess (A) the impact of the systems-level patient safety concern on the patient(s), staff, and the organization as situated in the identified healthcare setting.

    Note: You do not need to include the impact of costs in your assessment.

    a. Explain how the systems-level patient safety concern affects value for the patient(s) and the healthcare setting.

    4. Recommend ® an evidence-based practice change that addresses the systems-level patient safety concern.

    Note: You will be required to provide a full citation for the source(s) used for this prompt in part B.

    a. Discuss how the recommended practice change aligns with the principles of a high-reliability organization.

    Note: This discussion should connect the recommended practice change to at least one high-reliability organization (HRO) principle/trait.

    b. Describe two potential barriers to the recommended practice change from part A4.

    c. Identify two potential interventions to minimize the barriers from part A4b to the recommended practice change from part A4.

    d. Discuss the significance of shared decision-making among the healthcare setting’s relevant stakeholders in implementing the recommended practice change from part A4.

    e. Describe an outcome measure that could be used to evaluate the results of the recommended practice change from part A4.

    f. Describe the nursing care delivery model currently being used in the healthcare setting in which the systems-level patient safety concern occurs.

    i. Explain how the current nursing care delivery model in the healthcare setting identified in part A4f would be impacted by the recommended practice change from part A4.

    B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    Note: Your sources should include the author’s name, date of publication, title of source, and source location.

    Note: For additional information or support with sourcing, in-text citations, or reference formatting, please visit the Academic Coaching Center.

    C. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## Document3today.docx**

    SYSTEMS- LEVEL PATIENT SAFETY CONCERn

    COMPETENT

    The submission describes a healthcare-related situation that could be regarded as a plausible systems-level patient safety concern that has the potential to impact multiple patients given current healthcare practices.

    DA2a:DATA

    COMPETENT

    The submission describes specific data that supports the need for change to address the situation in part A1.

    A2b: NATIONAL SAFETY/PERFORMANCE STANDARD OR GOAL

    COMPETENT

    The explanation references at least 1 national patient safety/performance standard or goal and correctly addresses how each referenced standard applies to the systems-level patient safety concern in part A1.

    A3: IMPACT

    COMPETENT

    The submission logically discusses the impact of the systems-level patient safety concern described in part A1 as it specifically relates to the patient(s), staff, and healthcare setting.

    A3a:VALUE

    COMPETENT

    The submission logically and accurately explains how the systems-level patient safety concern from part A1 affects value for the patient(s) and the healthcare setting.

    A4: EVIDENCE-BASED PRACTICE CHANGE

    COMPETENT

    The submission provides a recommendation for an evidence-based practice change that is relevant to the systems-level patient safety concern described in part A1 and it would logically address the concern.

    A4a: HIGH-RELIABILITY ORGANIZATION

    COMPETENT

    The submission accurately discusses how the recommended practice change from part A4 aligns with the principles of a high-reliability organization.

    A4b: POTENTIAL BARRIERS

    COMPETENCE

    The submission describes 2 potential barriers to the recommended practice change from part A4 that are relevant to the systems-level patient safety concern in part A1.

    A4c: POTENTIAL INTERVENTIONS

    COMPETENT

    The submission identifies 2 potential interventions that could minimize the barriers from part A4b to the recommended practice change from part A4.

    A4d:SHARED DECISION-MAKING

    COMPETENT

    The submission logically discusses the significance of shared decision-making among the healthcare setting’s relevant stakeholders, and the discussion specifically relates to the implementation of the recommended practice change from part A4.

    A4e: OUTCOME MEASURE

    COMPETENT

    The submission describes a relevant outcome measure that could be used to evaluate the results of the recommended practice change from part A4.

    A4f: CARE DELIVERY MODEL

    COMPETENT

    The submission thoroughly describes the nursing care delivery model currently being used in the healthcare setting in which the systems-level patient safety concern occurs.

    A4fi: IMPACT ON CARE DELIVERY MODEL

    COMPETENT

    The submission logically explains how the current nursing care delivery model in the healthcare setting identified in part A4f would be impacted by the recommended practice change from part A4.

    B: SOURCES

    Competent

    The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    C: PROFESSIONAL COMMUNICATION

    COMPETENT

    This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

    **## Document2today.docx**

    ORGANIZATIONAL SYSTEM AND HEALTHCARE TRANSFORMATION

    COMPETENCIES

    738.4.1 : Compare Healthcare Delivery Models

    The learner compares healthcare delivery models to facilitate value-based care, shared decision-making, and equitable patient-centered care.

    738.4.2 : Describe Continuous Improvement Strategies

    The learner describes evidence-based continuous improvement strategies that improve patient care.

    738.4.3 : Compare Safety Standards

    The learner compares current practice with patient safety standards to promote optimal patient outcomes.

    738.4.4 : Examine Systems Redesign

    The learner examines systems design in a high-reliability organization.

    Introduction

    Patient safety is an integral part of value-based healthcare. Ensuring patient safety can lead to faster recovery times, which, in turn, result in lower healthcare costs. When combined, these factors result in improved patient satisfaction. Ensuring patient safety requires professional nurses to be proactive in identifying potential safety concerns and proposing evidence-based solutions to mitigate those concerns across the healthcare continuum.

    Your goal for this task is to clearly and concisely propose a recommendation that addresses an identified systems-level safety issue that affects patients within a healthcare setting, such as your practice or a colleague’s practice, using convincing evidence to promote the necessity for change.

    Note: “Evidence” may include things like peer-reviewed research, clinical practice guidelines, national patient safety/performance standards, quality improvement/incident trend data, or other credible organizational or professional resources that support your proposed change.

    Note: The final, passed version of this task will be used as an artifact in your BSNU E-Portfolio during the Capstone course (D226). Save a copy of your final Organizational Systems and Healthcare Transformation Paper when you have successfully completed the task and retain it for future inclusion in your E-Portfolio.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    A. Discuss a systems-level safety concern in a healthcare setting by applying the situation, background, assessment, recommendation (SBAR) format by doing the following:

    1. Describe a healthcare-related situation (S) prompting a systems-level patient safety concern that has the potential to impact multiple patients.

    2. Analyze background (B) information about the systems-level patient safety concern by doing the following:

    a. Describe the data that supports or would support the need for change.

    Note: You will be required to provide a full citation for the data and references used for this prompt in part B.

    b. Explain how one or more national patient safety/performance standard or goal apply to the systems-level patient safety concern.

    Note: You should focus on how the standard or goal applies to the identified patient safety concern in the healthcare setting, rather than providing a general description of the standard or goal itself.

    3. Assess (A) the impact of the systems-level patient safety concern on the patient(s), staff, and the organization as situated in the identified healthcare setting.

    Note: You do not need to include the impact of costs in your assessment.

    a. Explain how the systems-level patient safety concern affects value for the patient(s) and the healthcare setting.

    4. Recommend ® an evidence-based practice change that addresses the systems-level patient safety concern.

    Note: You will be required to provide a full citation for the source(s) used for this prompt in part B.

    a. Discuss how the recommended practice change aligns with the principles of a high-reliability organization.

    Note: This discussion should connect the recommended practice change to at least one high-reliability organization (HRO) principle/trait.

    b. Describe two potential barriers to the recommended practice change from part A4.

    c. Identify two potential interventions to minimize the barriers from part A4b to the recommended practice change from part A4.

    d. Discuss the significance of shared decision-making among the healthcare setting’s relevant stakeholders in implementing the recommended practice change from part A4.

    e. Describe an outcome measure that could be used to evaluate the results of the recommended practice change from part A4.

    f. Describe the nursing care delivery model currently being used in the healthcare setting in which the systems-level patient safety concern occurs.

    i. Explain how the current nursing care delivery model in the healthcare setting identified in part A4f would be impacted by the recommended practice change from part A4.

    B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    Note: Your sources should include the author’s name, date of publication, title of source, and source location.

    Note: For additional information or support with sourcing, in-text citations, or reference formatting, please visit the Academic Coaching Center.

    C. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

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    **files (4)** – ## A3today.docx – ## A4today.docx – Screenshot_20260727_085208_SamsungBrowser.jpg – Screenshot_20260726_064827_SamsungBrowser.jpg **## A3today.docx** RUBRIC: A. DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS Competent The description includes a complete and accurate review of the…

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    Assignment Prompt & Instructions

    **files (4)**

    – ## A3today.docx

    – ## A4today.docx

    – Screenshot_20260727_085208_SamsungBrowser.jpg
    – Screenshot_20260726_064827_SamsungBrowser.jpg

    **## A3today.docx**

    RUBRIC:

    A. DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS

    Competent

    The description includes a complete and accurate review of the pathophysiology related to the disease process, disorder, or injury including key disease components.

    B. RECOGNIZING CUES

    Competent

    The concept map identifies at least 4 critical cues that are relevant to the patient’s current condition.

    C. ANALYZING CUES

    Competent

    The analysis makes 3 accurate supporting connections between the cues and patient conditions that are related to the patient’s conditions.

    C1. PATIENT OUTCOME CUES

    Competent

    The concept map accurately identifies 2 cues of concern related to patient’s conditions and outcome

    D. PRIORTIZING HYPOTHESIS

    Competent

    The concept map includes 3 accurate hypotheses critical to positive patient outcomes that are prioritized correctly.

    E. GENERATING SOLUTIONS

    Competent

    The concept map includes 4 solutions with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient.

    F. TAKE ACTIONS

    COMPETENT

    The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is accurate and complete.

    G. EVALUATING OUTCOMES

    CoMPETENT

    The concept map includes an accurate and detailed description of how each of the 4 solutions were effective or ineffective in improving patient outcome or care.

    H. PROFESSIONAL COMMUNICATION

    Competent

    This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

    **## A4today.docx**

    Competencies

    7093.10.1 : Applies Nurse Client Relationship Principles

    The learner applies the principles of the nurse-client relationship to person-centered nursing care of diverse patients experiencing mental health conditions using the clinical judgment model.

    7093.10.2 : Applies Care for Neurobiology and Psychobiology Conditions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common neurobiology and psychobiology conditions.

    7093.10.3 : Applies Care for Psychopharmacological Interventions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults needing psychopharmacological intervention.

    7093.10.4 : Applies Care for Cognitive Conditions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing cognitive disorders.

    7093.10.5 : Applies Care for Bipolar and Thought Conditions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing bipolar and thought disorders.

    7093.10.6 : Applies Care for Personality Disorders

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing personality disorders.

    7093.10.7 : Applies Care for Substance Abuse, Eating Disorders, and Risk of Self-harm

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing substance abuse, eating disorders, and risk of self-harm.

    7093.10.8 : Performs Steps to Support Mental Health

    The learner performs the steps of the nursing process and clinical judgment model to support diverse psychiatric mental health patients’ needs.

    7093.10.9 : Responds to the Mental Health Needs of Patients

    The learner responds to diverse patients’ needs in a psychiatric and mental health setting using the clinical judgment model.

    7093.10.10 : Performs Care for Mental Health Needs Patients

    The learner performs management of care in a psychiatric and mental health setting using the nursing process.

    7093.10.11 : Collaborates for Health Outcome of Mental Health Patients

    The learner collaborates with interdisciplinary teams in a psychiatric and mental health setting to promote safety, quality, and improved patient outcomes.

    7093.10.12 : Provides Pharmacological Care in a Mental Health Setting

    The learner provides pharmacological care to diverse patients using safe, person-centered practices based upon principles of medication error prevention in a psychiatric and mental health setting.

    7093.10.13 : Integrates Health Promotion Strategies in a Mental Health Setting

    The learner integrates strategies to promote the health and well-being of diverse patients in a psychiatric and mental health setting.

    7093.10.14 : Applies Therapeutic Support in a Mental Health Setting

    The learner applies professionalism, therapeutic communication, teaching, and learning strategies with diverse patients in a psychiatric and mental health setting.

    Introduction

    The Clinical Judgment Measurement Model (NCJMM) provides nursing students different ways to develop care plans to reinforce clinical thinking and clinical reasoning that will prepare them to apply concepts from their didactic and lab courses in the clinical setting. In this course you will select one of the patients you cared for in your clinical intensive and complete the clinical judgement concept map for your performance assessment using the “Concept Map Template” in the Web Links section. You will need to collect information during your clinical intensive using the “NCJMMT Template” in the Web Links section. Do not include patient identifiers. During your clinical intensive, your clinical instructor will serve as a resource to guide you as you complete this assignment.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Concept Map:

    Create a concept map using the “Concept Map Template” in the Web Links section below. Please see “Concept Map Directions” in the Web Links section below for further detail. There is also an example provided in the Web Links section below, titled “Concept Map Example,” that you can use for reference. Note: Do NOT include patient identifiers.

    A. In the box labeled “Disease Process/Pathophysiology/Risk Factors,” describe the pathophysiology related to a disease process, disorder, or injury. Include the admitting diagnosis as well as the causes and risk factors for the disease process.

    B. In the box labeled “Recognizing Cues,” identify at least 4 critical cues that are relevant to the patient’s current condition. Describe what the patient looks like, their complaints, vital signs, and anything in their medical history that would indicate this could be a problem.

    C. Analyze the 4 critical cues from B by making 3 supporting connections between the cues and the patient’s clinical condition. Put this information in the top box labeled “Supporting,” under “Analyzing Cues/Concerns”.

    1. Identify 2 of the critical cues that are most concerning in regard to the patient’s overall health outcome. Put this information in the bottom box labeled “Concerning,” under “Analyzing Cues/Concerns”.

    D. In the box labeled “Prioritizing Hypotheses,” determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority. Utilize words such as “urgency,” “likelihood,” “risk,” “difficulty,” “time,” and “constraints”.

    E. In the box labeled “Generated Solutions,” develop 4 solutions with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient. Use the hypotheses from D to define a set of interventions for the expected solutions.

    F. In the box labeled “Take Actions,” describe how each of the 4 solutions from E will be prioritized and implemented into the patient’s plan of care. You will have one action for each solution, and it must be the most important action for each solution.

    G. In the box labeled “Evaluations Outcomes,” describe how the 4 solutions from E were effective or ineffective in improving patient outcome or care. You should have four evaluations, one for each desired solution.

    H. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    CONCEPT MAP TEMPLATE;

    Clinical Experience Information

    Facility name, type, location:

    Dates of clinical experience:

    Type of patients you encountered during your clinical experience (e.g., obstetric, pediatric, adult, students, critical care, etc.):

    Note: To protect your patient’s privacy, do not include patient identifying information (e.g., patient name, date of birth, etc.)

    The Concept Map must focus on a patient encounter from the scheduled clinical experience for this course. May verify this with the Clinical Instructor.

    Complete the Concept Map:

    Approved Focus Topic (disease process, disorder, or injury):

    · (Insert approved topic here)

    A. Disease Process/Pathophysiology/Risk Factors

    · Pathophysiology:

    · Risk Factors:

    B. Recognizing Cues (List)

    1.

    2.

    3.

    4.

    C. Analyzing Cues – Supporting (Statements)

    1.

    2.

    3.

    C1. Analyzing Cues – Concerning (List)

    1.

    2.

    D. Prioritized Hypotheses

    1.

    2.

    3.

    Corresponding Solutions (Goals), Actions, and Outcomes

    E. Generated Solutions

    1.

    2.

    3.

    4.

    F. Take Actions

    1.

    2.

    3.

    4.

    G. Evaluations Outcomes

    1.

    2.

    3.

    4.

    **Screenshot_20260727_085208_SamsungBrowser.jpg**

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    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20260726-064827-samsungbrowser-jpg-10580531)

    **## A3today.docx**

    RUBRIC:

    A. DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS

    Competent

    The description includes a complete and accurate review of the pathophysiology related to the disease process, disorder, or injury including key disease components.

    B. RECOGNIZING CUES

    Competent

    The concept map identifies at least 4 critical cues that are relevant to the patient’s current condition.

    C. ANALYZING CUES

    Competent

    The analysis makes 3 accurate supporting connections between the cues and patient conditions that are related to the patient’s conditions.

    C1. PATIENT OUTCOME CUES

    Competent

    The concept map accurately identifies 2 cues of concern related to patient’s conditions and outcome

    D. PRIORTIZING HYPOTHESIS

    Competent

    The concept map includes 3 accurate hypotheses critical to positive patient outcomes that are prioritized correctly.

    E. GENERATING SOLUTIONS

    Competent

    The concept map includes 4 solutions with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient.

    F. TAKE ACTIONS

    COMPETENT

    The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is accurate and complete.

    G. EVALUATING OUTCOMES

    CoMPETENT

    The concept map includes an accurate and detailed description of how each of the 4 solutions were effective or ineffective in improving patient outcome or care.

    H. PROFESSIONAL COMMUNICATION

    Competent

    This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

    **## A4today.docx**

    Competencies

    7093.10.1 : Applies Nurse Client Relationship Principles

    The learner applies the principles of the nurse-client relationship to person-centered nursing care of diverse patients experiencing mental health conditions using the clinical judgment model.

    7093.10.2 : Applies Care for Neurobiology and Psychobiology Conditions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common neurobiology and psychobiology conditions.

    7093.10.3 : Applies Care for Psychopharmacological Interventions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults needing psychopharmacological intervention.

    7093.10.4 : Applies Care for Cognitive Conditions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing cognitive disorders.

    7093.10.5 : Applies Care for Bipolar and Thought Conditions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing bipolar and thought disorders.

    7093.10.6 : Applies Care for Personality Disorders

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing personality disorders.

    7093.10.7 : Applies Care for Substance Abuse, Eating Disorders, and Risk of Self-harm

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing substance abuse, eating disorders, and risk of self-harm.

    7093.10.8 : Performs Steps to Support Mental Health

    The learner performs the steps of the nursing process and clinical judgment model to support diverse psychiatric mental health patients’ needs.

    7093.10.9 : Responds to the Mental Health Needs of Patients

    The learner responds to diverse patients’ needs in a psychiatric and mental health setting using the clinical judgment model.

    7093.10.10 : Performs Care for Mental Health Needs Patients

    The learner performs management of care in a psychiatric and mental health setting using the nursing process.

    7093.10.11 : Collaborates for Health Outcome of Mental Health Patients

    The learner collaborates with interdisciplinary teams in a psychiatric and mental health setting to promote safety, quality, and improved patient outcomes.

    7093.10.12 : Provides Pharmacological Care in a Mental Health Setting

    The learner provides pharmacological care to diverse patients using safe, person-centered practices based upon principles of medication error prevention in a psychiatric and mental health setting.

    7093.10.13 : Integrates Health Promotion Strategies in a Mental Health Setting

    The learner integrates strategies to promote the health and well-being of diverse patients in a psychiatric and mental health setting.

    7093.10.14 : Applies Therapeutic Support in a Mental Health Setting

    The learner applies professionalism, therapeutic communication, teaching, and learning strategies with diverse patients in a psychiatric and mental health setting.

    Introduction

    The Clinical Judgment Measurement Model (NCJMM) provides nursing students different ways to develop care plans to reinforce clinical thinking and clinical reasoning that will prepare them to apply concepts from their didactic and lab courses in the clinical setting. In this course you will select one of the patients you cared for in your clinical intensive and complete the clinical judgement concept map for your performance assessment using the “Concept Map Template” in the Web Links section. You will need to collect information during your clinical intensive using the “NCJMMT Template” in the Web Links section. Do not include patient identifiers. During your clinical intensive, your clinical instructor will serve as a resource to guide you as you complete this assignment.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Concept Map:

    Create a concept map using the “Concept Map Template” in the Web Links section below. Please see “Concept Map Directions” in the Web Links section below for further detail. There is also an example provided in the Web Links section below, titled “Concept Map Example,” that you can use for reference. Note: Do NOT include patient identifiers.

    A. In the box labeled “Disease Process/Pathophysiology/Risk Factors,” describe the pathophysiology related to a disease process, disorder, or injury. Include the admitting diagnosis as well as the causes and risk factors for the disease process.

    B. In the box labeled “Recognizing Cues,” identify at least 4 critical cues that are relevant to the patient’s current condition. Describe what the patient looks like, their complaints, vital signs, and anything in their medical history that would indicate this could be a problem.

    C. Analyze the 4 critical cues from B by making 3 supporting connections between the cues and the patient’s clinical condition. Put this information in the top box labeled “Supporting,” under “Analyzing Cues/Concerns”.

    1. Identify 2 of the critical cues that are most concerning in regard to the patient’s overall health outcome. Put this information in the bottom box labeled “Concerning,” under “Analyzing Cues/Concerns”.

    D. In the box labeled “Prioritizing Hypotheses,” determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority. Utilize words such as “urgency,” “likelihood,” “risk,” “difficulty,” “time,” and “constraints”.

    E. In the box labeled “Generated Solutions,” develop 4 solutions with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient. Use the hypotheses from D to define a set of interventions for the expected solutions.

    F. In the box labeled “Take Actions,” describe how each of the 4 solutions from E will be prioritized and implemented into the patient’s plan of care. You will have one action for each solution, and it must be the most important action for each solution.

    G. In the box labeled “Evaluations Outcomes,” describe how the 4 solutions from E were effective or ineffective in improving patient outcome or care. You should have four evaluations, one for each desired solution.

    H. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    CONCEPT MAP TEMPLATE;

    Clinical Experience Information

    Facility name, type, location:

    Dates of clinical experience:

    Type of patients you encountered during your clinical experience (e.g., obstetric, pediatric, adult, students, critical care, etc.):

    Note: To protect your patient’s privacy, do not include patient identifying information (e.g., patient name, date of birth, etc.)

    The Concept Map must focus on a patient encounter from the scheduled clinical experience for this course. May verify this with the Clinical Instructor.

    Complete the Concept Map:

    Approved Focus Topic (disease process, disorder, or injury):

    · (Insert approved topic here)

    A. Disease Process/Pathophysiology/Risk Factors

    · Pathophysiology:

    · Risk Factors:

    B. Recognizing Cues (List)

    1.

    2.

    3.

    4.

    C. Analyzing Cues – Supporting (Statements)

    1.

    2.

    3.

    C1. Analyzing Cues – Concerning (List)

    1.

    2.

    D. Prioritized Hypotheses

    1.

    2.

    3.

    Corresponding Solutions (Goals), Actions, and Outcomes

    E. Generated Solutions

    1.

    2.

    3.

    4.

    F. Take Actions

    1.

    2.

    3.

    4.

    G. Evaluations Outcomes

    1.

    2.

    3.

    4.

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    **## A3today.docx**

    RUBRIC:

    A. DISEASE PROCESS/PATHOPHYSIOLOGY RISK FACTORS

    Competent

    The description includes a complete and accurate review of the pathophysiology related to the disease process, disorder, or injury including key disease components.

    B. RECOGNIZING CUES

    Competent

    The concept map identifies at least 4 critical cues that are relevant to the patient’s current condition.

    C. ANALYZING CUES

    Competent

    The analysis makes 3 accurate supporting connections between the cues and patient conditions that are related to the patient’s conditions.

    C1. PATIENT OUTCOME CUES

    Competent

    The concept map accurately identifies 2 cues of concern related to patient’s conditions and outcome

    D. PRIORTIZING HYPOTHESIS

    Competent

    The concept map includes 3 accurate hypotheses critical to positive patient outcomes that are prioritized correctly.

    E. GENERATING SOLUTIONS

    Competent

    The concept map includes 4 solutions with appropriate interventions that will positively impact patient outcome and they are appropriate to the care of the patient.

    F. TAKE ACTIONS

    COMPETENT

    The description of how each of the 4 solutions will be prioritized and implemented into the patient’s plan of care is accurate and complete.

    G. EVALUATING OUTCOMES

    CoMPETENT

    The concept map includes an accurate and detailed description of how each of the 4 solutions were effective or ineffective in improving patient outcome or care.

    H. PROFESSIONAL COMMUNICATION

    Competent

    This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.

    **## A4today.docx**

    Competencies

    7093.10.1 : Applies Nurse Client Relationship Principles

    The learner applies the principles of the nurse-client relationship to person-centered nursing care of diverse patients experiencing mental health conditions using the clinical judgment model.

    7093.10.2 : Applies Care for Neurobiology and Psychobiology Conditions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing common neurobiology and psychobiology conditions.

    7093.10.3 : Applies Care for Psychopharmacological Interventions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults needing psychopharmacological intervention.

    7093.10.4 : Applies Care for Cognitive Conditions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing cognitive disorders.

    7093.10.5 : Applies Care for Bipolar and Thought Conditions

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing bipolar and thought disorders.

    7093.10.6 : Applies Care for Personality Disorders

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing personality disorders.

    7093.10.7 : Applies Care for Substance Abuse, Eating Disorders, and Risk of Self-harm

    The learner applies the clinical judgment model to person-centered nursing care of diverse adults experiencing substance abuse, eating disorders, and risk of self-harm.

    7093.10.8 : Performs Steps to Support Mental Health

    The learner performs the steps of the nursing process and clinical judgment model to support diverse psychiatric mental health patients’ needs.

    7093.10.9 : Responds to the Mental Health Needs of Patients

    The learner responds to diverse patients’ needs in a psychiatric and mental health setting using the clinical judgment model.

    7093.10.10 : Performs Care for Mental Health Needs Patients

    The learner performs management of care in a psychiatric and mental health setting using the nursing process.

    7093.10.11 : Collaborates for Health Outcome of Mental Health Patients

    The learner collaborates with interdisciplinary teams in a psychiatric and mental health setting to promote safety, quality, and improved patient outcomes.

    7093.10.12 : Provides Pharmacological Care in a Mental Health Setting

    The learner provides pharmacological care to diverse patients using safe, person-centered practices based upon principles of medication error prevention in a psychiatric and mental health setting.

    7093.10.13 : Integrates Health Promotion Strategies in a Mental Health Setting

    The learner integrates strategies to promote the health and well-being of diverse patients in a psychiatric and mental health setting.

    7093.10.14 : Applies Therapeutic Support in a Mental Health Setting

    The learner applies professionalism, therapeutic communication, teaching, and learning strategies with diverse patients in a psychiatric and mental health setting.

    Introduction

    The Clinical Judgment Measurement Model (NCJMM) provides nursing students different ways to develop care plans to reinforce clinical thinking and clinical reasoning that will prepare them to apply concepts from their didactic and lab courses in the clinical setting. In this course you will select one of the patients you cared for in your clinical intensive and complete the clinical judgement concept map for your performance assessment using the “Concept Map Template” in the Web Links section. You will need to collect information during your clinical intensive using the “NCJMMT Template” in the Web Links section. Do not include patient identifiers. During your clinical intensive, your clinical instructor will serve as a resource to guide you as you complete this assignment.

    Requirements

    Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

    Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

    Concept Map:

    Create a concept map using the “Concept Map Template” in the Web Links section below. Please see “Concept Map Directions” in the Web Links section below for further detail. There is also an example provided in the Web Links section below, titled “Concept Map Example,” that you can use for reference. Note: Do NOT include patient identifiers.

    A. In the box labeled “Disease Process/Pathophysiology/Risk Factors,” describe the pathophysiology related to a disease process, disorder, or injury. Include the admitting diagnosis as well as the causes and risk factors for the disease process.

    B. In the box labeled “Recognizing Cues,” identify at least 4 critical cues that are relevant to the patient’s current condition. Describe what the patient looks like, their complaints, vital signs, and anything in their medical history that would indicate this could be a problem.

    C. Analyze the 4 critical cues from B by making 3 supporting connections between the cues and the patient’s clinical condition. Put this information in the top box labeled “Supporting,” under “Analyzing Cues/Concerns”.

    1. Identify 2 of the critical cues that are most concerning in regard to the patient’s overall health outcome. Put this information in the bottom box labeled “Concerning,” under “Analyzing Cues/Concerns”.

    D. In the box labeled “Prioritizing Hypotheses,” determine 3 hypotheses critical to positive patient outcomes, listing them in order of priority. Utilize words such as “urgency,” “likelihood,” “risk,” “difficulty,” “time,” and “constraints”.

    E. In the box labeled “Generated Solutions,” develop 4 solutions with appropriate interventions that will positively impact patient outcome and are appropriate to the care of the patient. Use the hypotheses from D to define a set of interventions for the expected solutions.

    F. In the box labeled “Take Actions,” describe how each of the 4 solutions from E will be prioritized and implemented into the patient’s plan of care. You will have one action for each solution, and it must be the most important action for each solution.

    G. In the box labeled “Evaluations Outcomes,” describe how the 4 solutions from E were effective or ineffective in improving patient outcome or care. You should have four evaluations, one for each desired solution.

    H. Demonstrate professional communication in the content and presentation of your submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

    File size limit: 200 MB

    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    CONCEPT MAP TEMPLATE;

    Clinical Experience Information

    Facility name, type, location:

    Dates of clinical experience:

    Type of patients you encountered during your clinical experience (e.g., obstetric, pediatric, adult, students, critical care, etc.):

    Note: To protect your patient’s privacy, do not include patient identifying information (e.g., patient name, date of birth, etc.)

    The Concept Map must focus on a patient encounter from the scheduled clinical experience for this course. May verify this with the Clinical Instructor.

    Complete the Concept Map:

    Approved Focus Topic (disease process, disorder, or injury):

    · (Insert approved topic here)

    A. Disease Process/Pathophysiology/Risk Factors

    · Pathophysiology:

    · Risk Factors:

    B. Recognizing Cues (List)

    1.

    2.

    3.

    4.

    C. Analyzing Cues – Supporting (Statements)

    1.

    2.

    3.

    C1. Analyzing Cues – Concerning (List)

    1.

    2.

    D. Prioritized Hypotheses

    1.

    2.

    3.

    Corresponding Solutions (Goals), Actions, and Outcomes

    E. Generated Solutions

    1.

    2.

    3.

    4.

    F. Take Actions

    1.

    2.

    3.

    4.

    G. Evaluations Outcomes

    1.

    2.

    3.

    4.

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