Category: Nursing

  • [Solved] NUR 501 Assign Wk3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need help with my assignments – 2 years ago **files (1)** – ## NUR501AssignWk3.pdf **## NUR501AssignWk3.pdf** 501 Assignment Week3 Middle Range Theory Utilization & Application Paper Goal: Analyze and evaluate a middle range theory. You will select a middle range theory and identify application of…

    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

    I need help with my assignments

    – 2 years ago

    **files (1)**

    – ## NUR501AssignWk3.pdf

    **## NUR501AssignWk3.pdf**

    501 Assignment Week3

    Middle Range Theory Utilization & Application Paper

    Goal:

    Analyze and evaluate a middle range theory.  You will select a middle range theory and
    identify application of nursing theories into clinical practice.

    Content Requirements:

    1. Components of the theory

    ◦ Discuss the major concepts of the theory

    ◦ Philosophical basis or worldview change, advancing health

    2. Structural aspects of the theory

    ◦ Discuss the framework of the theory.

    3. Identify an area of your practice where this theory could be applicable

    ◦ What question does the theory help to answer?

    ◦ Describe the area of interest in relationship to the theory/theoretical

    model.

    ◦ Is it appropriate for the practice setting and is it applicable?

    ◦ Discuss the strength and weakness of the theory. If there is weakness,

    discuss what makes it difficult to be used in practice.

    4. Use of theory in clinical practice.

    ◦ Performing a literature review is essential to completing this section. If
    there is no literature available about the application of this theory in
    practice, address reason(s) why based on your findings.

    5. Evaluation of theory

    ◦ Is this theory used to understand and apply into practice?

    ◦ What difficulties did you encounter or would anticipate encountering in

    using this theory?

    ◦ What would make this theory more usable or applicable to practice?

    Submission Instructions:

    • The paper is to be clear and concise and students will lose points for improper
    grammar, punctuation and misspelling.

    • The paper should be formatted per current APA and references should be
    current (published within last five years) scholarly journal articles or primary legal
    sources (statutes, court opinions.)

    • The paper is to be 3 – 5 pages in length, excluding the title, abstract and
    references page.

    • Incorporate a minimum of 3 current (published within last five years) scholarly
    journal articles or primary legal sources (statutes, court opinions) within your
    work. Journal articles and books should be referenced according to current APA
    style.

    **## NUR501AssignWk3.pdf**

    501 Assignment Week3

    Middle Range Theory Utilization & Application Paper

    Goal:

    Analyze and evaluate a middle range theory.  You will select a middle range theory and
    identify application of nursing theories into clinical practice.

    Content Requirements:

    1. Components of the theory

    ◦ Discuss the major concepts of the theory

    ◦ Philosophical basis or worldview change, advancing health

    2. Structural aspects of the theory

    ◦ Discuss the framework of the theory.

    3. Identify an area of your practice where this theory could be applicable

    ◦ What question does the theory help to answer?

    ◦ Describe the area of interest in relationship to the theory/theoretical

    model.

    ◦ Is it appropriate for the practice setting and is it applicable?

    ◦ Discuss the strength and weakness of the theory. If there is weakness,

    discuss what makes it difficult to be used in practice.

    4. Use of theory in clinical practice.

    ◦ Performing a literature review is essential to completing this section. If
    there is no literature available about the application of this theory in
    practice, address reason(s) why based on your findings.

    5. Evaluation of theory

    ◦ Is this theory used to understand and apply into practice?

    ◦ What difficulties did you encounter or would anticipate encountering in

    using this theory?

    ◦ What would make this theory more usable or applicable to practice?

    Submission Instructions:

    • The paper is to be clear and concise and students will lose points for improper
    grammar, punctuation and misspelling.

    • The paper should be formatted per current APA and references should be
    current (published within last five years) scholarly journal articles or primary legal
    sources (statutes, court opinions.)

    • The paper is to be 3 – 5 pages in length, excluding the title, abstract and
    references page.

    • Incorporate a minimum of 3 current (published within last five years) scholarly
    journal articles or primary legal sources (statutes, court opinions) within your
    work. Journal articles and books should be referenced according to current APA
    style.

  • [Solved] Unit 4: HIT Systems Planning/Information Requirements

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **NOTE: Cite at least 2 scholarly references published within the last 5 years.** 3–4 pgs, not including the title, abstract, and reference pgs: **Description** As the manager of CTU Health Care Systems, you have done your research on three vendors to which you would like to outsource the implementa…

    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

    **NOTE: Cite at least 2 scholarly references published within the last 5 years.**

    3–4 pgs, not including the title, abstract, and reference pgs:

    **Description**

    As the manager of CTU Health Care Systems, you have done your research on three vendors to which you would like to outsource the implementation of the electronic health records (EHRs) for the clinics. As the manager, you have a number of critical decisions regarding the electronic medical record systems. At first, you thought you could either implement the existing EHR system at the other acute care organization or implement an entirely new EHR in both facilities.

    You met with your staff, and after researching several companies that offered both products and services, you have solicited request for proposals (RFPs) from the following three companies:

    – ABC Systems Consulting, the leading company in healthcare systems integration services, refused to bid on the systems integration required for bringing the current EHR system into the other organization. This was because of the risks and time requirements for designing, implementing, and testing the large number of interfaces required and the required time line for the completion of the project as identified by the client.
    – XYZ EHR Systems proposed that its new, recently redeveloped EHR be implemented in both facilities, which included a computerized physician order entry (CPOE) module, standardized drug interaction alert functionality, and customizable clinical alert functionality. It estimated that the merged entity would get a much better price than $50 million for purchasing this new system. Unfortunately, XYZ was unable to provide evidence of successful installation of its recently redeveloped EHR system at a similarly large delivery network or anywhere.
    – QRS EHR Systems, a leading provider of EHR systems for large acute care facilities, proposed that its EHR be installed in both acute care organizations with a $50–60 million price tag. QRS included a CPOE module, standardized drug interaction alert functionality, as well as evidence-based clinical alert functionality. QRS also had a physician office EHR system with an embedded patient registration system; however, QRS has had minimal experience with integrating the physician office registration system with the acute care (hospital) registration system—an integration feature that was a priority for this project based on the client’s information technology (IT) strategic plan.

    The stakes surrounding your recommendation to the chief information officer (CIO) and the chief executive officer (CEO) could not be higher in terms of dollars and your career.

    **Discuss the following:**

    – What pieces of information are the most critical for your decision on selecting the right vendor?
    – What other options, if any, do you have?
    – What are the critical success factors in the case?
    – What are your recommendations to the CIO and the CEO based on the RFPs that you received?

    – 2 years ago

  • [Solved] week 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering week 4.

    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

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

  • [Solved] SOAP Note 2 Comprehensive SOAP Cardio/Respiratory

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx – ## EvaluationandManagementEMScoreSheet8985-2-1.pdf – GroupSOAPRubricandTemplate.docx – ComprehensiveSOAPNoteExample.doc2.pdf **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx** **Please follow APA format, add cit…

    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

    – 2 years ago

    **files (4)**

    – ## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx

    – ## EvaluationandManagementEMScoreSheet8985-2-1.pdf

    – GroupSOAPRubricandTemplate.docx
    – ComprehensiveSOAPNoteExample.doc2.pdf

    **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Directions: Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.**

    ·
    **Upload a copy of your completed SOAP note.**

    ·
    **Upload a copy of the evaluation & management score sheet.**

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    **## EvaluationandManagementEMScoreSheet8985-2-1.pdf**

    E/M Documentation Auditor’s Instructions

    1. History
    Refer to data section (table below) in order to quantify. After referring to data, circle the entry farthest to the RIGHT in the table, which
    best describes the HPI, ROS and PFSH. If one column contains three circles, draw a line down that column to the bottom row to
    identify the type of history. If no column contains three circles, the column containing a circle farthest to the LEFT, identifies the type
    of history.

    After completing this table which classifies the history, circle the type of history within the appropriate grid in Section 5.

    HPI: Status of chronic conditions:
    q 1 condition q 2 conditions q 3 conditions

    q
    Status of
    1-2 chronic

    Status of 3
    chronic

    conditions conditionsOR

    HPI (history of present illness) elements:
    q Location q Severity q Timing q Modifying factors

    q Quality q Duration q Context q Associated signs and symptoms

    q
    Brief
    (1-3)

    Extended
    (4 or more)

    ROS (review of systems):

    q Constitutional q Ears,nose, q GI q Integumentaryq Endo
    (wt loss, etc) mouth, throat q GU (skin, breast) q Hem/lymph

    q Eyes q Card/vasc q Musculo q Neuro q All/immuno
    q Resp q Psych q All others negative

    q
    None

    q
    Pertinent to
    problem

    (1 system)

    q

    Extended
    (2-9 systems)

    *Complete

    PFSH (past medical, family, social history) areas:
    q Past history ( the patient's past experiences with illnesses, operation, injuries and treatments)
    q Family history (a review of medical events in the patient's family, including diseases which may be

    hereditary or place the patient at risk)
    q Social history (an age appropriate review of past and current activities)

    plete ROS: 10 or more systems or the pertinent positives and/or negatives of

    q
    None

    q
    Pertinent

    (1 history area)
    e**Complet
    y(2 or 3 histor

    areas)

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED -COMPRE

    HENSIVE

    q

    T
    O

    R
    Y

    I
    S

    H

    *Com
    some systems with a statement “all others negative”.

    **Complete PFSH: 2 history areas: a) Established Patients – Office (Outpatient) Care; b) Emergency Department.

    3 history areas: a) New Patients – Office (Outpatient) Care, Domiciliary Care, Home Care; b) Initial Hospital Care;
    c) Initial Hospital Observation; d) Initial Nursing Facility Care.

    NOTE:For certain categories of E/M services that include only an interval history, it is not necessary to record
    information about the PFSH. Please refer to procedure code descriptions.

    2. Examination

    Refer to data section (table below) in order to quantify. After referring to data, identify the type of examination.
    Circle the type of examination within the appropriate grid in Section 5.

    Limited to affected body area or organ system (one body area or system related to problem) PROBLEM FOCUSED EXAM

    Affected body area or organ system and other symptomatic or related organ system(s)
    (additional systems up to total of 7)

    EXPANDED PROBLEM
    FOCUSED EXAM

    Extended exam of affected area(s) and other symptomatic or related organ system(s)
    (additional systems up to total of 7 or more depth than above) DETAILED EXAM

    General multi-system exam (8 or more systems) or complete exam of a single organ system
    (complete single exam not defined in these instructions) COMPREHENSIVE EXAM

    A
    M

    E
    X

    Body areas:
    q Head, including face q Chest, including breasts and axillae
    q Back, including spine qGenitalia, groin, buttocks

    Organ systems:

    q

    q

    Abdomen q Neck
    Each extremity

    q q q
    1 body
    area or
    system

    Up to 7
    systems

    Up to 7 8 or more
    systems systems

    q Constitutional q Ears,nose, q Resp q Musculo q Psych
    ) (e.g., vitals, gen app mouth, throat q GI q Skin

    q Eyes q Cardiovascular q GU q Neuro
    q Hem/lymph/imm

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED COMPRE-

    HENSIVE

    q

    – 1 –

    q

    q

    q

    3. Medical Decision Making

    Number of Diagnoses or Treatment Options

    Identify each problem or treatment option mentioned in the record.
    Enter the number in each of the categories in Column B in the table
    below. (There are maximum number in two categories.)

    Number of Diagnoses or Treatment Options
    A B X C = D

    Problem(s) Status Number Points Result

    Self-limited or minor
    (stable, improved or worsening) Max = 2 1
    Est. problem (to examiner); stable, improved 1

    Est. problem (to examiner); worsening 2

    New problem (to examiner); no additional
    workup planned

    Max = 1

    3

    New prob. (to examiner); add. workup planned 4

    TOTAL
    Multiply the number in columns B & C and put the product in column D.
    Enter a total for column D.

    Bring total to line A in Final Result for Complexity (table below)

    Amount and/or Complexity of Data Reviewed

    For each category of reviewed data identified, circle the number in the points
    column. Total the points.

    Amount and/or Complexity of Data Reviewed
    Reviewed Data Points

    1

    1

    1

    1

    1

    2

    2

    Review and/or order of clinical lab tests

    Review and/or order of tests in the radiology section of CPT

    Review and/or order of tests in the medicine section of CPT

    Discussion of test results with performing physician

    Decision to obtain old records and/or obtain history from
    someone other than patient

    Review and summarization of old records and/or obtaining
    history from someone other than patient and/or discussion of
    case with another health care provider

    Independent visualization of image, tracing or specimen itself
    (not simply review of report)

    TOTAL
    Bring total to line C in Final Result for Complexity (table below)

    Use the risk table below as a guide to assign risk factors. It is understood that the table below does not
    contain all specific instances of medical care; the table is intended to be used as a guide. Circle the
    most appropriate factor(s) in each category. The overall measure of risk is the highest level circled.
    Enter the level of risk identified in Final Result for Complexity (table below).Risk of Complications and/or Morbidity or Mortality

    Level of
    Risk

    Presenting Problem(s) Diagnostic Procedure(s)
    Ordered

    Management Options
    Selected

    Minimal
    • One self-limited or minor problem,

    e.g., cold, insect bite, tinea corporis

    • Laboratory tests requiring venipuncture
    • Chest x-rays
    • EKG/EEG
    • Urinalysis
    • Ultrasound, e.g., echo
    • KOH prep

    • Rest
    • Gargles
    • Elastic bandages
    • Superficial dressings

    Low

    • Two or more self-limited or minor problems
    • One stable chronic illness, e.g., well controlled

    hypertension or non-insulin dependent diabetes,
    cataract, BPH

    • Acute uncomplicated illness or injury, e.g., cystitis, allergic
    rhinitis, simple sprain

    • Physiologic tests not under stress, e.g.,pulmonary
    function tests

    • Non-cardiovascular imaging studies with contrast,
    e.g., barium enema

    • Superficial needle biopsies
    • Clincal laboratory tests requiring arterial puncture
    • Skin biopsies

    • Over-the-counter drugs
    • Minor surgery with no identified risk factors
    • Physical therapy
    • Occupational therapy
    • IV fluids without additives

    Moderate

    • One or more chronic illnesses with mild exacerbation,
    progression, or side effects of treatment

    • Two or more stable chronic illnesses
    • Undiagnosed new problem with uncertain prognosis,
    e.g., lump in breast

    • Acute illness with systemic symptoms, e.g.,
    pyelonephritis, pneumonitis, colitis

    • Acute complicated injury, e.g., head injury with brief loss
    of consciousness

    • Physiologic tests under stress, e.g., cardiac stress test,
    fetal contraction stress test

    • Diagnostic endoscopies with no identified risk factors
    • Deep needle or incisional biopsy
    • Cardiovascular imaging studies with contrast and no

    identified risk factors, e.g., arteriogram cardiac cath
    • Obtain fluid from body cavity, e.g., lumbar puncture,

    thoracentesis, culdocentesis

    • Minor surgery with identified risk factors
    • Elective major surgery (open, percutaneous or

    endoscopic) with no identified risk factors
    • Prescription drug management
    • Therapeutic nuclear medicine
    • IV fluids with addititives
    • Closed treatment of fracture or dislocation without

    manipulation

    High

    • One or more chronic illnesses with severe exacerbation,
    progression, or side effects of treatment

    • Acute or chronic illnesses or injuries that may pose a threat to
    life or bodily function, e.g., multiple trauma, acute MI,
    pulmonary embolus, severe respiratory distress, progressive
    severe rheumatoid arthritis, psychiatric illness with potential
    threat to self or others, peritonitis, acute renal failure

    • An abrupt change in neurologic status, e.g., seizure, TIA,
    weakness or sensory loss

    • Cardiovascular imaging studies with contrast with
    identified risk factors

    • Cardiac electrophysiological tests
    • Diagnostic endoscopies with identified risk factors
    • Discography

    • Elective major surgery (open, percutaneous or
    endoscopic with identified risk factors)

    • Emergency major surgery (open, percutaneous or
    endoscopic)

    • Parenteral controlled substances
    • Drug therapy requiring intensive monitoring for toxicity
    • Decision not to resuscitate or to de-escalate care

    because of poor prognosis

    Final Result for Complexity
    Draw a line down any column with 2 or 3 circles to identify the type of decision making in
    that column. Otherwise, draw a line down the column with the 2nd circle from the left.
    After completing this table, which classifies complexity, circle the type of decision
    making within the appropriate grid in Section 5.

    Final Result for Complexity

    A Number diagnoses or
    treatment options

    ≤ 1
    Minimal

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    B Highest Risk Minimal Low Moderate High

    C Amount and complexity
    of data

    ≤ 1
    Minimal
    or low

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    Type of decision making STRAIGHT-
    FORWARD

    LOW
    COMPLEX.

    MODERATE
    COMPLEX.

    HIGH
    COMPLEX.

    4. Time

    If the physician documents total time and suggests that counseling or coordinating care dominates
    (more than 50%) the encounter, time may determine level of service. Documentation may refer to:
    prognosis, differential diagnosis, risks, benefits of treatment, instructions, compliance, risk
    reduction or discussion with another health care provider.

    Face-to-face in outpatient setting
    Does documentation reveal total time? Time: Unit/floor in inpatient setting Yes No

    Does documentation describe the content of counseling or coordinating care? Yes No

    Does documentation reveal that more than half of the time was counseling or
    coordinating care? Yes No

    If all answers are "yes", select level based on time.

    – 2 –

    M
    E
    D
    I
    C
    A
    L

    D
    E
    C
    I
    S
    I
    O

    N

    M

    A
    K
    I
    N
    G

    5. L E V E L O F S E R V I C E

    New Office, Outpatient and Emergency Room
    New Office / Outpatient / ER Established Office / Outpatient
    Requires 3 components within shaded area Requires 2 components within shaded area

    History
    PF

    ER: PF
    EPF

    ER: EPF
    D

    ER: EPF
    C

    ER: D
    C

    ER: C Minimal
    problem
    that may
    not
    require
    presence
    of
    physician

    PF EPF D C

    Examination
    PF

    ER: PF

    EPF

    ER: EPF

    D

    ER: EPF

    C

    ER: D

    C

    ER: C
    PF EPF D C

    Complexity
    of medical
    decision

    SF
    ER: SF

    SF
    ER: L

    L
    ER: M

    M
    ER: M

    H
    ER: H SF L M H

    Average time
    (minutes)

    ER has no average
    time

    10 New (99201)

    ER (99281)

    20 New (99202)

    ER (99282)

    30 New (99203)

    ER (99283)

    45 New (99204)

    ER (99284)

    60 New (99205)

    ER (99285)

    5
    (99211)

    10
    (99212)

    15
    (99213)

    25
    (99214)

    40
    (99215)

    Level I II III IV V I II III IV V

    Hospital Care Initial Hospital/Observation Subsequent Hospital/Observation
    Requires 3 components within shaded area Requires 2 components within shaded area

    History D/C C C PF interval EPF interval D interval

    Examination D/C C C PF EPF D
    Complexity of medical

    decision SF/L M H SF/L M H

    Average time (minutes)
    30 Init hosp (99221)
    30 Init observ Care

    (99218)

    50 Init hosp (99222)
    50 Init observ Care

    (99219)

    70 Init hosp (99223)
    70 Init observ Care

    (99220)

    15 Sub hosp (99231)
    15 Sub observ care

    (99224)

    25 Sub hosp (99232)
    25 Sub observ care

    (99225)

    35 Sub hosp (99233)
    35 Sub observ care

    (99226)

    Level I II III I II III

    Nursing Facility
    Care Initial Nursing Facility

    Requires 3 components within shaded area
    Subsequent Nursing Facility
    Requires 2 components within shaded area

    Other Nursing Facility
    (Annual Assessment)

    Requires 3 components within shaded area

    History D/C C C PF interval EPF interval D interval C interval D interval

    Examination D/C C C PF EPF D C C

    Complexity of medical
    decision SF/L M H SF L M H L/M

    Average time (minutes) 25
    99304

    35
    99305

    45
    99306

    10
    99307

    15
    99308

    25
    99309

    35
    99310

    30
    99318

    Level I II III I II III IV

    Domiciliary, Rest Home (eg, Boarding Home), or Custodial Care Services and Home Care

    Requires 3 components within shaded area Requires 2 onents within shaded area

    History PF EPF D C C PF interval EPF interval D interval C interval

    Examination PF EPF D C C PF EPF D C
    Complexity of

    medical decision SF L M M H SF L M M/H
    Average time
    (minutes)

    20
    Domiciliary (99324)
    Home care (99341)

    30
    Domiciliary (99325)
    Home care (99342)

    45
    Domiciliary (99326)
    Home care (99343)

    60
    Domiciliary (99327)
    Home care (99344)

    75
    Domiciliary (99328)
    Home care (99345)

    15
    Domiciliary (99334)
    Home care (99347)

    25
    Domiciliary (99335)
    Home care (99348)

    40
    Domiciliary (99336)
    Home care (99349)

    60
    Domiciliary (99337)
    Home care (99350)

    Level I II III IV V I II III IV
    PF = Problem focused EPF = Expanded problem focused D = Detailed C = Comprehensive SF = Straightforward L = Low M = Moderate H = High

    – 3 –

    Establishe
    dcomp

    New

    – Novitas Solutions Documentation Worksheet
    – History Section
    – Examination Section
    – Medical Decision Making Section
    – Time Section
    – Level of Service Grids

    **GroupSOAPRubricandTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/groupsoaprubricandtemplate-docx-10170163)

    **ComprehensiveSOAPNoteExample.doc2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensivesoapnoteexample-doc2-pdf-10170161)

    **ComprehensiveSOAPNoteExample.doc2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensivesoapnoteexample-doc2-pdf-10170161)

    **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Directions: Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.**

    ·
    **Upload a copy of your completed SOAP note.**

    ·
    **Upload a copy of the evaluation & management score sheet.**

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    **## EvaluationandManagementEMScoreSheet8985-2-1.pdf**

    E/M Documentation Auditor’s Instructions

    1. History
    Refer to data section (table below) in order to quantify. After referring to data, circle the entry farthest to the RIGHT in the table, which
    best describes the HPI, ROS and PFSH. If one column contains three circles, draw a line down that column to the bottom row to
    identify the type of history. If no column contains three circles, the column containing a circle farthest to the LEFT, identifies the type
    of history.

    After completing this table which classifies the history, circle the type of history within the appropriate grid in Section 5.

    HPI: Status of chronic conditions:
    q 1 condition q 2 conditions q 3 conditions

    q
    Status of
    1-2 chronic

    Status of 3
    chronic

    conditions conditionsOR

    HPI (history of present illness) elements:
    q Location q Severity q Timing q Modifying factors

    q Quality q Duration q Context q Associated signs and symptoms

    q
    Brief
    (1-3)

    Extended
    (4 or more)

    ROS (review of systems):

    q Constitutional q Ears,nose, q GI q Integumentaryq Endo
    (wt loss, etc) mouth, throat q GU (skin, breast) q Hem/lymph

    q Eyes q Card/vasc q Musculo q Neuro q All/immuno
    q Resp q Psych q All others negative

    q
    None

    q
    Pertinent to
    problem

    (1 system)

    q

    Extended
    (2-9 systems)

    *Complete

    PFSH (past medical, family, social history) areas:
    q Past history ( the patient's past experiences with illnesses, operation, injuries and treatments)
    q Family history (a review of medical events in the patient's family, including diseases which may be

    hereditary or place the patient at risk)
    q Social history (an age appropriate review of past and current activities)

    plete ROS: 10 or more systems or the pertinent positives and/or negatives of

    q
    None

    q
    Pertinent

    (1 history area)
    e**Complet
    y(2 or 3 histor

    areas)

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED -COMPRE

    HENSIVE

    q

    T
    O

    R
    Y

    I
    S

    H

    *Com
    some systems with a statement “all others negative”.

    **Complete PFSH: 2 history areas: a) Established Patients – Office (Outpatient) Care; b) Emergency Department.

    3 history areas: a) New Patients – Office (Outpatient) Care, Domiciliary Care, Home Care; b) Initial Hospital Care;
    c) Initial Hospital Observation; d) Initial Nursing Facility Care.

    NOTE:For certain categories of E/M services that include only an interval history, it is not necessary to record
    information about the PFSH. Please refer to procedure code descriptions.

    2. Examination

    Refer to data section (table below) in order to quantify. After referring to data, identify the type of examination.
    Circle the type of examination within the appropriate grid in Section 5.

    Limited to affected body area or organ system (one body area or system related to problem) PROBLEM FOCUSED EXAM

    Affected body area or organ system and other symptomatic or related organ system(s)
    (additional systems up to total of 7)

    EXPANDED PROBLEM
    FOCUSED EXAM

    Extended exam of affected area(s) and other symptomatic or related organ system(s)
    (additional systems up to total of 7 or more depth than above) DETAILED EXAM

    General multi-system exam (8 or more systems) or complete exam of a single organ system
    (complete single exam not defined in these instructions) COMPREHENSIVE EXAM

    A
    M

    E
    X

    Body areas:
    q Head, including face q Chest, including breasts and axillae
    q Back, including spine qGenitalia, groin, buttocks

    Organ systems:

    q

    q

    Abdomen q Neck
    Each extremity

    q q q
    1 body
    area or
    system

    Up to 7
    systems

    Up to 7 8 or more
    systems systems

    q Constitutional q Ears,nose, q Resp q Musculo q Psych
    ) (e.g., vitals, gen app mouth, throat q GI q Skin

    q Eyes q Cardiovascular q GU q Neuro
    q Hem/lymph/imm

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED COMPRE-

    HENSIVE

    q

    – 1 –

    q

    q

    q

    3. Medical Decision Making

    Number of Diagnoses or Treatment Options

    Identify each problem or treatment option mentioned in the record.
    Enter the number in each of the categories in Column B in the table
    below. (There are maximum number in two categories.)

    Number of Diagnoses or Treatment Options
    A B X C = D

    Problem(s) Status Number Points Result

    Self-limited or minor
    (stable, improved or worsening) Max = 2 1
    Est. problem (to examiner); stable, improved 1

    Est. problem (to examiner); worsening 2

    New problem (to examiner); no additional
    workup planned

    Max = 1

    3

    New prob. (to examiner); add. workup planned 4

    TOTAL
    Multiply the number in columns B & C and put the product in column D.
    Enter a total for column D.

    Bring total to line A in Final Result for Complexity (table below)

    Amount and/or Complexity of Data Reviewed

    For each category of reviewed data identified, circle the number in the points
    column. Total the points.

    Amount and/or Complexity of Data Reviewed
    Reviewed Data Points

    1

    1

    1

    1

    1

    2

    2

    Review and/or order of clinical lab tests

    Review and/or order of tests in the radiology section of CPT

    Review and/or order of tests in the medicine section of CPT

    Discussion of test results with performing physician

    Decision to obtain old records and/or obtain history from
    someone other than patient

    Review and summarization of old records and/or obtaining
    history from someone other than patient and/or discussion of
    case with another health care provider

    Independent visualization of image, tracing or specimen itself
    (not simply review of report)

    TOTAL
    Bring total to line C in Final Result for Complexity (table below)

    Use the risk table below as a guide to assign risk factors. It is understood that the table below does not
    contain all specific instances of medical care; the table is intended to be used as a guide. Circle the
    most appropriate factor(s) in each category. The overall measure of risk is the highest level circled.
    Enter the level of risk identified in Final Result for Complexity (table below).Risk of Complications and/or Morbidity or Mortality

    Level of
    Risk

    Presenting Problem(s) Diagnostic Procedure(s)
    Ordered

    Management Options
    Selected

    Minimal
    • One self-limited or minor problem,

    e.g., cold, insect bite, tinea corporis

    • Laboratory tests requiring venipuncture
    • Chest x-rays
    • EKG/EEG
    • Urinalysis
    • Ultrasound, e.g., echo
    • KOH prep

    • Rest
    • Gargles
    • Elastic bandages
    • Superficial dressings

    Low

    • Two or more self-limited or minor problems
    • One stable chronic illness, e.g., well controlled

    hypertension or non-insulin dependent diabetes,
    cataract, BPH

    • Acute uncomplicated illness or injury, e.g., cystitis, allergic
    rhinitis, simple sprain

    • Physiologic tests not under stress, e.g.,pulmonary
    function tests

    • Non-cardiovascular imaging studies with contrast,
    e.g., barium enema

    • Superficial needle biopsies
    • Clincal laboratory tests requiring arterial puncture
    • Skin biopsies

    • Over-the-counter drugs
    • Minor surgery with no identified risk factors
    • Physical therapy
    • Occupational therapy
    • IV fluids without additives

    Moderate

    • One or more chronic illnesses with mild exacerbation,
    progression, or side effects of treatment

    • Two or more stable chronic illnesses
    • Undiagnosed new problem with uncertain prognosis,
    e.g., lump in breast

    • Acute illness with systemic symptoms, e.g.,
    pyelonephritis, pneumonitis, colitis

    • Acute complicated injury, e.g., head injury with brief loss
    of consciousness

    • Physiologic tests under stress, e.g., cardiac stress test,
    fetal contraction stress test

    • Diagnostic endoscopies with no identified risk factors
    • Deep needle or incisional biopsy
    • Cardiovascular imaging studies with contrast and no

    identified risk factors, e.g., arteriogram cardiac cath
    • Obtain fluid from body cavity, e.g., lumbar puncture,

    thoracentesis, culdocentesis

    • Minor surgery with identified risk factors
    • Elective major surgery (open, percutaneous or

    endoscopic) with no identified risk factors
    • Prescription drug management
    • Therapeutic nuclear medicine
    • IV fluids with addititives
    • Closed treatment of fracture or dislocation without

    manipulation

    High

    • One or more chronic illnesses with severe exacerbation,
    progression, or side effects of treatment

    • Acute or chronic illnesses or injuries that may pose a threat to
    life or bodily function, e.g., multiple trauma, acute MI,
    pulmonary embolus, severe respiratory distress, progressive
    severe rheumatoid arthritis, psychiatric illness with potential
    threat to self or others, peritonitis, acute renal failure

    • An abrupt change in neurologic status, e.g., seizure, TIA,
    weakness or sensory loss

    • Cardiovascular imaging studies with contrast with
    identified risk factors

    • Cardiac electrophysiological tests
    • Diagnostic endoscopies with identified risk factors
    • Discography

    • Elective major surgery (open, percutaneous or
    endoscopic with identified risk factors)

    • Emergency major surgery (open, percutaneous or
    endoscopic)

    • Parenteral controlled substances
    • Drug therapy requiring intensive monitoring for toxicity
    • Decision not to resuscitate or to de-escalate care

    because of poor prognosis

    Final Result for Complexity
    Draw a line down any column with 2 or 3 circles to identify the type of decision making in
    that column. Otherwise, draw a line down the column with the 2nd circle from the left.
    After completing this table, which classifies complexity, circle the type of decision
    making within the appropriate grid in Section 5.

    Final Result for Complexity

    A Number diagnoses or
    treatment options

    ≤ 1
    Minimal

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    B Highest Risk Minimal Low Moderate High

    C Amount and complexity
    of data

    ≤ 1
    Minimal
    or low

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    Type of decision making STRAIGHT-
    FORWARD

    LOW
    COMPLEX.

    MODERATE
    COMPLEX.

    HIGH
    COMPLEX.

    4. Time

    If the physician documents total time and suggests that counseling or coordinating care dominates
    (more than 50%) the encounter, time may determine level of service. Documentation may refer to:
    prognosis, differential diagnosis, risks, benefits of treatment, instructions, compliance, risk
    reduction or discussion with another health care provider.

    Face-to-face in outpatient setting
    Does documentation reveal total time? Time: Unit/floor in inpatient setting Yes No

    Does documentation describe the content of counseling or coordinating care? Yes No

    Does documentation reveal that more than half of the time was counseling or
    coordinating care? Yes No

    If all answers are "yes", select level based on time.

    – 2 –

    M
    E
    D
    I
    C
    A
    L

    D
    E
    C
    I
    S
    I
    O

    N

    M

    A
    K
    I
    N
    G

    5. L E V E L O F S E R V I C E

    New Office, Outpatient and Emergency Room
    New Office / Outpatient / ER Established Office / Outpatient
    Requires 3 components within shaded area Requires 2 components within shaded area

    History
    PF

    ER: PF
    EPF

    ER: EPF
    D

    ER: EPF
    C

    ER: D
    C

    ER: C Minimal
    problem
    that may
    not
    require
    presence
    of
    physician

    PF EPF D C

    Examination
    PF

    ER: PF

    EPF

    ER: EPF

    D

    ER: EPF

    C

    ER: D

    C

    ER: C
    PF EPF D C

    Complexity
    of medical
    decision

    SF
    ER: SF

    SF
    ER: L

    L
    ER: M

    M
    ER: M

    H
    ER: H SF L M H

    Average time
    (minutes)

    ER has no average
    time

    10 New (99201)

    ER (99281)

    20 New (99202)

    ER (99282)

    30 New (99203)

    ER (99283)

    45 New (99204)

    ER (99284)

    60 New (99205)

    ER (99285)

    5
    (99211)

    10
    (99212)

    15
    (99213)

    25
    (99214)

    40
    (99215)

    Level I II III IV V I II III IV V

    Hospital Care Initial Hospital/Observation Subsequent Hospital/Observation
    Requires 3 components within shaded area Requires 2 components within shaded area

    History D/C C C PF interval EPF interval D interval

    Examination D/C C C PF EPF D
    Complexity of medical

    decision SF/L M H SF/L M H

    Average time (minutes)
    30 Init hosp (99221)
    30 Init observ Care

    (99218)

    50 Init hosp (99222)
    50 Init observ Care

    (99219)

    70 Init hosp (99223)
    70 Init observ Care

    (99220)

    15 Sub hosp (99231)
    15 Sub observ care

    (99224)

    25 Sub hosp (99232)
    25 Sub observ care

    (99225)

    35 Sub hosp (99233)
    35 Sub observ care

    (99226)

    Level I II III I II III

    Nursing Facility
    Care Initial Nursing Facility

    Requires 3 components within shaded area
    Subsequent Nursing Facility
    Requires 2 components within shaded area

    Other Nursing Facility
    (Annual Assessment)

    Requires 3 components within shaded area

    History D/C C C PF interval EPF interval D interval C interval D interval

    Examination D/C C C PF EPF D C C

    Complexity of medical
    decision SF/L M H SF L M H L/M

    Average time (minutes) 25
    99304

    35
    99305

    45
    99306

    10
    99307

    15
    99308

    25
    99309

    35
    99310

    30
    99318

    Level I II III I II III IV

    Domiciliary, Rest Home (eg, Boarding Home), or Custodial Care Services and Home Care

    Requires 3 components within shaded area Requires 2 onents within shaded area

    History PF EPF D C C PF interval EPF interval D interval C interval

    Examination PF EPF D C C PF EPF D C
    Complexity of

    medical decision SF L M M H SF L M M/H
    Average time
    (minutes)

    20
    Domiciliary (99324)
    Home care (99341)

    30
    Domiciliary (99325)
    Home care (99342)

    45
    Domiciliary (99326)
    Home care (99343)

    60
    Domiciliary (99327)
    Home care (99344)

    75
    Domiciliary (99328)
    Home care (99345)

    15
    Domiciliary (99334)
    Home care (99347)

    25
    Domiciliary (99335)
    Home care (99348)

    40
    Domiciliary (99336)
    Home care (99349)

    60
    Domiciliary (99337)
    Home care (99350)

    Level I II III IV V I II III IV
    PF = Problem focused EPF = Expanded problem focused D = Detailed C = Comprehensive SF = Straightforward L = Low M = Moderate H = High

    – 3 –

    Establishe
    dcomp

    New

    – Novitas Solutions Documentation Worksheet
    – History Section
    – Examination Section
    – Medical Decision Making Section
    – Time Section
    – Level of Service Grids

    **GroupSOAPRubricandTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/groupsoaprubricandtemplate-docx-10170163)

    **ComprehensiveSOAPNoteExample.doc2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensivesoapnoteexample-doc2-pdf-10170161)

    **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Directions: Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.**

    ·
    **Upload a copy of your completed SOAP note.**

    ·
    **Upload a copy of the evaluation & management score sheet.**

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    **## EvaluationandManagementEMScoreSheet8985-2-1.pdf**

    E/M Documentation Auditor’s Instructions

    1. History
    Refer to data section (table below) in order to quantify. After referring to data, circle the entry farthest to the RIGHT in the table, which
    best describes the HPI, ROS and PFSH. If one column contains three circles, draw a line down that column to the bottom row to
    identify the type of history. If no column contains three circles, the column containing a circle farthest to the LEFT, identifies the type
    of history.

    After completing this table which classifies the history, circle the type of history within the appropriate grid in Section 5.

    HPI: Status of chronic conditions:
    q 1 condition q 2 conditions q 3 conditions

    q
    Status of
    1-2 chronic

    Status of 3
    chronic

    conditions conditionsOR

    HPI (history of present illness) elements:
    q Location q Severity q Timing q Modifying factors

    q Quality q Duration q Context q Associated signs and symptoms

    q
    Brief
    (1-3)

    Extended
    (4 or more)

    ROS (review of systems):

    q Constitutional q Ears,nose, q GI q Integumentaryq Endo
    (wt loss, etc) mouth, throat q GU (skin, breast) q Hem/lymph

    q Eyes q Card/vasc q Musculo q Neuro q All/immuno
    q Resp q Psych q All others negative

    q
    None

    q
    Pertinent to
    problem

    (1 system)

    q

    Extended
    (2-9 systems)

    *Complete

    PFSH (past medical, family, social history) areas:
    q Past history ( the patient's past experiences with illnesses, operation, injuries and treatments)
    q Family history (a review of medical events in the patient's family, including diseases which may be

    hereditary or place the patient at risk)
    q Social history (an age appropriate review of past and current activities)

    plete ROS: 10 or more systems or the pertinent positives and/or negatives of

    q
    None

    q
    Pertinent

    (1 history area)
    e**Complet
    y(2 or 3 histor

    areas)

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED -COMPRE

    HENSIVE

    q

    T
    O

    R
    Y

    I
    S

    H

    *Com
    some systems with a statement “all others negative”.

    **Complete PFSH: 2 history areas: a) Established Patients – Office (Outpatient) Care; b) Emergency Department.

    3 history areas: a) New Patients – Office (Outpatient) Care, Domiciliary Care, Home Care; b) Initial Hospital Care;
    c) Initial Hospital Observation; d) Initial Nursing Facility Care.

    NOTE:For certain categories of E/M services that include only an interval history, it is not necessary to record
    information about the PFSH. Please refer to procedure code descriptions.

    2. Examination

    Refer to data section (table below) in order to quantify. After referring to data, identify the type of examination.
    Circle the type of examination within the appropriate grid in Section 5.

    Limited to affected body area or organ system (one body area or system related to problem) PROBLEM FOCUSED EXAM

    Affected body area or organ system and other symptomatic or related organ system(s)
    (additional systems up to total of 7)

    EXPANDED PROBLEM
    FOCUSED EXAM

    Extended exam of affected area(s) and other symptomatic or related organ system(s)
    (additional systems up to total of 7 or more depth than above) DETAILED EXAM

    General multi-system exam (8 or more systems) or complete exam of a single organ system
    (complete single exam not defined in these instructions) COMPREHENSIVE EXAM

    A
    M

    E
    X

    Body areas:
    q Head, including face q Chest, including breasts and axillae
    q Back, including spine qGenitalia, groin, buttocks

    Organ systems:

    q

    q

    Abdomen q Neck
    Each extremity

    q q q
    1 body
    area or
    system

    Up to 7
    systems

    Up to 7 8 or more
    systems systems

    q Constitutional q Ears,nose, q Resp q Musculo q Psych
    ) (e.g., vitals, gen app mouth, throat q GI q Skin

    q Eyes q Cardiovascular q GU q Neuro
    q Hem/lymph/imm

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED COMPRE-

    HENSIVE

    q

    – 1 –

    q

    q

    q

    3. Medical Decision Making

    Number of Diagnoses or Treatment Options

    Identify each problem or treatment option mentioned in the record.
    Enter the number in each of the categories in Column B in the table
    below. (There are maximum number in two categories.)

    Number of Diagnoses or Treatment Options
    A B X C = D

    Problem(s) Status Number Points Result

    Self-limited or minor
    (stable, improved or worsening) Max = 2 1
    Est. problem (to examiner); stable, improved 1

    Est. problem (to examiner); worsening 2

    New problem (to examiner); no additional
    workup planned

    Max = 1

    3

    New prob. (to examiner); add. workup planned 4

    TOTAL
    Multiply the number in columns B & C and put the product in column D.
    Enter a total for column D.

    Bring total to line A in Final Result for Complexity (table below)

    Amount and/or Complexity of Data Reviewed

    For each category of reviewed data identified, circle the number in the points
    column. Total the points.

    Amount and/or Complexity of Data Reviewed
    Reviewed Data Points

    1

    1

    1

    1

    1

    2

    2

    Review and/or order of clinical lab tests

    Review and/or order of tests in the radiology section of CPT

    Review and/or order of tests in the medicine section of CPT

    Discussion of test results with performing physician

    Decision to obtain old records and/or obtain history from
    someone other than patient

    Review and summarization of old records and/or obtaining
    history from someone other than patient and/or discussion of
    case with another health care provider

    Independent visualization of image, tracing or specimen itself
    (not simply review of report)

    TOTAL
    Bring total to line C in Final Result for Complexity (table below)

    Use the risk table below as a guide to assign risk factors. It is understood that the table below does not
    contain all specific instances of medical care; the table is intended to be used as a guide. Circle the
    most appropriate factor(s) in each category. The overall measure of risk is the highest level circled.
    Enter the level of risk identified in Final Result for Complexity (table below).Risk of Complications and/or Morbidity or Mortality

    Level of
    Risk

    Presenting Problem(s) Diagnostic Procedure(s)
    Ordered

    Management Options
    Selected

    Minimal
    • One self-limited or minor problem,

    e.g., cold, insect bite, tinea corporis

    • Laboratory tests requiring venipuncture
    • Chest x-rays
    • EKG/EEG
    • Urinalysis
    • Ultrasound, e.g., echo
    • KOH prep

    • Rest
    • Gargles
    • Elastic bandages
    • Superficial dressings

    Low

    • Two or more self-limited or minor problems
    • One stable chronic illness, e.g., well controlled

    hypertension or non-insulin dependent diabetes,
    cataract, BPH

    • Acute uncomplicated illness or injury, e.g., cystitis, allergic
    rhinitis, simple sprain

    • Physiologic tests not under stress, e.g.,pulmonary
    function tests

    • Non-cardiovascular imaging studies with contrast,
    e.g., barium enema

    • Superficial needle biopsies
    • Clincal laboratory tests requiring arterial puncture
    • Skin biopsies

    • Over-the-counter drugs
    • Minor surgery with no identified risk factors
    • Physical therapy
    • Occupational therapy
    • IV fluids without additives

    Moderate

    • One or more chronic illnesses with mild exacerbation,
    progression, or side effects of treatment

    • Two or more stable chronic illnesses
    • Undiagnosed new problem with uncertain prognosis,
    e.g., lump in breast

    • Acute illness with systemic symptoms, e.g.,
    pyelonephritis, pneumonitis, colitis

    • Acute complicated injury, e.g., head injury with brief loss
    of consciousness

    • Physiologic tests under stress, e.g., cardiac stress test,
    fetal contraction stress test

    • Diagnostic endoscopies with no identified risk factors
    • Deep needle or incisional biopsy
    • Cardiovascular imaging studies with contrast and no

    identified risk factors, e.g., arteriogram cardiac cath
    • Obtain fluid from body cavity, e.g., lumbar puncture,

    thoracentesis, culdocentesis

    • Minor surgery with identified risk factors
    • Elective major surgery (open, percutaneous or

    endoscopic) with no identified risk factors
    • Prescription drug management
    • Therapeutic nuclear medicine
    • IV fluids with addititives
    • Closed treatment of fracture or dislocation without

    manipulation

    High

    • One or more chronic illnesses with severe exacerbation,
    progression, or side effects of treatment

    • Acute or chronic illnesses or injuries that may pose a threat to
    life or bodily function, e.g., multiple trauma, acute MI,
    pulmonary embolus, severe respiratory distress, progressive
    severe rheumatoid arthritis, psychiatric illness with potential
    threat to self or others, peritonitis, acute renal failure

    • An abrupt change in neurologic status, e.g., seizure, TIA,
    weakness or sensory loss

    • Cardiovascular imaging studies with contrast with
    identified risk factors

    • Cardiac electrophysiological tests
    • Diagnostic endoscopies with identified risk factors
    • Discography

    • Elective major surgery (open, percutaneous or
    endoscopic with identified risk factors)

    • Emergency major surgery (open, percutaneous or
    endoscopic)

    • Parenteral controlled substances
    • Drug therapy requiring intensive monitoring for toxicity
    • Decision not to resuscitate or to de-escalate care

    because of poor prognosis

    Final Result for Complexity
    Draw a line down any column with 2 or 3 circles to identify the type of decision making in
    that column. Otherwise, draw a line down the column with the 2nd circle from the left.
    After completing this table, which classifies complexity, circle the type of decision
    making within the appropriate grid in Section 5.

    Final Result for Complexity

    A Number diagnoses or
    treatment options

    ≤ 1
    Minimal

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    B Highest Risk Minimal Low Moderate High

    C Amount and complexity
    of data

    ≤ 1
    Minimal
    or low

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    Type of decision making STRAIGHT-
    FORWARD

    LOW
    COMPLEX.

    MODERATE
    COMPLEX.

    HIGH
    COMPLEX.

    4. Time

    If the physician documents total time and suggests that counseling or coordinating care dominates
    (more than 50%) the encounter, time may determine level of service. Documentation may refer to:
    prognosis, differential diagnosis, risks, benefits of treatment, instructions, compliance, risk
    reduction or discussion with another health care provider.

    Face-to-face in outpatient setting
    Does documentation reveal total time? Time: Unit/floor in inpatient setting Yes No

    Does documentation describe the content of counseling or coordinating care? Yes No

    Does documentation reveal that more than half of the time was counseling or
    coordinating care? Yes No

    If all answers are "yes", select level based on time.

    – 2 –

    M
    E
    D
    I
    C
    A
    L

    D
    E
    C
    I
    S
    I
    O

    N

    M

    A
    K
    I
    N
    G

    5. L E V E L O F S E R V I C E

    New Office, Outpatient and Emergency Room
    New Office / Outpatient / ER Established Office / Outpatient
    Requires 3 components within shaded area Requires 2 components within shaded area

    History
    PF

    ER: PF
    EPF

    ER: EPF
    D

    ER: EPF
    C

    ER: D
    C

    ER: C Minimal
    problem
    that may
    not
    require
    presence
    of
    physician

    PF EPF D C

    Examination
    PF

    ER: PF

    EPF

    ER: EPF

    D

    ER: EPF

    C

    ER: D

    C

    ER: C
    PF EPF D C

    Complexity
    of medical
    decision

    SF
    ER: SF

    SF
    ER: L

    L
    ER: M

    M
    ER: M

    H
    ER: H SF L M H

    Average time
    (minutes)

    ER has no average
    time

    10 New (99201)

    ER (99281)

    20 New (99202)

    ER (99282)

    30 New (99203)

    ER (99283)

    45 New (99204)

    ER (99284)

    60 New (99205)

    ER (99285)

    5
    (99211)

    10
    (99212)

    15
    (99213)

    25
    (99214)

    40
    (99215)

    Level I II III IV V I II III IV V

    Hospital Care Initial Hospital/Observation Subsequent Hospital/Observation
    Requires 3 components within shaded area Requires 2 components within shaded area

    History D/C C C PF interval EPF interval D interval

    Examination D/C C C PF EPF D
    Complexity of medical

    decision SF/L M H SF/L M H

    Average time (minutes)
    30 Init hosp (99221)
    30 Init observ Care

    (99218)

    50 Init hosp (99222)
    50 Init observ Care

    (99219)

    70 Init hosp (99223)
    70 Init observ Care

    (99220)

    15 Sub hosp (99231)
    15 Sub observ care

    (99224)

    25 Sub hosp (99232)
    25 Sub observ care

    (99225)

    35 Sub hosp (99233)
    35 Sub observ care

    (99226)

    Level I II III I II III

    Nursing Facility
    Care Initial Nursing Facility

    Requires 3 components within shaded area
    Subsequent Nursing Facility
    Requires 2 components within shaded area

    Other Nursing Facility
    (Annual Assessment)

    Requires 3 components within shaded area

    History D/C C C PF interval EPF interval D interval C interval D interval

    Examination D/C C C PF EPF D C C

    Complexity of medical
    decision SF/L M H SF L M H L/M

    Average time (minutes) 25
    99304

    35
    99305

    45
    99306

    10
    99307

    15
    99308

    25
    99309

    35
    99310

    30
    99318

    Level I II III I II III IV

    Domiciliary, Rest Home (eg, Boarding Home), or Custodial Care Services and Home Care

    Requires 3 components within shaded area Requires 2 onents within shaded area

    History PF EPF D C C PF interval EPF interval D interval C interval

    Examination PF EPF D C C PF EPF D C
    Complexity of

    medical decision SF L M M H SF L M M/H
    Average time
    (minutes)

    20
    Domiciliary (99324)
    Home care (99341)

    30
    Domiciliary (99325)
    Home care (99342)

    45
    Domiciliary (99326)
    Home care (99343)

    60
    Domiciliary (99327)
    Home care (99344)

    75
    Domiciliary (99328)
    Home care (99345)

    15
    Domiciliary (99334)
    Home care (99347)

    25
    Domiciliary (99335)
    Home care (99348)

    40
    Domiciliary (99336)
    Home care (99349)

    60
    Domiciliary (99337)
    Home care (99350)

    Level I II III IV V I II III IV
    PF = Problem focused EPF = Expanded problem focused D = Detailed C = Comprehensive SF = Straightforward L = Low M = Moderate H = High

    – 3 –

    Establishe
    dcomp

    New

    – Novitas Solutions Documentation Worksheet
    – History Section
    – Examination Section
    – Medical Decision Making Section
    – Time Section
    – Level of Service Grids

    **GroupSOAPRubricandTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/groupsoaprubricandtemplate-docx-10170163)

    **ComprehensiveSOAPNoteExample.doc2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensivesoapnoteexample-doc2-pdf-10170161)

  • [Solved] leadership

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## leadership.docx **## leadership.docx** Change Implementation and Management Plan It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare fie…

    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

    – 2 years ago

    **files (1)**

    – ## leadership.docx

    **## leadership.docx**

    Change Implementation and Management Plan

    It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.

    As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.

    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/147149/modules/items/5667991)

    **To Prepare:**

    · Review the Resources and identify one change that you believe is called for in your organization/workplace.

    · This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.

    · Reflect on how you might implement this change and how you might communicate this change to organizational leadership.

    **The Assignment (5-6-minute narrated PowerPoint presentation):**

    **Change Implementation and Management Plan**

    Create a 5- or 6-slide narrated PowerPoint that presents a comprehensive plan to implement changes you propose.

    Your narrated presentation should be 5–6 minutes in length.

    Your Change Implementation and Management Plan should include the following:

    · An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)

    · A description of the change being proposed

    · Justifications for the change, including why addressing it will have a positive impact on your organization/workplace

    · Details about the type and scope of the proposed change

    · Identification of the stakeholders impacted by the change

    · Identification of a change management team (by title/role)

    · A plan for communicating the change you propose

    · A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose

    **Alternate Submission Method**

    You may also use Kaltura Personal Capture to record your narrated PowerPoint. This option will require you to create your PowerPoint slides first. Then, follow the Personal Capture instructions outlined on the
    [Kaltura Media UploaderLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/kaltura/index.html) page. This page will walk you through downloading the tool and help you become familiar with the features of Personal Capture. When you are ready to begin recording, you may turn off the webcam option so that only "Screen" and "Audio" are enabled. Start your recording and then open your PowerPoint to slide show view. Once the recording is complete, follow the instructions found on the "Posting Your Video in the Classroom Guide" found on the Kaltura Media page for instructions on how to submit your video. For this option, in addition to submitting your video, you must also upload your PowerPoint file which must include your speaker notes.

    By Day 2 of Week 11

    **Submit** your narrated Change Implementation and Management Plan. Review the following submission instructions for the type of submission you choose.

    submission information – Narrated PowerPOint

    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
    **WK11Assgn_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.

    submission information – Kaltura Personal Capture

    To submit your Kaltura media:

    1. Click on
    **Start Assignment** near the top of the page.

    2. Next, click
    **Text Entry** and then click the
    **Embed Kaltura Media** button.

    3. Select your recorded video under My Media.

    4. Check the box for the End-User License Agreement and select
    **Submit Assignment** for review.

    _Congratulations! After you have finished all of the assignments for this module, you have completed the course. Please submit your Student Evaluation of Learning and Teaching by Day 7._

    Rubric

    **NURS_6053_Module05_Week11_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_6053_Module05_Week11_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCreate a 5- or 6-slide PowerPoint that presents a comprehensive plan to implement changes you propose. Your Change Implementation and Management Plan should include the following:· An executive summary of the issues that are currently affecting your organization/workplace (this can include the work you completed in your Workplace Environment Assessment).· A description of the changes being proposed.· Justifications for the changes, including why addressing them will have a positive impact on your organization/workplace. | | | | | |
    | — | — | — | — |
    | **40 to >35.0 pts**<br>**Excellent**<br>The narrated presentation accurately and completely presents a comprehensive plan to implement proposed changes. … The narrated presentation accurately and thoroughly describes the issues currently affecting the organization in an executive summary. … The narrated presentation accurately and clearly describes the proposed changes. … The narrated presentation accurately and clearly provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **35 to >31.0 pts**<br>**Good**<br>The narrated presentation adequately presents a comprehensive plan to implement proposed changes. … The narrated presentation adequately describes the issues currently affecting the organization in an executive summary. … The narrated presentation adequately describes the proposed changes. … The narrated presentation adequately provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **31 to >27.0 pts**<br>**Fair**<br>The narrated presentation vaguely, inaccurately, or incompletely presents a plan to implement proposed changes. … The narrated presentation inaccurately or vaguely describes the issues currently affecting the organization in an executive summary. … The narrated presentation inaccurately or vaguely describes the proposed changes. … The narrated presentation inaccurately or vaguely provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **27 to >0 pts**<br>**Poor**<br>The narrated presentation vaguely, inaccurately, and incompletely presents a plan to implement proposed changes. … The narrated presentation inaccurately and vaguely describes the issues currently affecting the organization in an executive summary or executive summary is missing. … The narrated presentation inaccurately and vaguely describes the proposed changes or proposed changes are missing. … The narrated presentation inaccurately and vaguely provides justifications for the changes, including why addressing them will have a positive impact on the organization or justifications are missing. | | 40 pts |
    | This criterion is linked to a Learning Outcome· Details about the type and scope of the proposed changes.· Identification of the stakeholders impacted by the changes.· Identification of a change management team (by title/role).· A plan for communicating the changes you propose.· A description of risk mitigation plans you would recommend to address the risks anticipated by the changes you propose. | | | | | |
    | — | — | — | — |
    | **30 to >26.0 pts**<br>**Excellent**<br>The narrated presentation accurately and thoroughly details the type and scope of the proposed changes. … The narrated presentation accurately and clearly identifies the stakeholders impacted by the changes. … The narrated presentation accurately and completely identifies a change management team by title/ role. … The narrated presentation accurately and thoroughly proposes a detailed plan for communicating the changes proposed. … The narrated presentation accurately and thoroughly describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **26 to >23.0 pts**<br>**Good**<br>The narrated presentation adequately details the type and scope of the proposed changes. … The narrated presentation adequately identifies the stakeholders impacted by the changes. … The narrated presentation adequately identifies a change management team by title/ role. … The narrated presentation adequately proposes a detailed plan for communicating the changes proposed. … The narrated presentation adequately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **23 to >20.0 pts**<br>**Fair**<br>The narrated presentation vaguely or inaccurately details the type and scope of the proposed changes. … The narrated presentation vaguely or inaccurately identifies the stakeholders impacted by the changes. … The narrated presentation vaguely or inaccurately identifies a change management team by title/ role. … The narrated presentation vaguely or inaccurately proposes a detailed plan for communicating the changes proposed. … The narrated presentation vaguely or inaccurately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **20 to >0 pts**<br>**Poor**<br>The narrated presentation vaguely and inaccurately details the type and scope of the proposed changes or proposed changes are missing. … The narrated presentation vaguely and inaccurately identifies the stakeholders impacted by the changes or stakeholders are missing. … The narrated presentation vaguely and inaccurately identifies a change management team by title/ role or change management team is missing. … The narrated presentation vaguely and inaccurately proposes a detailed plan for communicating the changes proposed or communication plan is missing. … The narrated presentation vaguely and inaccurately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed or recommendations are missing. | | 30 pts |
    | This criterion is linked to a Learning OutcomeResource Synthesis | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Using proper in-text citations, the response fully integrates at least 2 outside resources and 2 or 3 course-specific resources. … PowerPoint presentation includes references slide. | **4 to >3.0 pts**<br>**Good**<br>Using proper in-text citations, the response fully integrates at least 2 outside resources and 1 course-specific resource. … PowerPoint presentation includes references slide. | **3 to >2.0 pts**<br>**Fair**<br>Using proper in-text citations, the response minimally integrates outside and course-specific resources. … PowerPoint presentation includes references slide. | **2 to >0 pts**<br>**Poor**<br>The response does not integrate outside and course-specific resources or no in-text citations are used. … References slide is incomplete or missing. | | 5 pts |
    | This criterion is linked to a Learning OutcomePresentation Narration | | | | | |
    | — | — | — | — |
    | **10 to >0.0 pts**<br>**Excellent**<br>Narration is present. | **0 pts**<br>**Fair** | **0 pts**<br>**Good** | **0 pts**<br>**Poor**<br>Narration is missing. | | 10 pts |
    | This criterion is linked to a Learning OutcomePowerPoint Presentation: The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | | | | | |
    | — | — | — | — |
    | **10 to >8.0 pts**<br>**Excellent**<br>The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **8 to >7.0 pts**<br>**Good**<br>Eighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **7 to >6.0 pts**<br>**Fair**<br>Sixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **6 to >0 pts**<br>**Poor**<br>Less than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | | 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 (one or two) grammar, spelling, and punctuation errors. | **3 to >2.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors. | **2 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 |
    | Total Points: 100 |

    [Previous](https://waldenu.instructure.com/courses/147149/modules/items/5667977) [Next](https://waldenu.instructure.com/courses/147149/modules/items/5667991)

    **## leadership.docx**

    Change Implementation and Management Plan

    It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.

    As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.

    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/147149/modules/items/5667991)

    **To Prepare:**

    · Review the Resources and identify one change that you believe is called for in your organization/workplace.

    · This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.

    · Reflect on how you might implement this change and how you might communicate this change to organizational leadership.

    **The Assignment (5-6-minute narrated PowerPoint presentation):**

    **Change Implementation and Management Plan**

    Create a 5- or 6-slide narrated PowerPoint that presents a comprehensive plan to implement changes you propose.

    Your narrated presentation should be 5–6 minutes in length.

    Your Change Implementation and Management Plan should include the following:

    · An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)

    · A description of the change being proposed

    · Justifications for the change, including why addressing it will have a positive impact on your organization/workplace

    · Details about the type and scope of the proposed change

    · Identification of the stakeholders impacted by the change

    · Identification of a change management team (by title/role)

    · A plan for communicating the change you propose

    · A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose

    **Alternate Submission Method**

    You may also use Kaltura Personal Capture to record your narrated PowerPoint. This option will require you to create your PowerPoint slides first. Then, follow the Personal Capture instructions outlined on the
    [Kaltura Media UploaderLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/WWOW/Canvas/1001/pulse_check/kaltura/index.html) page. This page will walk you through downloading the tool and help you become familiar with the features of Personal Capture. When you are ready to begin recording, you may turn off the webcam option so that only "Screen" and "Audio" are enabled. Start your recording and then open your PowerPoint to slide show view. Once the recording is complete, follow the instructions found on the "Posting Your Video in the Classroom Guide" found on the Kaltura Media page for instructions on how to submit your video. For this option, in addition to submitting your video, you must also upload your PowerPoint file which must include your speaker notes.

    By Day 2 of Week 11

    **Submit** your narrated Change Implementation and Management Plan. Review the following submission instructions for the type of submission you choose.

    submission information – Narrated PowerPOint

    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
    **WK11Assgn_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.

    submission information – Kaltura Personal Capture

    To submit your Kaltura media:

    1. Click on
    **Start Assignment** near the top of the page.

    2. Next, click
    **Text Entry** and then click the
    **Embed Kaltura Media** button.

    3. Select your recorded video under My Media.

    4. Check the box for the End-User License Agreement and select
    **Submit Assignment** for review.

    _Congratulations! After you have finished all of the assignments for this module, you have completed the course. Please submit your Student Evaluation of Learning and Teaching by Day 7._

    Rubric

    **NURS_6053_Module05_Week11_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | NURS_6053_Module05_Week11_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCreate a 5- or 6-slide PowerPoint that presents a comprehensive plan to implement changes you propose. Your Change Implementation and Management Plan should include the following:· An executive summary of the issues that are currently affecting your organization/workplace (this can include the work you completed in your Workplace Environment Assessment).· A description of the changes being proposed.· Justifications for the changes, including why addressing them will have a positive impact on your organization/workplace. | | | | | |
    | — | — | — | — |
    | **40 to >35.0 pts**<br>**Excellent**<br>The narrated presentation accurately and completely presents a comprehensive plan to implement proposed changes. … The narrated presentation accurately and thoroughly describes the issues currently affecting the organization in an executive summary. … The narrated presentation accurately and clearly describes the proposed changes. … The narrated presentation accurately and clearly provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **35 to >31.0 pts**<br>**Good**<br>The narrated presentation adequately presents a comprehensive plan to implement proposed changes. … The narrated presentation adequately describes the issues currently affecting the organization in an executive summary. … The narrated presentation adequately describes the proposed changes. … The narrated presentation adequately provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **31 to >27.0 pts**<br>**Fair**<br>The narrated presentation vaguely, inaccurately, or incompletely presents a plan to implement proposed changes. … The narrated presentation inaccurately or vaguely describes the issues currently affecting the organization in an executive summary. … The narrated presentation inaccurately or vaguely describes the proposed changes. … The narrated presentation inaccurately or vaguely provides justifications for the changes, including why addressing them will have a positive impact on the organization. | **27 to >0 pts**<br>**Poor**<br>The narrated presentation vaguely, inaccurately, and incompletely presents a plan to implement proposed changes. … The narrated presentation inaccurately and vaguely describes the issues currently affecting the organization in an executive summary or executive summary is missing. … The narrated presentation inaccurately and vaguely describes the proposed changes or proposed changes are missing. … The narrated presentation inaccurately and vaguely provides justifications for the changes, including why addressing them will have a positive impact on the organization or justifications are missing. | | 40 pts |
    | This criterion is linked to a Learning Outcome· Details about the type and scope of the proposed changes.· Identification of the stakeholders impacted by the changes.· Identification of a change management team (by title/role).· A plan for communicating the changes you propose.· A description of risk mitigation plans you would recommend to address the risks anticipated by the changes you propose. | | | | | |
    | — | — | — | — |
    | **30 to >26.0 pts**<br>**Excellent**<br>The narrated presentation accurately and thoroughly details the type and scope of the proposed changes. … The narrated presentation accurately and clearly identifies the stakeholders impacted by the changes. … The narrated presentation accurately and completely identifies a change management team by title/ role. … The narrated presentation accurately and thoroughly proposes a detailed plan for communicating the changes proposed. … The narrated presentation accurately and thoroughly describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **26 to >23.0 pts**<br>**Good**<br>The narrated presentation adequately details the type and scope of the proposed changes. … The narrated presentation adequately identifies the stakeholders impacted by the changes. … The narrated presentation adequately identifies a change management team by title/ role. … The narrated presentation adequately proposes a detailed plan for communicating the changes proposed. … The narrated presentation adequately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **23 to >20.0 pts**<br>**Fair**<br>The narrated presentation vaguely or inaccurately details the type and scope of the proposed changes. … The narrated presentation vaguely or inaccurately identifies the stakeholders impacted by the changes. … The narrated presentation vaguely or inaccurately identifies a change management team by title/ role. … The narrated presentation vaguely or inaccurately proposes a detailed plan for communicating the changes proposed. … The narrated presentation vaguely or inaccurately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed. | **20 to >0 pts**<br>**Poor**<br>The narrated presentation vaguely and inaccurately details the type and scope of the proposed changes or proposed changes are missing. … The narrated presentation vaguely and inaccurately identifies the stakeholders impacted by the changes or stakeholders are missing. … The narrated presentation vaguely and inaccurately identifies a change management team by title/ role or change management team is missing. … The narrated presentation vaguely and inaccurately proposes a detailed plan for communicating the changes proposed or communication plan is missing. … The narrated presentation vaguely and inaccurately describes recommended risk mitigation plans that address the risks anticipated by the changes proposed or recommendations are missing. | | 30 pts |
    | This criterion is linked to a Learning OutcomeResource Synthesis | | | | | |
    | — | — | — | — |
    | **5 to >4.0 pts**<br>**Excellent**<br>Using proper in-text citations, the response fully integrates at least 2 outside resources and 2 or 3 course-specific resources. … PowerPoint presentation includes references slide. | **4 to >3.0 pts**<br>**Good**<br>Using proper in-text citations, the response fully integrates at least 2 outside resources and 1 course-specific resource. … PowerPoint presentation includes references slide. | **3 to >2.0 pts**<br>**Fair**<br>Using proper in-text citations, the response minimally integrates outside and course-specific resources. … PowerPoint presentation includes references slide. | **2 to >0 pts**<br>**Poor**<br>The response does not integrate outside and course-specific resources or no in-text citations are used. … References slide is incomplete or missing. | | 5 pts |
    | This criterion is linked to a Learning OutcomePresentation Narration | | | | | |
    | — | — | — | — |
    | **10 to >0.0 pts**<br>**Excellent**<br>Narration is present. | **0 pts**<br>**Fair** | **0 pts**<br>**Good** | **0 pts**<br>**Poor**<br>Narration is missing. | | 10 pts |
    | This criterion is linked to a Learning OutcomePowerPoint Presentation: The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | | | | | |
    | — | — | — | — |
    | **10 to >8.0 pts**<br>**Excellent**<br>The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **8 to >7.0 pts**<br>**Good**<br>Eighty percent of the presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **7 to >6.0 pts**<br>**Fair**<br>Sixty to seventy nine percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | **6 to >0 pts**<br>**Poor**<br>Less than sixty percent of the presentation follows these guidelines: presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. | | 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 (one or two) grammar, spelling, and punctuation errors. | **3 to >2.0 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors. | **2 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 |
    | Total Points: 100 |

    [Previous](https://waldenu.instructure.com/courses/147149/modules/items/5667977) [Next](https://waldenu.instructure.com/courses/147149/modules/items/5667991)

  • [Solved] WK 8-10 RESP HEALTH 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK8RESPONSE2HEALTHElectedOffice.docx **## WK8RESPONSE2HEALTHElectedOffice.docx** Elected Office ![A few women talking in a building Description automatically generated](https://www.sweetstudy.com/questions/wk-8-10-resp-health-2) What is the potential impact of nurses…

    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

    – 2 years ago

    **files (1)**

    – ## WK8RESPONSE2HEALTHElectedOffice.docx

    **## WK8RESPONSE2HEALTHElectedOffice.docx**

    Elected Office

    ![A few women talking in a building Description automatically generated](https://www.sweetstudy.com/questions/wk-8-10-resp-health-2)

    What is the potential impact of nurses holding elected office? How might healthcare policy advocacy change if nurses are seated at the table?

    For this Discussion, you will consider what it takes to run for an elected office, as well as explore what is at stake for nurses to run for these positions. You will identify nurses elected to public office, and you will consider the impact of these positions. How might learning about policy and advocacy pave the wave for a future as an elected official?

    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/148513/modules/items/5624108)

    Learning Resources

    Required Resources

    [Readings](https://waldenu.instructure.com/courses/148513/pages/week-8-10-learning-resources?module_item_id=5624108)

    · Dawes, D. E. (2020).
    _The political determinants of health_. Johns Hopkins University Press.

    · Chapter 4, “How the Game is Played: Successful Employment of the Political Determinants of Health” (pp. 78–111)

    · Porche, D. J. (2023).
    _Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning.

    · Chapter 13, “Board Governance and Policy Leadership” (pp. 185–192)

    · Chapter 14, “Institutional and Organizational/ Association Policy” (pp. 193–199)

    · Chapter 17, “Policy Institutes” (pp. 255–264)

    · American Association of Nurse Anesthesiology. (2022).
    [_Advocacy and policyLinks to an external site._](https://www.aana.com/advocacy) _._ https://www.aana.com/advocacy

    · American Association of Nurse Practitioners. (2022).
    [_AANP advocacy: Championing the NP role and amplifying the NP voiceLinks to an external site._](https://www.aanp.org/advocacy) _._ https://www.aanp.org/advocacy

    · American Nurses Association. (2018).
    [_ANA advocacy toolkitLinks to an external site._](https://rnaction.org/SitePages/toolkit.aspx) _._ https://rnaction.org/SitePages/toolkit.aspx

    · American Nurses Association. (n.d.).
    [_Nurses serving in congressLinks to an external site._](https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/) _._ https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/

    · Centers for Disease Control and Prevention, Office of Policy, Performance, and Evaluation. (2021).
    [_Resources for writing briefs_ Links to an external site.](https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html). https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html

    · IDRC. (n.d.).
    [_How to write a policy brief_ Links to an external site.](https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief). https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief

    · International Council of Nurses. (n.d.).
    [https://www.icn.ch/Links to an external site.](https://www.icn.ch/)

    · International Council of Nurses. (2022).
    [_Nursing policyLinks to an external site._](https://www.icn.ch/nursing-policy) _._ https://www.icn.ch/nursing-policy

    · National League for Nursing. (2022).
    [_Public policyLinks to an external site._](https://www.nln.org/public-policy) _._ https://www.nln.org/public-policy

    · National League for Nursing. (2022).
    [_Toolkit homeLinks to an external site._](https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits) _._ https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits

    · Open Secrets. (2021).
    [_Health professionalsLinks to an external site._](https://www.opensecrets.org/industries/indus.php?ind=H01) _: Summary._ https://www.opensecrets.org/industries/indus.php?ind=H01

    · Pitsker, K. (2019, November 26). How to run for local office.
    [_Kiplinger_ Links to an external site.](https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html). https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html

    ·
    [She Should RunLinks to an external site.](https://sheshouldrun.org/). (2020).
    [https://sheshouldrun.org/Links to an external site.](https://sheshouldrun.org/) **Note:** Explore this site on the topic of “Running for Elected Office.” You will need to join (free) to access the self-quizzes and materials.

    · United Nations. (n.d.). Sustainable development goals:
    [_17 goals to transform our worldLinks to an external site._](https://www.un.org/sustainabledevelopment/) _._ https://www.un.org/sustainabledevelopment/

    · Weakley, S., & Tarrega, M. (n.d.).
    [_How to write a policy brief_ Links to an external site.](https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf). https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf

    ·
    **Document:** [Global Issues Impacting Nursing](https://waldenu.instructure.com/courses/148513/files/11127209?wrap=1) [Download Global Issues Impacting Nursing](https://waldenu.instructure.com/courses/148513/files/11127209/download?download_frd=1)(PDF)

    [Media](https://waldenu.instructure.com/courses/148513/pages/week-8-10-learning-resources?module_item_id=5624108)

    · American Nurses Association. (2021, May 11). RNAction:
    [_When nurses speak, Washington listensLinks to an external site._](https://www.youtube.com/watch?v=IJD60OucJn0) [Video]. https://www.youtube.com/watch?v=IJD60OucJn0

    **Note:** The approximate length of this media piece is 1 minute.

    · Parks, M., & Weiner, C. (2019, October 19).
    [_How to run for office_ Links to an external site.](https://www.npr.org/2019/10/15/770332855/how-to-run-for-office) [Multimedia]. NPR. https://www.npr.org/2019/10/15/770332855/how-to-run-for-office

    [Previous](https://waldenu.instructure.com/courses/148513/modules/items/5624097) [Next](https://waldenu.instructure.com/courses/148513/modules/items/5624115)

    To Prepare:

    · Review resources about running for elected office.

    · Consider what it might take—including resources, manpower, education, money, etc.—to run for office.

    · Research nurses who have become elected officials.

    · Consider why nurses might consider running for office.

    By Day 3 of Week 10

    **Post** a response detailing the following:

    · What does it take to run for elected office? What are the resources you may need?

    · After determining what it takes to run for office, identify an elected official that is a nurse (anywhere in the world), and then provide an introduction, with a picture, for this official.

    · Finally, explain why running for office is important for nurses to consider.

    By Day 6 of Week 10

    **Read** a selection of your colleagues’ posts.
    **Respond** to
    **at least two** of your colleagues on
    **2 different days** by supporting or expanding on the ideas identified by your colleagues or sharing additional perspectives on the issue described by your colleagues.

    RESPOND TO THIS DISCUSSION POST

    **Casey**

    **Elected Office**

              Running for elected office is an endeavor that requires a combination of resources, dedication, and strategic planning. Individuals who run for office must be prepared to invest time, money, and effort into their campaigns while also understanding the intricacies of political processes (Pitsker, 2019). According to the American Nurses Association (ANA), Nurses bring a valuable perspective to the political arena with their unique insights into healthcare and patient advocacy (ANA, n.d.). By examining the journey of nurses transitioning into elected roles, we can better understand their motivations and challenges. This discussion aims to explore what it takes to run for elected office, highlight a nurse who has become an elected official, and discuss why it is important for nurses to consider running for office.

    **Resources Required**

              Running for elected office requires a significant investment of various resources to successfully navigate the complexities of political campaigns. Manpower is essential, as a robust team of dedicated individuals is necessary to coordinate campaign operations. Volunteers, advisors, and campaign staff work to manage diverse aspects, including strategic planning, community outreach, and voter engagement efforts (Pitsker, 2019). Education plays a pivotal role; candidates must possess a deep understanding of political processes, campaign strategies, and the concerns of their constituents, which often necessitates preparation and continuous learning to stay informed and relevant (Porche, 2023).

              Equally important are financial resources, as modern campaigns demand funding to cover expenses such as advertising, promotional materials, events, and logistical needs. Without adequate financial backing, the most qualified candidates may struggle to communicate their message and reach voters (Pitsker, 2019). Furthermore, time is an invaluable resource. Candidates must devote countless hours to attending events, meeting constituents, addressing concerns, and maintaining a strong public presence. This intense schedule often requires candidates to balance personal commitments with the demands of the campaign trail (Porche, 2023). These elements create the foundation of a well-rounded and effective campaign, reflecting the dedication and strategic effort required to succeed in the political arena.

    **Identifying a Nurse Who is an Elected Official**

              Lauren Underwood, a registered nurse and U.S. Representative for Illinois's 14th congressional district stands out as a leader in healthcare policy. As the youngest African American woman to serve in Congress and co-chair of the House Democratic Policy and Communications Committee, she has broken barriers while championing healthcare reform. Her career spans critical roles, including working with Medicaid and serving as a Senior Advisor at the Department of Health and Human Services (Underwood, 2024). These experiences have equipped her with a deep understanding of healthcare systems and public health policy, making her a powerful advocate for equitable access to care (Dawes, 2020).

               Her nursing background offers insights into healthcare delivery, allowing her to approach policymaking with a patient-centered perspective. She has been a vocal proponent of legislation to reduce disparities, expand access to care, and strengthen public health infrastructure (Underwood, 2024). By leveraging her clinical expertise and policy knowledge, Underwood exemplifies nurses' transformative role in government and legislative advocacy, bridging the gap between practice and policy to drive policy change (Porche, 2023).

    **Importance of Nurses Running for Elected Positions**

              Nurses can shape healthcare policy and address pressing societal challenges due to their direct experience with patient care and public health. Their understanding of healthcare systems equips them to advocate for policies that improve access, quality, and care affordability. In office, nurses can address social determinants of health through legislation, targeting root causes of disparities in housing, education, and economic opportunity (Dawes, 2020). With professional insights, nurses are positioned to ensure healthcare policies are grounded in practical realities and focused on patient-centered outcomes (Porche, 2023).

              The political impact of nurses extends beyond healthcare; they influence broader legislative priorities that affect the well-being of communities. By serving in elected positions, nurses like U.S. Representative Lauren Underwood, who introduced the Prioritizing Rural Hospitals Act to address challenges in underserved areas, demonstrate how a healthcare perspective can shape impactful policies (Underwood, 2024). Nurses can connect with constituents, understand systemic issues, and collaborate across disciplines, which makes them invaluable in advocating for comprehensive and equitable public health measures. Their leadership is instrumental in driving meaningful reforms and ensuring legislative decisions promote health equity (American Nurses Association, n.d.).

    **Summary**

              Nurses running for the elected office bring a vital perspective shaped by their experience with healthcare systems and patient care. Their expertise enables them to advocate for policies addressing healthcare disparities and promoting equitable access to care (Dawes, 2020). Leaders like Representative Lauren Underwood exemplify the transformative impact nurses can have in government, leveraging their clinical expertise to craft meaningful and impactful healthcare legislation. By serving in elected roles, nurses ensure that the needs of patients and communities are central to policy decisions.

    **References**

    American Nurses Association. (n.d.).
    _Nurses serving in Congress_. Retrieved from https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/

    Dawes, D. E. (2020).
    _The political determinants of health_. Johns Hopkins University Press.

    Pitsker, K. (2019).
    _How to run for local office_. Kiplinger. Retrieved from https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html

    Porche, D. J. (2023).
    _Health policy: Application for nurses and other healthcare professionals_ (3rd ed.). Jones & Bartlett Learning.

    Underwood, L. (2024).
    _Underwood introduces Prioritizing Rural Hospitals Act to strengthen health care in rural communities_. Retrieved from
    [https://underwood.house.gov/media/press-releases/underwood-introduces-prioritizing-rural-hospitals-act-strengthen-health-careLinks to an external site.](https://underwood.house.gov/media/press-releases/underwood-introduces-prioritizing-rural-hospitals-act-strengthen-health-care)

    ![A person in a blue shirt Description automatically generated](https://www.sweetstudy.com/questions/wk-8-10-resp-health-2)

    **Reply**

    ## image2.png

    ## image1.jpeg

    **## WK8RESPONSE2HEALTHElectedOffice.docx**

    Elected Office

    ![A few women talking in a building Description automatically generated](https://www.sweetstudy.com/questions/wk-8-10-resp-health-2)

    What is the potential impact of nurses holding elected office? How might healthcare policy advocacy change if nurses are seated at the table?

    For this Discussion, you will consider what it takes to run for an elected office, as well as explore what is at stake for nurses to run for these positions. You will identify nurses elected to public office, and you will consider the impact of these positions. How might learning about policy and advocacy pave the wave for a future as an elected official?

    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/148513/modules/items/5624108)

    Learning Resources

    Required Resources

    [Readings](https://waldenu.instructure.com/courses/148513/pages/week-8-10-learning-resources?module_item_id=5624108)

    · Dawes, D. E. (2020).
    _The political determinants of health_. Johns Hopkins University Press.

    · Chapter 4, “How the Game is Played: Successful Employment of the Political Determinants of Health” (pp. 78–111)

    · Porche, D. J. (2023).
    _Health policy: Applications for nurses and other healthcare professionals_(3rd ed.). Jones & Bartlett Learning.

    · Chapter 13, “Board Governance and Policy Leadership” (pp. 185–192)

    · Chapter 14, “Institutional and Organizational/ Association Policy” (pp. 193–199)

    · Chapter 17, “Policy Institutes” (pp. 255–264)

    · American Association of Nurse Anesthesiology. (2022).
    [_Advocacy and policyLinks to an external site._](https://www.aana.com/advocacy) _._ https://www.aana.com/advocacy

    · American Association of Nurse Practitioners. (2022).
    [_AANP advocacy: Championing the NP role and amplifying the NP voiceLinks to an external site._](https://www.aanp.org/advocacy) _._ https://www.aanp.org/advocacy

    · American Nurses Association. (2018).
    [_ANA advocacy toolkitLinks to an external site._](https://rnaction.org/SitePages/toolkit.aspx) _._ https://rnaction.org/SitePages/toolkit.aspx

    · American Nurses Association. (n.d.).
    [_Nurses serving in congressLinks to an external site._](https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/) _._ https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/

    · Centers for Disease Control and Prevention, Office of Policy, Performance, and Evaluation. (2021).
    [_Resources for writing briefs_ Links to an external site.](https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html). https://www.cdc.gov/policy/polaris/training/writing-briefs/index.html

    · IDRC. (n.d.).
    [_How to write a policy brief_ Links to an external site.](https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief). https://idrc-crdi.ca/en/funding/resources-idrc-grantees/how-write-policy-brief

    · International Council of Nurses. (n.d.).
    [https://www.icn.ch/Links to an external site.](https://www.icn.ch/)

    · International Council of Nurses. (2022).
    [_Nursing policyLinks to an external site._](https://www.icn.ch/nursing-policy) _._ https://www.icn.ch/nursing-policy

    · National League for Nursing. (2022).
    [_Public policyLinks to an external site._](https://www.nln.org/public-policy) _._ https://www.nln.org/public-policy

    · National League for Nursing. (2022).
    [_Toolkit homeLinks to an external site._](https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits) _._ https://www.nln.org/education/teaching-resources/professional-development-programsteaching-resources/toolkits

    · Open Secrets. (2021).
    [_Health professionalsLinks to an external site._](https://www.opensecrets.org/industries/indus.php?ind=H01) _: Summary._ https://www.opensecrets.org/industries/indus.php?ind=H01

    · Pitsker, K. (2019, November 26). How to run for local office.
    [_Kiplinger_ Links to an external site.](https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html). https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html

    ·
    [She Should RunLinks to an external site.](https://sheshouldrun.org/). (2020).
    [https://sheshouldrun.org/Links to an external site.](https://sheshouldrun.org/) **Note:** Explore this site on the topic of “Running for Elected Office.” You will need to join (free) to access the self-quizzes and materials.

    · United Nations. (n.d.). Sustainable development goals:
    [_17 goals to transform our worldLinks to an external site._](https://www.un.org/sustainabledevelopment/) _._ https://www.un.org/sustainabledevelopment/

    · Weakley, S., & Tarrega, M. (n.d.).
    [_How to write a policy brief_ Links to an external site.](https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf). https://policyscotland.gla.ac.uk/wp-content/uploads/2021/04/TSRFWritingaPolicyBrief.pdf

    ·
    **Document:** [Global Issues Impacting Nursing](https://waldenu.instructure.com/courses/148513/files/11127209?wrap=1) [Download Global Issues Impacting Nursing](https://waldenu.instructure.com/courses/148513/files/11127209/download?download_frd=1)(PDF)

    [Media](https://waldenu.instructure.com/courses/148513/pages/week-8-10-learning-resources?module_item_id=5624108)

    · American Nurses Association. (2021, May 11). RNAction:
    [_When nurses speak, Washington listensLinks to an external site._](https://www.youtube.com/watch?v=IJD60OucJn0) [Video]. https://www.youtube.com/watch?v=IJD60OucJn0

    **Note:** The approximate length of this media piece is 1 minute.

    · Parks, M., & Weiner, C. (2019, October 19).
    [_How to run for office_ Links to an external site.](https://www.npr.org/2019/10/15/770332855/how-to-run-for-office) [Multimedia]. NPR. https://www.npr.org/2019/10/15/770332855/how-to-run-for-office

    [Previous](https://waldenu.instructure.com/courses/148513/modules/items/5624097) [Next](https://waldenu.instructure.com/courses/148513/modules/items/5624115)

    To Prepare:

    · Review resources about running for elected office.

    · Consider what it might take—including resources, manpower, education, money, etc.—to run for office.

    · Research nurses who have become elected officials.

    · Consider why nurses might consider running for office.

    By Day 3 of Week 10

    **Post** a response detailing the following:

    · What does it take to run for elected office? What are the resources you may need?

    · After determining what it takes to run for office, identify an elected official that is a nurse (anywhere in the world), and then provide an introduction, with a picture, for this official.

    · Finally, explain why running for office is important for nurses to consider.

    By Day 6 of Week 10

    **Read** a selection of your colleagues’ posts.
    **Respond** to
    **at least two** of your colleagues on
    **2 different days** by supporting or expanding on the ideas identified by your colleagues or sharing additional perspectives on the issue described by your colleagues.

    RESPOND TO THIS DISCUSSION POST

    **Casey**

    **Elected Office**

              Running for elected office is an endeavor that requires a combination of resources, dedication, and strategic planning. Individuals who run for office must be prepared to invest time, money, and effort into their campaigns while also understanding the intricacies of political processes (Pitsker, 2019). According to the American Nurses Association (ANA), Nurses bring a valuable perspective to the political arena with their unique insights into healthcare and patient advocacy (ANA, n.d.). By examining the journey of nurses transitioning into elected roles, we can better understand their motivations and challenges. This discussion aims to explore what it takes to run for elected office, highlight a nurse who has become an elected official, and discuss why it is important for nurses to consider running for office.

    **Resources Required**

              Running for elected office requires a significant investment of various resources to successfully navigate the complexities of political campaigns. Manpower is essential, as a robust team of dedicated individuals is necessary to coordinate campaign operations. Volunteers, advisors, and campaign staff work to manage diverse aspects, including strategic planning, community outreach, and voter engagement efforts (Pitsker, 2019). Education plays a pivotal role; candidates must possess a deep understanding of political processes, campaign strategies, and the concerns of their constituents, which often necessitates preparation and continuous learning to stay informed and relevant (Porche, 2023).

              Equally important are financial resources, as modern campaigns demand funding to cover expenses such as advertising, promotional materials, events, and logistical needs. Without adequate financial backing, the most qualified candidates may struggle to communicate their message and reach voters (Pitsker, 2019). Furthermore, time is an invaluable resource. Candidates must devote countless hours to attending events, meeting constituents, addressing concerns, and maintaining a strong public presence. This intense schedule often requires candidates to balance personal commitments with the demands of the campaign trail (Porche, 2023). These elements create the foundation of a well-rounded and effective campaign, reflecting the dedication and strategic effort required to succeed in the political arena.

    **Identifying a Nurse Who is an Elected Official**

              Lauren Underwood, a registered nurse and U.S. Representative for Illinois's 14th congressional district stands out as a leader in healthcare policy. As the youngest African American woman to serve in Congress and co-chair of the House Democratic Policy and Communications Committee, she has broken barriers while championing healthcare reform. Her career spans critical roles, including working with Medicaid and serving as a Senior Advisor at the Department of Health and Human Services (Underwood, 2024). These experiences have equipped her with a deep understanding of healthcare systems and public health policy, making her a powerful advocate for equitable access to care (Dawes, 2020).

               Her nursing background offers insights into healthcare delivery, allowing her to approach policymaking with a patient-centered perspective. She has been a vocal proponent of legislation to reduce disparities, expand access to care, and strengthen public health infrastructure (Underwood, 2024). By leveraging her clinical expertise and policy knowledge, Underwood exemplifies nurses' transformative role in government and legislative advocacy, bridging the gap between practice and policy to drive policy change (Porche, 2023).

    **Importance of Nurses Running for Elected Positions**

              Nurses can shape healthcare policy and address pressing societal challenges due to their direct experience with patient care and public health. Their understanding of healthcare systems equips them to advocate for policies that improve access, quality, and care affordability. In office, nurses can address social determinants of health through legislation, targeting root causes of disparities in housing, education, and economic opportunity (Dawes, 2020). With professional insights, nurses are positioned to ensure healthcare policies are grounded in practical realities and focused on patient-centered outcomes (Porche, 2023).

              The political impact of nurses extends beyond healthcare; they influence broader legislative priorities that affect the well-being of communities. By serving in elected positions, nurses like U.S. Representative Lauren Underwood, who introduced the Prioritizing Rural Hospitals Act to address challenges in underserved areas, demonstrate how a healthcare perspective can shape impactful policies (Underwood, 2024). Nurses can connect with constituents, understand systemic issues, and collaborate across disciplines, which makes them invaluable in advocating for comprehensive and equitable public health measures. Their leadership is instrumental in driving meaningful reforms and ensuring legislative decisions promote health equity (American Nurses Association, n.d.).

    **Summary**

              Nurses running for the elected office bring a vital perspective shaped by their experience with healthcare systems and patient care. Their expertise enables them to advocate for policies addressing healthcare disparities and promoting equitable access to care (Dawes, 2020). Leaders like Representative Lauren Underwood exemplify the transformative impact nurses can have in government, leveraging their clinical expertise to craft meaningful and impactful healthcare legislation. By serving in elected roles, nurses ensure that the needs of patients and communities are central to policy decisions.

    **References**

    American Nurses Association. (n.d.).
    _Nurses serving in Congress_. Retrieved from https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/

    Dawes, D. E. (2020).
    _The political determinants of health_. Johns Hopkins University Press.

    Pitsker, K. (2019).
    _How to run for local office_. Kiplinger. Retrieved from https://www.kiplinger.com/article/business/t043-c000-s002-how-to-run-for-local-office.html

    Porche, D. J. (2023).
    _Health policy: Application for nurses and other healthcare professionals_ (3rd ed.). Jones & Bartlett Learning.

    Underwood, L. (2024).
    _Underwood introduces Prioritizing Rural Hospitals Act to strengthen health care in rural communities_. Retrieved from
    [https://underwood.house.gov/media/press-releases/underwood-introduces-prioritizing-rural-hospitals-act-strengthen-health-careLinks to an external site.](https://underwood.house.gov/media/press-releases/underwood-introduces-prioritizing-rural-hospitals-act-strengthen-health-care)

    ![A person in a blue shirt Description automatically generated](https://www.sweetstudy.com/questions/wk-8-10-resp-health-2)

    **Reply**

    ## image2.png

    ## image1.jpeg

  • [Solved] WK 10 RESP BLOG THEOR

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK10BlogTheor.docx **## WK10BlogTheor.docx** Blog: PEER FEEDBACK: GRADING THE EVIDENCE ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-10-resp-blog-theor) For this Blog, you will share you…

    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

    – 2 years ago

    **files (1)**

    – ## WK10BlogTheor.docx

    **## WK10BlogTheor.docx**

    Blog: PEER FEEDBACK: GRADING THE EVIDENCE

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-10-resp-blog-theor)

    For this Blog, you will share your experiences grading the evidence to address the practice question you selected for the Literature Review Assignment you are currently working on. This Blog is due by
    **Day 7** of this week (Week 10).

    This Blog is a unique opportunity to receive valuable feedback from your colleagues, which you can then incorporate to improve your Assignment. By the

    end of the week, please reflect upon the feedback you received, and then apply whatever you find valuable as you work toward completing your Literature Review Assignment.

    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/5646773)

    **Note:** These resources were previously presented in Week 8 and 9.

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_ (4th ed.). Sigma Theta Tau International.

    · Chapter 5, “Searching for Evidence” (pp. 99–128)

    · Chapter 6, “Evidence Appraisal: Research” (pp. 129–162)

    · Chapter 7, “Evidence Appraisal: Nonresearch” (pp. 163–188)

    ·
    [Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325/download?download_frd=1)

    ·
    [Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324/download?download_frd=1)

    ·
    [Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332/download?download_frd=1)

    ·
    [Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334/download?download_frd=1)

    ·
    [Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335/download?download_frd=1)

    **Note:** Be prepared to complete and submit Appendices B, G, and H for your Assignment this week.

    **Also Note:** You previously purchased this text for NURS 8002.

    · Bermudez, N. (2021).
    [Formulating well-written clinical practice questions and research questionsLinks to an external site.](https://scholarlycommons.baptisthealth.net/nhsrj/vol4/iss1/10/).
    _Nursing and Health Sciences Research Journal, 4_(1), 70–82. https://doi.org/10.55481/2578-3750.1113

    · Echevarria, I. M., & Walker, S. (2014).
    [To make your case, start with a PICOT questionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-201402000-00007&D=ovft).
    _Nursing, 44_(2), 18–19. https://doi.org/10.1097/01.NURSE.0000442594.00242.f9

    · Ford, L. G., & Melnyk, B. M. (2019).
    [The underappreciated and misunderstood PICOT question: A critical step in the EBP processLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=140231445&site=eds-live&scope=site&custid=s6527200).
    _Worldviews on Evidence-Based Nursing, 16_(6), 422–423. https://doi.org/10.1111/wvn.12408

    **Note:** The following resources also appear in NURS 8002.

    · OASIS. (n.d.).
    [_Analyze and evaluate research articles_ Links to an external site.](https://academics.waldenu.edu/library/analyze-evaluate-research-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/analyze-evaluate-research-articles

    · OASIS. (n.d.).
    [_Break a topic into keywordsLinks to an external site._](https://academics.waldenu.edu/library/topic-into-keywords) [Interactive media]. Walden University. https://academics.waldenu.edu/library/topic-into-keywords

    · OASIS. (n.d.).
    [_Evaluate resourcesLinks to an external site._](https://academics.waldenu.edu/library/evaluate-resources)[Interactive media]. Walden University. https://academics.waldenu.edu/library/evaluate-resources

    · OASIS.
    [_Grading evidence_ Links to an external site.](https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX) [Interactive media]. Walden University. https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX

    · OASIS. (n.d.).
    [_Locate, cite, and reference journal articlesLinks to an external site._](https://academics.waldenu.edu/library/locate-cite-reference-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/locate-cite-reference-articles

    · OASIS. (n.d.).
    [_Paraphrase and summarize informationLinks to an external site._](https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/paraphrase-summarize

    · OASIS. (n.d.).
    [_Synthesis_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/synthesis) [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis

    · OASIS. (n.d.).
    [_Synthesize literature_ Links to an external site.](https://academics.waldenu.edu/writing/synthesize-literature) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/synthesize-literature

    · Walden University. (2021).
    [_DNP glossary_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/NURS/8114/DNPG/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Walden University Library. (n.d.).
    [_Ask a librarian_ Links to an external site.](https://academicguides.waldenu.edu/library/ask%20). https://academicguides.waldenu.edu/library/ask
    Note: Use this website to find answers to common questions or to contact a librarian directly.

    · Walden University Library. (n.d.).
    [_Databases A–Z: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/az.php?s=19981). https://academicguides.waldenu.edu/az.php?s=19981

    · Walden University Library. (n.d.).
    [_Evaluating resources: Primary and secondary sources_ Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/sources). https://academicguides.waldenu.edu/library/evaluating/sources

    · Walden University Library. (n.d.).
    [_Subject research: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/library/subject/nursing). https://academicguides.waldenu.edu/library/subject/nursing

    **Note:** This database is a good starting point for nursing related searches.

    · Walden University Quick Answers. (n.d.).
    [_How do I verify that my article is peer reviewed?_ Links to an external site.](https://academicanswers.waldenu.edu/faq/72613) [Multimedia].
    [https://academicanswers.waldenu.edu/faq/72613](https://academicanswers.waldenu.edu/faq/72613)

    To Prepare

    · Continue working on your Literature Review Assignment, which is due
    **Day 7 of Week 10**.

    · Reflect on your experiences identifying Level 1 evidence to address your practice question.

    · Consider if and how your PICOT assisted you in identifying search terms to identify Level 1 evidence.

    · Reflect on whether or not you had difficulty finding Level 1 evidence and why.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

    **Post** the following related to your Literature Review Assignment:

    · Share your experiences identifying Level 1 evidence to address your practice question. Be specific and provide concrete examples.

    · Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.

    · If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

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

    By Day 6 of Week 10

    **Respond** to at least
    **two** of your colleagues, on different days, by offering suggestions to help improve their experiences identifying Level 1 evidence and/or utilizing the PICOT format in the future.

    **Note:** 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.

    RESPOND TO THIS DISCUSSION POST

    KIM

    **Experiences Identifying Level 1 Evidence**
    In addressing the proposed practice question regarding the development and implementation of inclusive healthcare policies and practices for marginalized transgender individuals, I aimed to identify Level 1 evidence, which typically includes systematic reviews and randomized controlled trials (RCTs). However, given the nature of the topic—focused on marginalized populations and emerging healthcare practices—I encountered some challenges in locating a wealth of Level 1 evidence.
    For example, while searching databases such as PubMed and CINAHL, I found systematic reviews of healthcare disparities among transgender individuals (e.g., "Barriers to healthcare access for transgender individuals: A systematic review"), which provided insights into the unique needs and barriers faced by the population. However, RCTs specifically addressing inclusive policies for transgender individuals were limited. Much of the existing research revolved around surveys or observational studies rather than experimental designs.

    **PICOT's Assistance in Identifying Search Terms**
    My use of the PICOT format was instrumental in identifying relevant search terms. By clearly delineating the components:
    – Population (P): I used terms like "transgender health" and "marginalized transgender individuals."
    – Intervention (I): This led me to explore phrases such as "inclusive healthcare policies" and "transgender healthcare access."
    – Comparison (C): Terms like "traditional healthcare models" and "non-inclusive practices" were helpful in narrowing down relevant literature.
    – Outcome (O): I focused on terms including "improved access," "healthcare equity," and "comprehensive care."
    – Time (T): Although time wasn't a major search term, I included "longitudinal studies" when applicable.
    These structured keywords allowed for a more focused search, helping to refine results to studies that directly related to the evidence needed to support my practice question.

    **Difficulty Finding Level 1 Evidence**
    I face difficulties in identifying a substantial amount of Level 1 evidence, primarily due to the emerging nature of research focused specifically on transgender healthcare integration within clinical practice. The limited number of RCTs and systematic reviews is reflective of a broader trend where much of the research is observational or qualitative, emphasizing the importance of understanding patient experiences over experimental interventions.
    Despite these challenges, I found valuable studies that, while not Level 1, provided significant evidence regarding the barriers faced by transgender individuals. For instance, observational studies highlighted the lack of training in cultural competency among providers and their direct impact on patient experiences and healthcare access. Additionally, qualitative research articles offered rich insights into the lived experiences of transgender individuals navigating healthcare settings, which, although not Level 1, contributed substantially to the understanding of systemic issues that need addressing.
    In summary, while my search for Level 1 evidence was met with some limitations, the use of the PICOT format guided my exploration and search strategy successfully, and alternative evidence sources significantly contributed to forming a holistic view of the subject matter. This experience underscores the importance of adaptable search strategies when dealing with evolving and complex healthcare issues.

    ## image1.jpeg

    **## WK10BlogTheor.docx**

    Blog: PEER FEEDBACK: GRADING THE EVIDENCE

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-10-resp-blog-theor)

    For this Blog, you will share your experiences grading the evidence to address the practice question you selected for the Literature Review Assignment you are currently working on. This Blog is due by
    **Day 7** of this week (Week 10).

    This Blog is a unique opportunity to receive valuable feedback from your colleagues, which you can then incorporate to improve your Assignment. By the

    end of the week, please reflect upon the feedback you received, and then apply whatever you find valuable as you work toward completing your Literature Review Assignment.

    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/5646773)

    **Note:** These resources were previously presented in Week 8 and 9.

    · Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
    _Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_ (4th ed.). Sigma Theta Tau International.

    · Chapter 5, “Searching for Evidence” (pp. 99–128)

    · Chapter 6, “Evidence Appraisal: Research” (pp. 129–162)

    · Chapter 7, “Evidence Appraisal: Nonresearch” (pp. 163–188)

    ·
    [Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/142660/files/11137325/download?download_frd=1)

    ·
    [Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/142660/files/11137324/download?download_frd=1)

    ·
    [Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/142660/files/11137332/download?download_frd=1)

    ·
    [Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/142660/files/11137334/download?download_frd=1)

    ·
    [Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/142660/files/11137335/download?download_frd=1)

    **Note:** Be prepared to complete and submit Appendices B, G, and H for your Assignment this week.

    **Also Note:** You previously purchased this text for NURS 8002.

    · Bermudez, N. (2021).
    [Formulating well-written clinical practice questions and research questionsLinks to an external site.](https://scholarlycommons.baptisthealth.net/nhsrj/vol4/iss1/10/).
    _Nursing and Health Sciences Research Journal, 4_(1), 70–82. https://doi.org/10.55481/2578-3750.1113

    · Echevarria, I. M., & Walker, S. (2014).
    [To make your case, start with a PICOT questionLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00152193-201402000-00007&D=ovft).
    _Nursing, 44_(2), 18–19. https://doi.org/10.1097/01.NURSE.0000442594.00242.f9

    · Ford, L. G., & Melnyk, B. M. (2019).
    [The underappreciated and misunderstood PICOT question: A critical step in the EBP processLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=140231445&site=eds-live&scope=site&custid=s6527200).
    _Worldviews on Evidence-Based Nursing, 16_(6), 422–423. https://doi.org/10.1111/wvn.12408

    **Note:** The following resources also appear in NURS 8002.

    · OASIS. (n.d.).
    [_Analyze and evaluate research articles_ Links to an external site.](https://academics.waldenu.edu/library/analyze-evaluate-research-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/analyze-evaluate-research-articles

    · OASIS. (n.d.).
    [_Break a topic into keywordsLinks to an external site._](https://academics.waldenu.edu/library/topic-into-keywords) [Interactive media]. Walden University. https://academics.waldenu.edu/library/topic-into-keywords

    · OASIS. (n.d.).
    [_Evaluate resourcesLinks to an external site._](https://academics.waldenu.edu/library/evaluate-resources)[Interactive media]. Walden University. https://academics.waldenu.edu/library/evaluate-resources

    · OASIS.
    [_Grading evidence_ Links to an external site.](https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX) [Interactive media]. Walden University. https://rise.articulate.com/share/–e-gVRMA_y8V2KffxxJAQNb_lswZ2zX

    · OASIS. (n.d.).
    [_Locate, cite, and reference journal articlesLinks to an external site._](https://academics.waldenu.edu/library/locate-cite-reference-articles) [Interactive media]. Walden University. https://academics.waldenu.edu/library/locate-cite-reference-articles

    · OASIS. (n.d.).
    [_Paraphrase and summarize informationLinks to an external site._](https://academics.waldenu.edu/writing/paraphrase-summarize) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/paraphrase-summarize

    · OASIS. (n.d.).
    [_Synthesis_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/evidence/synthesis) [Multimedia]. Walden University. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis

    · OASIS. (n.d.).
    [_Synthesize literature_ Links to an external site.](https://academics.waldenu.edu/writing/synthesize-literature) [Interactive media]. Walden University. https://academics.waldenu.edu/writing/synthesize-literature

    · Walden University. (2021).
    [_DNP glossary_ Links to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/NURS/8114/DNPG/index.html) [Interactive media]. Walden University Canvas. https://waldenu.instructure.com

    · Walden University Library. (n.d.).
    [_Ask a librarian_ Links to an external site.](https://academicguides.waldenu.edu/library/ask%20). https://academicguides.waldenu.edu/library/ask
    Note: Use this website to find answers to common questions or to contact a librarian directly.

    · Walden University Library. (n.d.).
    [_Databases A–Z: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/az.php?s=19981). https://academicguides.waldenu.edu/az.php?s=19981

    · Walden University Library. (n.d.).
    [_Evaluating resources: Primary and secondary sources_ Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/sources). https://academicguides.waldenu.edu/library/evaluating/sources

    · Walden University Library. (n.d.).
    [_Subject research: Nursing_ Links to an external site.](https://academicguides.waldenu.edu/library/subject/nursing). https://academicguides.waldenu.edu/library/subject/nursing

    **Note:** This database is a good starting point for nursing related searches.

    · Walden University Quick Answers. (n.d.).
    [_How do I verify that my article is peer reviewed?_ Links to an external site.](https://academicanswers.waldenu.edu/faq/72613) [Multimedia].
    [https://academicanswers.waldenu.edu/faq/72613](https://academicanswers.waldenu.edu/faq/72613)

    To Prepare

    · Continue working on your Literature Review Assignment, which is due
    **Day 7 of Week 10**.

    · Reflect on your experiences identifying Level 1 evidence to address your practice question.

    · Consider if and how your PICOT assisted you in identifying search terms to identify Level 1 evidence.

    · Reflect on whether or not you had difficulty finding Level 1 evidence and why.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

    **Post** the following related to your Literature Review Assignment:

    · Share your experiences identifying Level 1 evidence to address your practice question. Be specific and provide concrete examples.

    · Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.

    · If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.

    **Note:** Not all practice questions lend themselves to systematic reviews or experimental research, thus they may vary in terms of the applicability of Level 1 evidence.

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

    By Day 6 of Week 10

    **Respond** to at least
    **two** of your colleagues, on different days, by offering suggestions to help improve their experiences identifying Level 1 evidence and/or utilizing the PICOT format in the future.

    **Note:** 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.

    RESPOND TO THIS DISCUSSION POST

    KIM

    **Experiences Identifying Level 1 Evidence**
    In addressing the proposed practice question regarding the development and implementation of inclusive healthcare policies and practices for marginalized transgender individuals, I aimed to identify Level 1 evidence, which typically includes systematic reviews and randomized controlled trials (RCTs). However, given the nature of the topic—focused on marginalized populations and emerging healthcare practices—I encountered some challenges in locating a wealth of Level 1 evidence.
    For example, while searching databases such as PubMed and CINAHL, I found systematic reviews of healthcare disparities among transgender individuals (e.g., "Barriers to healthcare access for transgender individuals: A systematic review"), which provided insights into the unique needs and barriers faced by the population. However, RCTs specifically addressing inclusive policies for transgender individuals were limited. Much of the existing research revolved around surveys or observational studies rather than experimental designs.

    **PICOT's Assistance in Identifying Search Terms**
    My use of the PICOT format was instrumental in identifying relevant search terms. By clearly delineating the components:
    – Population (P): I used terms like "transgender health" and "marginalized transgender individuals."
    – Intervention (I): This led me to explore phrases such as "inclusive healthcare policies" and "transgender healthcare access."
    – Comparison (C): Terms like "traditional healthcare models" and "non-inclusive practices" were helpful in narrowing down relevant literature.
    – Outcome (O): I focused on terms including "improved access," "healthcare equity," and "comprehensive care."
    – Time (T): Although time wasn't a major search term, I included "longitudinal studies" when applicable.
    These structured keywords allowed for a more focused search, helping to refine results to studies that directly related to the evidence needed to support my practice question.

    **Difficulty Finding Level 1 Evidence**
    I face difficulties in identifying a substantial amount of Level 1 evidence, primarily due to the emerging nature of research focused specifically on transgender healthcare integration within clinical practice. The limited number of RCTs and systematic reviews is reflective of a broader trend where much of the research is observational or qualitative, emphasizing the importance of understanding patient experiences over experimental interventions.
    Despite these challenges, I found valuable studies that, while not Level 1, provided significant evidence regarding the barriers faced by transgender individuals. For instance, observational studies highlighted the lack of training in cultural competency among providers and their direct impact on patient experiences and healthcare access. Additionally, qualitative research articles offered rich insights into the lived experiences of transgender individuals navigating healthcare settings, which, although not Level 1, contributed substantially to the understanding of systemic issues that need addressing.
    In summary, while my search for Level 1 evidence was met with some limitations, the use of the PICOT format guided my exploration and search strategy successfully, and alternative evidence sources significantly contributed to forming a holistic view of the subject matter. This experience underscores the importance of adaptable search strategies when dealing with evolving and complex healthcare issues.

    ## image1.jpeg

  • [Solved] Weekly Articles & Possible Future Improvements 416

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Think about the articles you have been reading each week. Were there any recommendations for practice that you thought could be implemented in your clinical practice tomorrow? Next week? Next year? Provide rationale to support your response. **Submission Instructions:** – Your initial post should be…

    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

    Think about the articles you have been reading each week.

    Were there any recommendations for practice that you thought could be implemented in your clinical practice tomorrow? Next week? Next year? Provide rationale to support your response.

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in the current APA style with support from at least 2 academic sources.

    ***No AI, Turnitin report ***

    – 2 years ago

  • [Solved] w4-2.0

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    APA 2 references No artificial intelligence No plagiarism – 2 years ago **files (1)** – ## Casestudtweek4-2.docx **## Casestudtweek4-2.docx** Follow up Visit Patient Data: BG is a 24 yo male weighing 180 pounds at 5’ 8 was schedule as a regular follow up for the following rash: ![](https://www.sweet…

    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

    APA

    2 references

    No artificial intelligence

    No plagiarism

    – 2 years ago

    **files (1)**

    – ## Casestudtweek4-2.docx

    **## Casestudtweek4-2.docx**

    Follow up Visit

    Patient Data: BG is a 24 yo male weighing 180 pounds at 5’ 8 was schedule as a regular follow up for the following rash:

    ![](https://www.sweetstudy.com/questions/w4-2-0)

    1- Identify the picture

    2- Mention at least three differential diagnoses as part of your assessment and diagnostic strategies

    3- Discuss and describe the diagnosis

    4- Discuss lines of treatment for conclude diagnosis

    ## image1.png

    **## Casestudtweek4-2.docx**

    Follow up Visit

    Patient Data: BG is a 24 yo male weighing 180 pounds at 5’ 8 was schedule as a regular follow up for the following rash:

    ![](https://www.sweetstudy.com/questions/w4-2-0)

    1- Identify the picture

    2- Mention at least three differential diagnoses as part of your assessment and diagnostic strategies

    3- Discuss and describe the diagnosis

    4- Discuss lines of treatment for conclude diagnosis

    ## image1.png

  • [Solved] EVIDENCE-BASED PROJECT

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change. – 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

    Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.

    – 2 years ago