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  • [Solved] Stakeholder Presentation

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Files attached below, thank you! – 2 years ago **files (2)** – ## Assess4.docx – ## effectivePPT.pptx **## Assess4.docx** **Demonstration of Proficiency:** · Competency 1: Explain strategies for managing human and financial resources to promote organizational health. · Explain how the interdisciplin…

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    Assignment Prompt & Instructions

    Files attached below, thank you!

    – 2 years ago

    **files (2)**

    – ## Assess4.docx

    – ## effectivePPT.pptx

    **## Assess4.docx**

    **Demonstration of Proficiency:**

    · Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

    · Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

    **Professional Context:**

    This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.

    **Scenario:**

    In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan
    _could_ be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.

    When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee's organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.

    **Instructions:**

    Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    · Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.

    · Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.

    · Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

    · Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.

    · Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.

    There are various ways to structure your presentation; following is one example:

    ·
    **Part 1: Organizational or Patient Issue.**

    · What is the issue that you are trying to solve or improve?

    · Why should the audience care about solving it?

    ·
    **Part 2: Relevance of an Interdisciplinary Team Approach.**

    · Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?

    · How will it help to achieve improved outcomes or reach a goal?

    ·
    **Part 3: Interdisciplinary Plan Summary.**

    · What is the objective?

    · How likely is it to work?

    · What will the interdisciplinary team do?

    ·
    **Part 4: Implementation and Resource Management.**

    · How could the plan be implemented to ensure effective use of resources?

    · How could the plan be managed to ensure that resources were not wasted?

    · How does the plan justify the resource expenditure?

    ·
    **Part 5: Evaluation.**

    · What would a successful outcome of the project look like?

    · What are the criteria that could be used to measure that success?

    · How could this be used to show the degree of success?

    Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee's organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker's notes that flesh out the bullet points on each slide.

    **Additional Instructions:**

    ·
    **Number of slides:** Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter's notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.

    ·
    **Number of references:** Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.

    ·
    **APA formatting:** Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

    **## effectivePPT.pptx**

    Guidelines for Effective PowerPoint Presentations

    Introduction

    One concern about visual presentations is that the technology used to create them can be used in such a way that it actually detracts from the message rather than enhances it. To help you consider carefully how your message is presented so that it reflects care, quality, and professionalism, consider the information provided in the remaining slides.

    NOTE: This presentation serves as an example in itself, by utilizing all of the guidelines mentioned.

    Outline

    Writing

    Organization

    Audience

    Design

    Images

    Bullets

    Tables

    Font

    Speaker Notes

    The following topics will be covered:

    Writing

    Present ideas succinctly with lean prose.

    Use short sentences.

    Use active, rather than passive voice.

    Avoid negative statements, if possible.

    Avoid double negative entirely.

    Check spelling and grammar.

    Use consistent capitalization rules.

    Organization

    Develop a clear, strategic introduction to provide context for the presentation.

    Develop an agenda or outline slide to provide a roadmap for the presentation.

    Group relevant pieces of information together.

    Integrate legends and keys with charts and tables.

    Organize slides in logical order.

    Present one concept or idea per slide.

    Use only one conclusion slide to recap main ideas.

    Audience

    Present information at language level of intended audience.

    Do not use jargon or field-specific language.

    Follow the 70% rule—If it does not apply to 70% of your audience, present it to individuals at a different time.

    Design

    Use a consistent design throughout the presentation.

    Keep layout and other features consistent.

    Use the master slide design feature to ensure consistency.

    Use consistent horizontal and vertical alignment of slide elements throughout the presentation.

    Leave ample space around images and text.

    Images

    When applicable, enhance text-only slide content by developing relevant images for your presentation.

    Do not use gratuitous graphics on each slide.

    Use animations only when needed to enhance meaning. If selected, use them sparingly and consistently.

    Bullets

    Use bullets unless showing rank or sequence of items.

    If possible, use no more than five bullet points and eight lines of text total per slide.

    Tables

    Use simple tables to show numbers, with no more than 4 rows x 4 columns.

    Reserve more detailed tables for a written summary.

    Font

    Keep font size at 24 point or above for slide titles.

    Keep font size at 18 or above for headings and explanatory text.

    Use sans serif fonts such as Arial or Verdana.

    Use ample contrast between backgrounds and text.

    Speaker Notes

    Summarize key information.

    Provide explanation.

    Discuss application and implication to the field, discipline or work setting.

    Document the narration you would use with each slide.

    ## image3.gif

    ## image4.gif

    ## image5.gif

    **## effectivePPT.pptx**

    Guidelines for Effective PowerPoint Presentations

    Introduction

    One concern about visual presentations is that the technology used to create them can be used in such a way that it actually detracts from the message rather than enhances it. To help you consider carefully how your message is presented so that it reflects care, quality, and professionalism, consider the information provided in the remaining slides.

    NOTE: This presentation serves as an example in itself, by utilizing all of the guidelines mentioned.

    Outline

    Writing

    Organization

    Audience

    Design

    Images

    Bullets

    Tables

    Font

    Speaker Notes

    The following topics will be covered:

    Writing

    Present ideas succinctly with lean prose.

    Use short sentences.

    Use active, rather than passive voice.

    Avoid negative statements, if possible.

    Avoid double negative entirely.

    Check spelling and grammar.

    Use consistent capitalization rules.

    Organization

    Develop a clear, strategic introduction to provide context for the presentation.

    Develop an agenda or outline slide to provide a roadmap for the presentation.

    Group relevant pieces of information together.

    Integrate legends and keys with charts and tables.

    Organize slides in logical order.

    Present one concept or idea per slide.

    Use only one conclusion slide to recap main ideas.

    Audience

    Present information at language level of intended audience.

    Do not use jargon or field-specific language.

    Follow the 70% rule—If it does not apply to 70% of your audience, present it to individuals at a different time.

    Design

    Use a consistent design throughout the presentation.

    Keep layout and other features consistent.

    Use the master slide design feature to ensure consistency.

    Use consistent horizontal and vertical alignment of slide elements throughout the presentation.

    Leave ample space around images and text.

    Images

    When applicable, enhance text-only slide content by developing relevant images for your presentation.

    Do not use gratuitous graphics on each slide.

    Use animations only when needed to enhance meaning. If selected, use them sparingly and consistently.

    Bullets

    Use bullets unless showing rank or sequence of items.

    If possible, use no more than five bullet points and eight lines of text total per slide.

    Tables

    Use simple tables to show numbers, with no more than 4 rows x 4 columns.

    Reserve more detailed tables for a written summary.

    Font

    Keep font size at 24 point or above for slide titles.

    Keep font size at 18 or above for headings and explanatory text.

    Use sans serif fonts such as Arial or Verdana.

    Use ample contrast between backgrounds and text.

    Speaker Notes

    Summarize key information.

    Provide explanation.

    Discuss application and implication to the field, discipline or work setting.

    Document the narration you would use with each slide.

    ## image3.gif

    ## image4.gif

    ## image5.gif

    **## Assess4.docx**

    **Demonstration of Proficiency:**

    · Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

    · Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

    **Professional Context:**

    This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.

    **Scenario:**

    In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan
    _could_ be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.

    When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee's organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.

    **Instructions:**

    Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    · Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.

    · Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.

    · Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

    · Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.

    · Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.

    There are various ways to structure your presentation; following is one example:

    ·
    **Part 1: Organizational or Patient Issue.**

    · What is the issue that you are trying to solve or improve?

    · Why should the audience care about solving it?

    ·
    **Part 2: Relevance of an Interdisciplinary Team Approach.**

    · Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?

    · How will it help to achieve improved outcomes or reach a goal?

    ·
    **Part 3: Interdisciplinary Plan Summary.**

    · What is the objective?

    · How likely is it to work?

    · What will the interdisciplinary team do?

    ·
    **Part 4: Implementation and Resource Management.**

    · How could the plan be implemented to ensure effective use of resources?

    · How could the plan be managed to ensure that resources were not wasted?

    · How does the plan justify the resource expenditure?

    ·
    **Part 5: Evaluation.**

    · What would a successful outcome of the project look like?

    · What are the criteria that could be used to measure that success?

    · How could this be used to show the degree of success?

    Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee's organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker's notes that flesh out the bullet points on each slide.

    **Additional Instructions:**

    ·
    **Number of slides:** Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter's notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.

    ·
    **Number of references:** Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.

    ·
    **APA formatting:** Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

    **## effectivePPT.pptx**

    Guidelines for Effective PowerPoint Presentations

    Introduction

    One concern about visual presentations is that the technology used to create them can be used in such a way that it actually detracts from the message rather than enhances it. To help you consider carefully how your message is presented so that it reflects care, quality, and professionalism, consider the information provided in the remaining slides.

    NOTE: This presentation serves as an example in itself, by utilizing all of the guidelines mentioned.

    Outline

    Writing

    Organization

    Audience

    Design

    Images

    Bullets

    Tables

    Font

    Speaker Notes

    The following topics will be covered:

    Writing

    Present ideas succinctly with lean prose.

    Use short sentences.

    Use active, rather than passive voice.

    Avoid negative statements, if possible.

    Avoid double negative entirely.

    Check spelling and grammar.

    Use consistent capitalization rules.

    Organization

    Develop a clear, strategic introduction to provide context for the presentation.

    Develop an agenda or outline slide to provide a roadmap for the presentation.

    Group relevant pieces of information together.

    Integrate legends and keys with charts and tables.

    Organize slides in logical order.

    Present one concept or idea per slide.

    Use only one conclusion slide to recap main ideas.

    Audience

    Present information at language level of intended audience.

    Do not use jargon or field-specific language.

    Follow the 70% rule—If it does not apply to 70% of your audience, present it to individuals at a different time.

    Design

    Use a consistent design throughout the presentation.

    Keep layout and other features consistent.

    Use the master slide design feature to ensure consistency.

    Use consistent horizontal and vertical alignment of slide elements throughout the presentation.

    Leave ample space around images and text.

    Images

    When applicable, enhance text-only slide content by developing relevant images for your presentation.

    Do not use gratuitous graphics on each slide.

    Use animations only when needed to enhance meaning. If selected, use them sparingly and consistently.

    Bullets

    Use bullets unless showing rank or sequence of items.

    If possible, use no more than five bullet points and eight lines of text total per slide.

    Tables

    Use simple tables to show numbers, with no more than 4 rows x 4 columns.

    Reserve more detailed tables for a written summary.

    Font

    Keep font size at 24 point or above for slide titles.

    Keep font size at 18 or above for headings and explanatory text.

    Use sans serif fonts such as Arial or Verdana.

    Use ample contrast between backgrounds and text.

    Speaker Notes

    Summarize key information.

    Provide explanation.

    Discuss application and implication to the field, discipline or work setting.

    Document the narration you would use with each slide.

    ## image3.gif

    ## image4.gif

    ## image5.gif

    **## Assess4.docx**

    **Demonstration of Proficiency:**

    · Competency 1: Explain strategies for managing human and financial resources to promote organizational health.

    · Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

    **Professional Context:**

    This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.

    **Scenario:**

    In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan
    _could_ be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.

    When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee's organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.

    **Instructions:**

    Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    · Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.

    · Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.

    · Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.

    · Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.

    · Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.

    There are various ways to structure your presentation; following is one example:

    ·
    **Part 1: Organizational or Patient Issue.**

    · What is the issue that you are trying to solve or improve?

    · Why should the audience care about solving it?

    ·
    **Part 2: Relevance of an Interdisciplinary Team Approach.**

    · Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?

    · How will it help to achieve improved outcomes or reach a goal?

    ·
    **Part 3: Interdisciplinary Plan Summary.**

    · What is the objective?

    · How likely is it to work?

    · What will the interdisciplinary team do?

    ·
    **Part 4: Implementation and Resource Management.**

    · How could the plan be implemented to ensure effective use of resources?

    · How could the plan be managed to ensure that resources were not wasted?

    · How does the plan justify the resource expenditure?

    ·
    **Part 5: Evaluation.**

    · What would a successful outcome of the project look like?

    · What are the criteria that could be used to measure that success?

    · How could this be used to show the degree of success?

    Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee's organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker's notes that flesh out the bullet points on each slide.

    **Additional Instructions:**

    ·
    **Number of slides:** Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter's notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.

    ·
    **Number of references:** Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.

    ·
    **APA formatting:** Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.

    **## effectivePPT.pptx**

    Guidelines for Effective PowerPoint Presentations

    Introduction

    One concern about visual presentations is that the technology used to create them can be used in such a way that it actually detracts from the message rather than enhances it. To help you consider carefully how your message is presented so that it reflects care, quality, and professionalism, consider the information provided in the remaining slides.

    NOTE: This presentation serves as an example in itself, by utilizing all of the guidelines mentioned.

    Outline

    Writing

    Organization

    Audience

    Design

    Images

    Bullets

    Tables

    Font

    Speaker Notes

    The following topics will be covered:

    Writing

    Present ideas succinctly with lean prose.

    Use short sentences.

    Use active, rather than passive voice.

    Avoid negative statements, if possible.

    Avoid double negative entirely.

    Check spelling and grammar.

    Use consistent capitalization rules.

    Organization

    Develop a clear, strategic introduction to provide context for the presentation.

    Develop an agenda or outline slide to provide a roadmap for the presentation.

    Group relevant pieces of information together.

    Integrate legends and keys with charts and tables.

    Organize slides in logical order.

    Present one concept or idea per slide.

    Use only one conclusion slide to recap main ideas.

    Audience

    Present information at language level of intended audience.

    Do not use jargon or field-specific language.

    Follow the 70% rule—If it does not apply to 70% of your audience, present it to individuals at a different time.

    Design

    Use a consistent design throughout the presentation.

    Keep layout and other features consistent.

    Use the master slide design feature to ensure consistency.

    Use consistent horizontal and vertical alignment of slide elements throughout the presentation.

    Leave ample space around images and text.

    Images

    When applicable, enhance text-only slide content by developing relevant images for your presentation.

    Do not use gratuitous graphics on each slide.

    Use animations only when needed to enhance meaning. If selected, use them sparingly and consistently.

    Bullets

    Use bullets unless showing rank or sequence of items.

    If possible, use no more than five bullet points and eight lines of text total per slide.

    Tables

    Use simple tables to show numbers, with no more than 4 rows x 4 columns.

    Reserve more detailed tables for a written summary.

    Font

    Keep font size at 24 point or above for slide titles.

    Keep font size at 18 or above for headings and explanatory text.

    Use sans serif fonts such as Arial or Verdana.

    Use ample contrast between backgrounds and text.

    Speaker Notes

    Summarize key information.

    Provide explanation.

    Discuss application and implication to the field, discipline or work setting.

    Document the narration you would use with each slide.

    ## image3.gif

    ## image4.gif

    ## image5.gif

  • [Solved] professor response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Caron et al. (2023) discuss the challenges associated with health promotion and disease prevention. Do you agree with what the authors have to say? Why or why not? – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Caron et al. (2023) discuss the challenges associated with health promotion and disease prevention. Do you agree with what the authors have to say? Why or why not?

    – 2 years ago

  • [Solved] PMHNP, 6665

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Select a child or adolescent patient that you examined during the last 3 weeks who presented with a disorder for which you have not already created a Focused SOAP Note in Weeks 3 or 7. Tipic: BULEMIA NERVOSA Please see the rubrics attached. – [\ \ Week9_Assignment2_intructionsandrubrics..pdf](ht…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Select a child or adolescent patient that you examined during the last 3 weeks who presented with a disorder for which you have not already created a Focused SOAP Note in Weeks 3 or 7.

    Tipic: BULEMIA NERVOSA

    Please see the rubrics attached.

    – [\
    \
    Week9_Assignment2_intructionsandrubrics..pdf](https://www.sweetstudy.com/files/week9-assignment2-intructionsandrubrics-pdf "Week9_Assignment2_intructionsandrubrics..pdf")
    – [\
    \
    PRAC6665FocusedSOAPNoteTemplate-.doc](https://www.sweetstudy.com/files/prac6665focusedsoapnotetemplate-doc-10147457 "PRAC6665FocusedSOAPNoteTemplate-.doc")

    – 2 years ago

  • [Solved] WK 7 DIS Thoe

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK7DISTHEOR.docx **## WK7DISTHEOR.docx** ENABLERS AND BARRIERS TO TRANSLATION ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-7-dis-thoe) There are many hurdles to overcome when it comes t…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK7DISTHEOR.docx

    **## WK7DISTHEOR.docx**

    ENABLERS AND BARRIERS TO TRANSLATION

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-7-dis-thoe)

    There are many hurdles to overcome when it comes to the translation of evidence into practice. As noted in White et al. (2024), of all the identified evidence, only about half of it is ever actually put into practice. Thus, being able to detect the potential enablers and barriers that you may encounter when implementing an EBP initiative is critical to your success. For this Discussion, you will draw on your professional experience in healthcare settings to consider specific enablers and barriers to evidence-based practice (EBP) quality improvement (QI) initiatives.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142660/modules/items/5646719)

    · White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024).
    _Translation of evidence into nursing and healthcare_ (4th ed.). Springer.

    ·

    · Chapter 13, “Teamwork for Translation” (pp. 257–270)

    · Chapter 14, “Barriers and Facilitators to Translation” (pp. 270–280)

    **Note:** Read one or more of the following exemplars based on the focus of your Discussion post:

    · Chapter 18, “Acute Care Exemplars” (pp. 315–355)

    · Chapter 19, “Primary Care Exemplars” (pp. 356–379)

    · Chapter 20, “Certified Registered Nurse Anesthetists Exemplars” (pp. 391–417)

    · Chapter 21, “Health Systems Exemplars” (pp.417–458)

    · Chapter 22, “Team Projects Exemplars” (pp. 461–500)

    · Cane, J., O’Connor, D., & Michie, S. (2012).
    [Validation of the theoretical domains framework for use in behaviour change and implementation scienceLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=80127014&site=eds-live&scope=site&custid=s6527200).
    _Implementation Science_. https://doi.org/10.1186/1748-5908-7-37

    To Prepare

    · Review the Week 7 Learning Resources. Pay particular attention to the theories and best practice recommendations related to enablers and barriers to translating and applying evidence in support of practice or organization change initiatives.

    · Select an organization and a practice or organization issue within that organization. Consider evidence-based practice (EBP) quality improvement (QI) initiatives to address the issue.

    · Select
    **one** evidence-based practice (EBP) quality improvement (QI) initiative on which to focus for this Discussion.
    **Note:** You may reuse an initiative you selected earlier in this course or select a new one.

    · Think about the kinds of
    _enablers_ you might encounter when translating and applying evidence for the evidence-based practice (EBP) quality improvement (QI) initiative you selected.

    · Think about the kinds of
    _barriers_ you might encounter when translating and applying evidence for the evidence-based practice (EBP) quality improvement (QI) initiative you selected.

    · Consider the ways in which you might address the barriers you identified.

    By Day 3 Of Week 7

    **Post** the following:

    · Identify the organization you selected.

    · Describe the practice or organization issue you selected.

    · Describe the evidence-based practice (EBP) quality improvement (QI) initiative you selected to address the issue.

    · Describe the types of
    _enablers_ that you might encounter when translating and applying evidence for the evidence-based practice (EBP) quality improvement (QI) initiative. Be specific and explain how enablers can benefit the project.

    · Describe the types of
    _barriers_ that you might encounter when translating and applying evidence for the evidence-based practice (EBP) quality improvement (QI) initiative. Be specific and explain how barriers may challenge the project.

    · Explain how, as a DNP-prepared nurse, you would address the barriers you identified. Be specific and describe specific approaches to address each barrier.

    **Note:** Your posts should be substantial , supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.

    **Read** a selection of your colleagues’ posts.

    By Day 6 of Week 7

    **Respond** to at least
    **two** of your colleagues, on different days, by suggesting additional approaches to address the barriers they identified. Be specific and cite sources to support your recommendations.

    **Note:** Your responses to colleagues should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.

    **Return** to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

    ## image1.jpeg

    **## WK7DISTHEOR.docx**

    ENABLERS AND BARRIERS TO TRANSLATION

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-7-dis-thoe)

    There are many hurdles to overcome when it comes to the translation of evidence into practice. As noted in White et al. (2024), of all the identified evidence, only about half of it is ever actually put into practice. Thus, being able to detect the potential enablers and barriers that you may encounter when implementing an EBP initiative is critical to your success. For this Discussion, you will draw on your professional experience in healthcare settings to consider specific enablers and barriers to evidence-based practice (EBP) quality improvement (QI) initiatives.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142660/modules/items/5646719)

    · White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024).
    _Translation of evidence into nursing and healthcare_ (4th ed.). Springer.

    ·

    · Chapter 13, “Teamwork for Translation” (pp. 257–270)

    · Chapter 14, “Barriers and Facilitators to Translation” (pp. 270–280)

    **Note:** Read one or more of the following exemplars based on the focus of your Discussion post:

    · Chapter 18, “Acute Care Exemplars” (pp. 315–355)

    · Chapter 19, “Primary Care Exemplars” (pp. 356–379)

    · Chapter 20, “Certified Registered Nurse Anesthetists Exemplars” (pp. 391–417)

    · Chapter 21, “Health Systems Exemplars” (pp.417–458)

    · Chapter 22, “Team Projects Exemplars” (pp. 461–500)

    · Cane, J., O’Connor, D., & Michie, S. (2012).
    [Validation of the theoretical domains framework for use in behaviour change and implementation scienceLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=80127014&site=eds-live&scope=site&custid=s6527200).
    _Implementation Science_. https://doi.org/10.1186/1748-5908-7-37

    To Prepare

    · Review the Week 7 Learning Resources. Pay particular attention to the theories and best practice recommendations related to enablers and barriers to translating and applying evidence in support of practice or organization change initiatives.

    · Select an organization and a practice or organization issue within that organization. Consider evidence-based practice (EBP) quality improvement (QI) initiatives to address the issue.

    · Select
    **one** evidence-based practice (EBP) quality improvement (QI) initiative on which to focus for this Discussion.
    **Note:** You may reuse an initiative you selected earlier in this course or select a new one.

    · Think about the kinds of
    _enablers_ you might encounter when translating and applying evidence for the evidence-based practice (EBP) quality improvement (QI) initiative you selected.

    · Think about the kinds of
    _barriers_ you might encounter when translating and applying evidence for the evidence-based practice (EBP) quality improvement (QI) initiative you selected.

    · Consider the ways in which you might address the barriers you identified.

    By Day 3 Of Week 7

    **Post** the following:

    · Identify the organization you selected.

    · Describe the practice or organization issue you selected.

    · Describe the evidence-based practice (EBP) quality improvement (QI) initiative you selected to address the issue.

    · Describe the types of
    _enablers_ that you might encounter when translating and applying evidence for the evidence-based practice (EBP) quality improvement (QI) initiative. Be specific and explain how enablers can benefit the project.

    · Describe the types of
    _barriers_ that you might encounter when translating and applying evidence for the evidence-based practice (EBP) quality improvement (QI) initiative. Be specific and explain how barriers may challenge the project.

    · Explain how, as a DNP-prepared nurse, you would address the barriers you identified. Be specific and describe specific approaches to address each barrier.

    **Note:** Your posts should be substantial , supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.

    **Read** a selection of your colleagues’ posts.

    By Day 6 of Week 7

    **Respond** to at least
    **two** of your colleagues, on different days, by suggesting additional approaches to address the barriers they identified. Be specific and cite sources to support your recommendations.

    **Note:** Your responses to colleagues should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.

    **Return** to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your colleagues’ comments.

    ## image1.jpeg

  • [Solved] Week 1 Issues and Trends in Psychiatric Mental Health Practice

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    Executive Solution Overview

    Include the following sections: 1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail. 1. Describe the issue or trend. 2. Provide an example from practice. 3. Discuss how the phenomenon you selected relates to or impacts your selected issue/trend. – [\ …

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    Include the following sections:

    1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.

    1. Describe the issue or trend.
    2. Provide an example from practice.
    3. Discuss how the phenomenon you selected relates to or impacts your selected issue/trend.

    – [\
    \
    NR548PMHNPWK1-IssuesandTrends.docx](https://www.sweetstudy.com/files/nr548pmhnpwk1-issuesandtrends-docx "NR548PMHNPWK1-IssuesandTrends.docx")

    – 2 years ago

  • [Solved] for dr r Judy mark week 1

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    315 Think about patients that you have had the opportunity to care with a diagnosis of a neurological condition. Select any neurological disorder discussed in this module and give a brief overview of the condition. How was the patient mentally and emotionally affected by this diagnosis and what were…

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    315

    Think about patients that you have had the opportunity to care with a diagnosis of a neurological condition. Select any neurological disorder discussed in this module and give a brief overview of the condition. How was the patient mentally and emotionally affected by this diagnosis and what were your priorities as the caregiver?

    310

    During this week's lesson, we explore what it means to delivery culturally competent nursing care.  For this week's discussion, please complete the Cultural Awareness Assessment Tool using Table 3 (page 51) of the attached article and discuss the following:

    1. Share your Cultural Awareness Scale score.

    2. Does your score surprise you?  Why or why not?

    3. What strategies will you use to increase your cultural awareness?  How will this impact the nursing care you provide to your patients and their families?

    [Culturally_Competent_Nursing_C _1_.pdf](https://myclassroom.apus.edu/content/enforced/344476-760445/Culturally_Competent_Nursing_C%20_1_.pdf) [https://myclassroom.apus.edu/content/enforced/344476-760445/Culturally_Competent_Nursing_C%20_1_.pdf](https://myclassroom.apus.edu/content/enforced/344476-760445/Culturally_Competent_Nursing_C%20_1_.pdf)

    401

    No matter what your area of practice, you will likely have the opportunity to care for veterans during your career. Part of providing quality care to veterans includes being culturally competent in their care. Being culturally competent includes understanding the veteran experience, communication style, potential and actual needs, challenges, expectation and more. Nurses will become competent by asking questions, listening, observing, and studying to become more familiar with the military and veteran experiences.

    **Culture:** Culture is, in the words of E.B. Tylor, "that complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society" (Taylor, E.B., 1871)

    **Activity:** Please watch the video ["15 Things Veteran's Want You to Know"](https://youtu.be/V0E7wbLmu8A) (15 minutes).  Please select one of the items for discussion.

    **Question:** Which of the 15 "things" did you find most interesting to know and why?  How will understanding the veteran culture impact your professional practice in the care of veterans? Please provide a specific example.

    – 2 years ago

  • [Solved] focusnote

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    – 2 years ago **files (1)** – focusnote2.docx **focusnote2.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/focusnote2-docx) **focusnote2.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/focusnote2-docx)

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    – 2 years ago

    **files (1)**

    – focusnote2.docx

    **focusnote2.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/focusnote2-docx)

    **focusnote2.docx**

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  • [Solved] Evidenced-Based Practice – Sample Selection and Application

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    – [\ \ Screenshot63.png](https://www.sweetstudy.com/files/screenshot63-png-10147507 "Screenshot63.png") – [\ \ Screenshot64.png](https://www.sweetstudy.com/files/screenshot64-png-10147509 "Screenshot64.png") – 2 years ago

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    – [\
    \
    Screenshot63.png](https://www.sweetstudy.com/files/screenshot63-png-10147507 "Screenshot63.png")
    – [\
    \
    Screenshot64.png](https://www.sweetstudy.com/files/screenshot64-png-10147509 "Screenshot64.png")

    – 2 years ago

  • [Solved] Nursing DISCUSSION/ASSIGNMENT: PATIENT MEDICATION GUIDE

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    – 2 years ago **files (1)** – ## Discussion.docx **## Discussion.docx** Discussion/Assignment: Patient Medication Guide This week, you will create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical co…

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    – 2 years ago

    **files (1)**

    – ## Discussion.docx

    **## Discussion.docx**

    Discussion/Assignment: Patient Medication Guide

    This week, you will create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical courses.

    You will be assigned
    **one** of the following medications to create your guide:

    | | | | | |
    | — | — | — | — | — |
    | Chlorpromazine | Fluphenazine | Haloperidol | Loxapine | Perphenazine |
    | Aripiprazole | Asenapine | Clozapine | Iloperidone | Olanzapine |
    | Paliperidone | Quetiapine | Risperidone | Ziprasidone | Lurasidone |
    | Brexpiprazole | Cariprazine | Lumateperone | Benztropine | Propranolol |
    | Deutetrabenazine | Valbenazine | | | |

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/145150/modules/items/5659696)

    To prepare for this Assignment:

    · Identify your assigned psychotropic medication agent.

    · Review this week’s Learning Resources, including the medication resources indicated for this week.

    · Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of vulnerable patient populations requiring antidepressant therapy.

    The Assignment

    **Create** a 3- to 4-page (excluding visual elements) Medication Study Guide for your assigned psychotropic medication agents that may be utilized by you and colleagues for study. Your medication guide should be in the form of an outline and should include a title page, citations, and references. You should incorporate visual elements, such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative!

    **Note:** Your Medication Study Guide should
    **not** be in the format of an APA paper.

    **Also Note:** Your guide should be informed by the
    _FDA-Approved and Evidenced-Based, Clinical Practice Guidelines Research_.

    Areas of importance that you should address—but are not limited to—include:

    · Title page

    · Description of the psychopharmacological medication agent, including brand and generic names, as well as appropriate FDA indication uses

    · Any supporting, valid, and reliable research for non-FDA uses

    · Drug classification

    · The medication mechanism of action

    · The medication pharmacokinetics

    · The medication pharmacodynamics

    · Appropriate dosing, administration route, and any considerations for dosing alterations

    · Considerations of use and dosing in specific specialty populations, such as children, adolescents, elderly, pregnant people, those exhibiting suicidal behaviors, etc.

    · Definition of half-life, why half-life is important, and the half-life for your assigned medication

    · Side effects/adverse reactions potential

    · Discuss clinical concerns with EPS and Tardive Dyskinesia

    **Note:** Be sure to include screening tools that would be utilized.

    · Contraindications for use including significant drug to drug interactions

    · Overdose considerations

    · Diagnostics and labs monitoring comorbidities considerations

    · Legal, ethical, and social considerations

    · Pertinent patient education considerations

    · References page

    Support your rationale with a minimum of
    **three (3)** academic resources.

    **Note:** While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing primary and secondary literature.

    By Day 7 of Week 7

    You will need to submit your Assignment to two places:

    1. Week 7 Medication Guide Discussion forum (linked at the button below) as an attachment

    2. Week 7 Medication Guide Assignment submission link

    Although no responses are required in the Discussion forum, collegial Discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned medication for study.

    [Week 7 Discussion](https://waldenu.instructure.com/courses/145150/modules/items/5659710)

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK7Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Rubric

    **NURS_6630_Week7_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_6630_Week7_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeMedication guide includes brand and generic names, FDA uses, classification, mechanism of action, pharmacokinetics and pharmacodynamics, dosing, administration, considerations for alternate dosing, considerations for prescribing specialty populations, definition of half-life, why half-life important, and what is the half-life for assigned medication, side effects/adverse reaction potentials, contraindications, overdose considerations, diagnostics/labs, and patient education consideration. | | | | | |
    | — | — | — | — |
    | **50 to >36.0 pts**<br>**Excellent**<br>The study guide comprehensively and clearly describes all of the elements of the Assignment directions for the assigned medication. | **36 to >24.0 pts**<br>**Good**<br>The response clearly describes 75% of the elements of the Assignment directions for the assigned medication. | **24 to >11.0 pts**<br>**Fair**<br>The response describes 50% of the elements of the Assignment directions for the assigned medication. Noted some inaccuracy in information provided. | **11 to >0 pts**<br>**Poor**<br>The response describes 25% of the elements of the Assignment directions for the assigned medication. Noted significant inaccuracies in information provided. | | 50 pts |
    | This criterion is linked to a Learning OutcomeMedication guide includes clinical concerns with EPS and Tardive Dyskinesia with screening tool to be utilized included. | | | | | |
    | — | — | — | — |
    | **20 to >18.0 pts**<br>**Excellent**<br>The response accurately and clearly identifies clinical concerns with EPS and Tardive Dyskinesia. Includes screening tools. | **18 to >15.0 pts**<br>**Good**<br>The response accurately identifies clinical concerns with EPS and Tardive Dyskinesia. Includes screening tools. | **15 to >10.0 pts**<br>**Fair**<br>The response inaccurately or vaguely identifies clinical concerns with EPS and Tardive Dyskinesia. Provides inaccurate screening tools. | **10 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely identifies clinical concerns with EPS and/or Tardive Dyskinesia, or it is missing. No screening tools. | | 20 pts |
    | This criterion is linked to a Learning OutcomeMedication guide includes legal, ethical and social considerations. | | | | | |
    | — | — | — | — |
    | **10 to >7.0 pts**<br>**Excellent**<br>The response accurately and clearly analyzes legal, ethical and social considerations for the medication. The response includes relevant, specific, and appropriate examples that fully support the analysis. | **7 to >4.0 pts**<br>**Good**<br>The response accurately analyzes legal, ethical and social considerations for the medication. The response includes relevant, specific, and accurate examples that support the analysis. | **4 to >1.0 pts**<br>**Fair**<br>The response inaccurately or vaguely analyzes legal, ethical and social considerations for the medication. The response includes inaccurate and irrelevant examples that may support the analysis. | **1 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely analyzes legal, ethical and social considerations for the medication, or it is missing. The response includes inaccurate and vague examples that do not support the analysis, or it is missing. | | 10 pts |
    | This criterion is linked to a Learning OutcomeThe study guide is properly formatted as an outline and includes visual elements for the appropriate audience. The guide is succinct and is 3–4 pages. Three evidence-based, peer-reviewed scholarly references outside of course resources were used. | | | | | |
    | — | — | — | — |
    | **10 to >7.0 pts**<br>**Excellent**<br>The study guide is properly formatted as an outline and includes visual elements for the appropriate audience. The guide is succinct and is 3–4 pages. Three evidence-based, peer- reviewed scholarly references outside of course resources. | **7 to >4.0 pts**<br>**Good**<br>The study guide is properly formatted as an outline and includes visual elements for the appropriate audience. The guide is succinct and is 5 pages. Three evidence-based, peer- reviewed scholarly references outside of course resources. | **4 to >1.0 pts**<br>**Fair**<br>The study guide is properly formatted as an outline, but no visual elements included for the appropriate audience. The guide is not as succinct and is 6–7 pages. two (2) evidence-based, peer reviewed scholarly references outside of course resources. | **1 to >0 pts**<br>**Poor**<br>The study guide is not properly formatted as an outline but is a paper. The guide is long, succinct, and is 8+ pages. One or no evidence-based, peer- reviewed scholarly references outside of course resources. | | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors. | **4 to >3.0 pts**<br>**Good**<br>Contains a few (1 or 2) grammar, spelling, and punctuation errors. | **3 to >1.0 pts**<br>**Fair**<br>Contains several (3 or 4) grammar, spelling, and punctuation errors. | **1 to >0 pts**<br>**Poor**<br>Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The paper follows correct APA format for title page, citations, and reference list. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors. | **4 to >3.0 pts**<br>**Good**<br>Contains a few (1 or 2) APA format errors. | **3 to >1.0 pts**<br>**Fair**<br>Contains several (3 or 4) APA format errors. | **1 to >0 pts**<br>**Poor**<br>Contains many (five or more) APA format errors. | | 5 pts |
    | Total Points: 100 |

    [Previous](https://waldenu.instructure.com/courses/145150/modules/items/5659701) [Next](https://waldenu.instructure.com/courses/145150/modules/items/5659710)

    **## Discussion.docx**

    Discussion/Assignment: Patient Medication Guide

    This week, you will create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical courses.

    You will be assigned
    **one** of the following medications to create your guide:

    | | | | | |
    | — | — | — | — | — |
    | Chlorpromazine | Fluphenazine | Haloperidol | Loxapine | Perphenazine |
    | Aripiprazole | Asenapine | Clozapine | Iloperidone | Olanzapine |
    | Paliperidone | Quetiapine | Risperidone | Ziprasidone | Lurasidone |
    | Brexpiprazole | Cariprazine | Lumateperone | Benztropine | Propranolol |
    | Deutetrabenazine | Valbenazine | | | |

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/145150/modules/items/5659696)

    To prepare for this Assignment:

    · Identify your assigned psychotropic medication agent.

    · Review this week’s Learning Resources, including the medication resources indicated for this week.

    · Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of vulnerable patient populations requiring antidepressant therapy.

    The Assignment

    **Create** a 3- to 4-page (excluding visual elements) Medication Study Guide for your assigned psychotropic medication agents that may be utilized by you and colleagues for study. Your medication guide should be in the form of an outline and should include a title page, citations, and references. You should incorporate visual elements, such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative!

    **Note:** Your Medication Study Guide should
    **not** be in the format of an APA paper.

    **Also Note:** Your guide should be informed by the
    _FDA-Approved and Evidenced-Based, Clinical Practice Guidelines Research_.

    Areas of importance that you should address—but are not limited to—include:

    · Title page

    · Description of the psychopharmacological medication agent, including brand and generic names, as well as appropriate FDA indication uses

    · Any supporting, valid, and reliable research for non-FDA uses

    · Drug classification

    · The medication mechanism of action

    · The medication pharmacokinetics

    · The medication pharmacodynamics

    · Appropriate dosing, administration route, and any considerations for dosing alterations

    · Considerations of use and dosing in specific specialty populations, such as children, adolescents, elderly, pregnant people, those exhibiting suicidal behaviors, etc.

    · Definition of half-life, why half-life is important, and the half-life for your assigned medication

    · Side effects/adverse reactions potential

    · Discuss clinical concerns with EPS and Tardive Dyskinesia

    **Note:** Be sure to include screening tools that would be utilized.

    · Contraindications for use including significant drug to drug interactions

    · Overdose considerations

    · Diagnostics and labs monitoring comorbidities considerations

    · Legal, ethical, and social considerations

    · Pertinent patient education considerations

    · References page

    Support your rationale with a minimum of
    **three (3)** academic resources.

    **Note:** While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing primary and secondary literature.

    By Day 7 of Week 7

    You will need to submit your Assignment to two places:

    1. Week 7 Medication Guide Discussion forum (linked at the button below) as an attachment

    2. Week 7 Medication Guide Assignment submission link

    Although no responses are required in the Discussion forum, collegial Discussion is welcome. You are encouraged to utilize your peers’ submitted guides on their assigned medication for study.

    [Week 7 Discussion](https://waldenu.instructure.com/courses/145150/modules/items/5659710)

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK7Assgn_LastName_Firstinitial**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    Rubric

    **NURS_6630_Week7_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_6630_Week7_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeMedication guide includes brand and generic names, FDA uses, classification, mechanism of action, pharmacokinetics and pharmacodynamics, dosing, administration, considerations for alternate dosing, considerations for prescribing specialty populations, definition of half-life, why half-life important, and what is the half-life for assigned medication, side effects/adverse reaction potentials, contraindications, overdose considerations, diagnostics/labs, and patient education consideration. | | | | | |
    | — | — | — | — |
    | **50 to >36.0 pts**<br>**Excellent**<br>The study guide comprehensively and clearly describes all of the elements of the Assignment directions for the assigned medication. | **36 to >24.0 pts**<br>**Good**<br>The response clearly describes 75% of the elements of the Assignment directions for the assigned medication. | **24 to >11.0 pts**<br>**Fair**<br>The response describes 50% of the elements of the Assignment directions for the assigned medication. Noted some inaccuracy in information provided. | **11 to >0 pts**<br>**Poor**<br>The response describes 25% of the elements of the Assignment directions for the assigned medication. Noted significant inaccuracies in information provided. | | 50 pts |
    | This criterion is linked to a Learning OutcomeMedication guide includes clinical concerns with EPS and Tardive Dyskinesia with screening tool to be utilized included. | | | | | |
    | — | — | — | — |
    | **20 to >18.0 pts**<br>**Excellent**<br>The response accurately and clearly identifies clinical concerns with EPS and Tardive Dyskinesia. Includes screening tools. | **18 to >15.0 pts**<br>**Good**<br>The response accurately identifies clinical concerns with EPS and Tardive Dyskinesia. Includes screening tools. | **15 to >10.0 pts**<br>**Fair**<br>The response inaccurately or vaguely identifies clinical concerns with EPS and Tardive Dyskinesia. Provides inaccurate screening tools. | **10 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely identifies clinical concerns with EPS and/or Tardive Dyskinesia, or it is missing. No screening tools. | | 20 pts |
    | This criterion is linked to a Learning OutcomeMedication guide includes legal, ethical and social considerations. | | | | | |
    | — | — | — | — |
    | **10 to >7.0 pts**<br>**Excellent**<br>The response accurately and clearly analyzes legal, ethical and social considerations for the medication. The response includes relevant, specific, and appropriate examples that fully support the analysis. | **7 to >4.0 pts**<br>**Good**<br>The response accurately analyzes legal, ethical and social considerations for the medication. The response includes relevant, specific, and accurate examples that support the analysis. | **4 to >1.0 pts**<br>**Fair**<br>The response inaccurately or vaguely analyzes legal, ethical and social considerations for the medication. The response includes inaccurate and irrelevant examples that may support the analysis. | **1 to >0 pts**<br>**Poor**<br>The response inaccurately and vaguely analyzes legal, ethical and social considerations for the medication, or it is missing. The response includes inaccurate and vague examples that do not support the analysis, or it is missing. | | 10 pts |
    | This criterion is linked to a Learning OutcomeThe study guide is properly formatted as an outline and includes visual elements for the appropriate audience. The guide is succinct and is 3–4 pages. Three evidence-based, peer-reviewed scholarly references outside of course resources were used. | | | | | |
    | — | — | — | — |
    | **10 to >7.0 pts**<br>**Excellent**<br>The study guide is properly formatted as an outline and includes visual elements for the appropriate audience. The guide is succinct and is 3–4 pages. Three evidence-based, peer- reviewed scholarly references outside of course resources. | **7 to >4.0 pts**<br>**Good**<br>The study guide is properly formatted as an outline and includes visual elements for the appropriate audience. The guide is succinct and is 5 pages. Three evidence-based, peer- reviewed scholarly references outside of course resources. | **4 to >1.0 pts**<br>**Fair**<br>The study guide is properly formatted as an outline, but no visual elements included for the appropriate audience. The guide is not as succinct and is 6–7 pages. two (2) evidence-based, peer reviewed scholarly references outside of course resources. | **1 to >0 pts**<br>**Poor**<br>The study guide is not properly formatted as an outline but is a paper. The guide is long, succinct, and is 8+ pages. One or no evidence-based, peer- reviewed scholarly references outside of course resources. | | 10 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors. | **4 to >3.0 pts**<br>**Good**<br>Contains a few (1 or 2) grammar, spelling, and punctuation errors. | **3 to >1.0 pts**<br>**Fair**<br>Contains several (3 or 4) grammar, spelling, and punctuation errors. | **1 to >0 pts**<br>**Poor**<br>Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The paper follows correct APA format for title page, citations, and reference list. | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Uses correct APA format with no errors. | **4 to >3.0 pts**<br>**Good**<br>Contains a few (1 or 2) APA format errors. | **3 to >1.0 pts**<br>**Fair**<br>Contains several (3 or 4) APA format errors. | **1 to >0 pts**<br>**Poor**<br>Contains many (five or more) APA format errors. | | 5 pts |
    | Total Points: 100 |

    [Previous](https://waldenu.instructure.com/courses/145150/modules/items/5659701) [Next](https://waldenu.instructure.com/courses/145150/modules/items/5659710)

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    – 2 years ago **files (4)** – ## Week6APPENDIXAPETPROCESSGUIDE.docx – ## w1Assgn1_Garcia_M-1.docx – AppendixAPETProcess1.docx – DNPProjectProcessGuide11.pdf **## Week6APPENDIXAPETPROCESSGUIDE.docx** Week 6 APPENDIX A PET PROCESS GUIDE Resources Be sure to review the Learning Resources before compl…

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    – 2 years ago

    **files (4)**

    – ## Week6APPENDIXAPETPROCESSGUIDE.docx

    – ## w1Assgn1_Garcia_M-1.docx

    – AppendixAPETProcess1.docx
    – DNPProjectProcessGuide11.pdf

    **## Week6APPENDIXAPETPROCESSGUIDE.docx**

    Week 6 APPENDIX A PET PROCESS GUIDE

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146270/modules/items/5786409)

    By Day 7 of Week 6

    **Submit** your Week 6 Appendix A PET Process Guide document.

    Complete an updated Appendix A PET Process Guide document by addressing all the components on the
    **Appendix A: PET Process Guide**. Be sure to clearly detail your individual plans and goals related to your DNP Project as reflected during the past 6 weeks.

    **## w1Assgn1_Garcia_M-1.docx**

    2

    **Goals for the Term**

    Marta Lilian Garcia

    Foun Essen Doctor Nurs Practic, Walden University

    DNP Project Mentoring

    Dr. Mary Garner

    December 2, 2024

    **Goals for the Term**

    My SMART goal for this term is to complete DNP Project Phases 1 and 2. The project phases entail developing, approving, and refining the project action plan through a formal Action Plan Presentation. This will ensure that I remain on schedule to complete subsequent project implementation and data collection phases in later terms, if necessary. Specific objectives I plan to accomplish during this term include the following:

    · Refining the Project Proposal: I will be working very closely with my faculty advisor and project mentor to complete the action plan, assure alignment with the DNP Project Checklist, and make sure all materials meet standards for ethical and scholarly rigor.

    · Completion of the Ethics Pledge: After the action plan is approved by the committee, I will promptly complete the online ethics pledge and obtain the confirmation required by the SRA.

    · Scheduling and Conducting the Action Plan Presentation: Collaborate with my faculty advisor, mentor, and any stakeholders in coordinating the Microsoft Teams meeting for my Action Plan Presentation; this shall include a comprehensive PowerPoint presentation and supporting documentation for review.

    **Timeline for Goal Completion**

    To maintain steady progress, I have established the following timeline for achieving my goals:

    · Weeks 1-3: Complete the project proposal with the input of my mentor and faculty advisor. Provide draft materials for early feedback.

    · Week 4-5: Feedback Integration and Refining of Action Plan. Submission for committee review and approval of the project action plan.

    · Week 6: Complete the online ethics pledge when invited to do so by the SRA. Confirm readiness to present the action plan.

    · Week 7: The action plan presentation should be made in the meeting via Microsoft Teams and should also be recorded for documentation.

    · Week 8: Reflect on the feedback from the committee as a result of the presentation and finalize the action plan for implementation, making revisions as necessary.

    **Plans for Continued Progress**

    I will communicate problems and questions to my faculty advisor and my project mentor throughout the term on a regular basis. I also plan to provide updates on a regular basis during scheduled meetings, which helps in keeping all stakeholders aware of the progress I make towards my goals. In addition, I will use the DNP Capstone Resources website and templates for guidance of work to ensure that I meet all guidelines and requirements (Turkson‐Ocran et al., 2020).

    My SMART goal for this term is to complete all the components of Phases 1 and 2 of the DNP Project by adhering to my timeline, fulfilling the described requirements, and further successfully collaborating with my project team. This will ultimately better prepare me for a successful transition into the implementation phase, if necessary, in the next term.

    **References**

    Turkson‐Ocran, R. N., Spaulding, E. M., Renda, S., Pandian, V., Rittler, H., Davidson, P. M., Nolan, M. T., & D’Aoust, R. (2020). A 10‐year evaluation of projects in a doctor of nursing practice programme.
    _Journal of Clinical Nursing_,
    _29_(21-22), 4090–4103. https://doi.org/10.1111/jocn.15435

    **AppendixAPETProcess1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixapetprocess1-docx)

    **DNPProjectProcessGuide11.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnpprojectprocessguide11-pdf)

    **DNPProjectProcessGuide11.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnpprojectprocessguide11-pdf)

    **## Week6APPENDIXAPETPROCESSGUIDE.docx**

    Week 6 APPENDIX A PET PROCESS GUIDE

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146270/modules/items/5786409)

    By Day 7 of Week 6

    **Submit** your Week 6 Appendix A PET Process Guide document.

    Complete an updated Appendix A PET Process Guide document by addressing all the components on the
    **Appendix A: PET Process Guide**. Be sure to clearly detail your individual plans and goals related to your DNP Project as reflected during the past 6 weeks.

    **## w1Assgn1_Garcia_M-1.docx**

    2

    **Goals for the Term**

    Marta Lilian Garcia

    Foun Essen Doctor Nurs Practic, Walden University

    DNP Project Mentoring

    Dr. Mary Garner

    December 2, 2024

    **Goals for the Term**

    My SMART goal for this term is to complete DNP Project Phases 1 and 2. The project phases entail developing, approving, and refining the project action plan through a formal Action Plan Presentation. This will ensure that I remain on schedule to complete subsequent project implementation and data collection phases in later terms, if necessary. Specific objectives I plan to accomplish during this term include the following:

    · Refining the Project Proposal: I will be working very closely with my faculty advisor and project mentor to complete the action plan, assure alignment with the DNP Project Checklist, and make sure all materials meet standards for ethical and scholarly rigor.

    · Completion of the Ethics Pledge: After the action plan is approved by the committee, I will promptly complete the online ethics pledge and obtain the confirmation required by the SRA.

    · Scheduling and Conducting the Action Plan Presentation: Collaborate with my faculty advisor, mentor, and any stakeholders in coordinating the Microsoft Teams meeting for my Action Plan Presentation; this shall include a comprehensive PowerPoint presentation and supporting documentation for review.

    **Timeline for Goal Completion**

    To maintain steady progress, I have established the following timeline for achieving my goals:

    · Weeks 1-3: Complete the project proposal with the input of my mentor and faculty advisor. Provide draft materials for early feedback.

    · Week 4-5: Feedback Integration and Refining of Action Plan. Submission for committee review and approval of the project action plan.

    · Week 6: Complete the online ethics pledge when invited to do so by the SRA. Confirm readiness to present the action plan.

    · Week 7: The action plan presentation should be made in the meeting via Microsoft Teams and should also be recorded for documentation.

    · Week 8: Reflect on the feedback from the committee as a result of the presentation and finalize the action plan for implementation, making revisions as necessary.

    **Plans for Continued Progress**

    I will communicate problems and questions to my faculty advisor and my project mentor throughout the term on a regular basis. I also plan to provide updates on a regular basis during scheduled meetings, which helps in keeping all stakeholders aware of the progress I make towards my goals. In addition, I will use the DNP Capstone Resources website and templates for guidance of work to ensure that I meet all guidelines and requirements (Turkson‐Ocran et al., 2020).

    My SMART goal for this term is to complete all the components of Phases 1 and 2 of the DNP Project by adhering to my timeline, fulfilling the described requirements, and further successfully collaborating with my project team. This will ultimately better prepare me for a successful transition into the implementation phase, if necessary, in the next term.

    **References**

    Turkson‐Ocran, R. N., Spaulding, E. M., Renda, S., Pandian, V., Rittler, H., Davidson, P. M., Nolan, M. T., & D’Aoust, R. (2020). A 10‐year evaluation of projects in a doctor of nursing practice programme.
    _Journal of Clinical Nursing_,
    _29_(21-22), 4090–4103. https://doi.org/10.1111/jocn.15435

    **AppendixAPETProcess1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixapetprocess1-docx)

    **DNPProjectProcessGuide11.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnpprojectprocessguide11-pdf)

    **## Week6APPENDIXAPETPROCESSGUIDE.docx**

    Week 6 APPENDIX A PET PROCESS GUIDE

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146270/modules/items/5786409)

    By Day 7 of Week 6

    **Submit** your Week 6 Appendix A PET Process Guide document.

    Complete an updated Appendix A PET Process Guide document by addressing all the components on the
    **Appendix A: PET Process Guide**. Be sure to clearly detail your individual plans and goals related to your DNP Project as reflected during the past 6 weeks.

    **## w1Assgn1_Garcia_M-1.docx**

    2

    **Goals for the Term**

    Marta Lilian Garcia

    Foun Essen Doctor Nurs Practic, Walden University

    DNP Project Mentoring

    Dr. Mary Garner

    December 2, 2024

    **Goals for the Term**

    My SMART goal for this term is to complete DNP Project Phases 1 and 2. The project phases entail developing, approving, and refining the project action plan through a formal Action Plan Presentation. This will ensure that I remain on schedule to complete subsequent project implementation and data collection phases in later terms, if necessary. Specific objectives I plan to accomplish during this term include the following:

    · Refining the Project Proposal: I will be working very closely with my faculty advisor and project mentor to complete the action plan, assure alignment with the DNP Project Checklist, and make sure all materials meet standards for ethical and scholarly rigor.

    · Completion of the Ethics Pledge: After the action plan is approved by the committee, I will promptly complete the online ethics pledge and obtain the confirmation required by the SRA.

    · Scheduling and Conducting the Action Plan Presentation: Collaborate with my faculty advisor, mentor, and any stakeholders in coordinating the Microsoft Teams meeting for my Action Plan Presentation; this shall include a comprehensive PowerPoint presentation and supporting documentation for review.

    **Timeline for Goal Completion**

    To maintain steady progress, I have established the following timeline for achieving my goals:

    · Weeks 1-3: Complete the project proposal with the input of my mentor and faculty advisor. Provide draft materials for early feedback.

    · Week 4-5: Feedback Integration and Refining of Action Plan. Submission for committee review and approval of the project action plan.

    · Week 6: Complete the online ethics pledge when invited to do so by the SRA. Confirm readiness to present the action plan.

    · Week 7: The action plan presentation should be made in the meeting via Microsoft Teams and should also be recorded for documentation.

    · Week 8: Reflect on the feedback from the committee as a result of the presentation and finalize the action plan for implementation, making revisions as necessary.

    **Plans for Continued Progress**

    I will communicate problems and questions to my faculty advisor and my project mentor throughout the term on a regular basis. I also plan to provide updates on a regular basis during scheduled meetings, which helps in keeping all stakeholders aware of the progress I make towards my goals. In addition, I will use the DNP Capstone Resources website and templates for guidance of work to ensure that I meet all guidelines and requirements (Turkson‐Ocran et al., 2020).

    My SMART goal for this term is to complete all the components of Phases 1 and 2 of the DNP Project by adhering to my timeline, fulfilling the described requirements, and further successfully collaborating with my project team. This will ultimately better prepare me for a successful transition into the implementation phase, if necessary, in the next term.

    **References**

    Turkson‐Ocran, R. N., Spaulding, E. M., Renda, S., Pandian, V., Rittler, H., Davidson, P. M., Nolan, M. T., & D’Aoust, R. (2020). A 10‐year evaluation of projects in a doctor of nursing practice programme.
    _Journal of Clinical Nursing_,
    _29_(21-22), 4090–4103. https://doi.org/10.1111/jocn.15435

    **AppendixAPETProcess1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixapetprocess1-docx)

    **DNPProjectProcessGuide11.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnpprojectprocessguide11-pdf)