Category: Nursing

[Solved] c5-ass3

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POWER POINT – ## c5-ass3.docx **## c5-ass3.docx** **Assessment 3** **Improvement Plan In-Service Presentation** [**Instructions**](https://courseroom.capella.edu/courses/49097/pages/assessment-3-instructions?module_item_id=2470335&content_id=885538) [Resources](https://courseroom.capella.edu/courses…

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Assignment Prompt & Instructions

POWER POINT

– ## c5-ass3.docx

**## c5-ass3.docx**

**Assessment 3**

**Improvement Plan In-Service Presentation**

[**Instructions**](https://courseroom.capella.edu/courses/49097/pages/assessment-3-instructions?module_item_id=2470335&content_id=885538) [Resources](https://courseroom.capella.edu/courses/49097/pages/assessment-3-resources?module_item_id=2470372&content_id=885538) [Activity](https://courseroom.capella.edu/courses/49097/modules/items/2470382) [Attempt 1\
_available_](https://courseroom.capella.edu/courses/49097/pages/assessment-3-attempts?module_item_id=2470393&content_id=885538&attempt_no=1)Attempt 2Attempt 3

InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker's notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.

Collapse All

**Introduction**

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the healthcare environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONL (American Organization of Nursing Leadership) Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONL Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

**Reference**

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing.
_Journal of Obstetric, Gynecologic & Neonatal Nursing, 47_(3), s16–s17.

**Overview**

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop their message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove to be a valuable resource to others.

For this assessment,
**build on the work that you have done in your first two assessments** and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills
**related to the safety improvement plan you created**.

**Instructions**

Develop a PowerPoint presentation with detailed speaker's notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

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

· Describe the purpose and at least three goals of an in-service session for nurses.

· Include a one-line purpose statement followed by the goals.

· Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.

· Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.

· Explain to the audience their role and the importance of making the improvement plan successful.

· Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

· Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.

· Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

·
**Part 1: Agenda and Outcomes.**

· Explain to your audience what they are going to learn or do, and what they are expected to take away.

·
**Part 2: Safety Improvement Plan.**

· Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.

· Explain why it is important for the organization to address the current situation.

·
**Part 3: Audience’s Role and Importance.**

· Discuss how the staff audience will be expected to help implement and drive the improvement plan.

· Explain why they are critical to the success of the improvement plan.

· Describe how their work could benefit from embracing their role in the plan.

·
**Part 4: New Process and Skills Practice.**

· Explain new processes or skills.

· Develop an activity that allows the staff audience to practice and ask questions about these.

· In the notes section, brainstorm potential responses to likely questions or concerns.

·
**Part 5: Soliciting Feedback.**

· Describe how you would solicit feedback from the audience on the improvement plan and the in-service.

· Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

**Additional Requirements**

·
**Presentation length:** There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the speaker's notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).

· For PowerPoint help, see
[Guidelines for Effective PowerPoint Presentations [PPTX]](https://lat.strategiced.com/redirect?linkid=3639) and the
[Capella University Library: PowerPoint Presentations](http://capellauniversity.libguides.com/powerpoint).

·
**Speaker notes**: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker's notes.

·
**APA format:** Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See
[APA Module](https://lat.strategiced.com/redirect?linkid=2586).

·
**Number of references:** Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the
[BSN Nursing Program Library Guide](https://capellauniversity.libguides.com/BSN) as needed to guide your research in the Capella library.

**Competencies Measured**

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

· Competency 1: Analyze the elements of a successful quality improvement initiative.

· Explain the need for and process to improve safety outcomes related to a specific patient safety issue.

· Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

· Competency 4: Explain the nurse's role in coordinating care to enhance quality and reduce costs.

· Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

· Explain to an audience its role and importance of making an improvement plan successful.

· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

· Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.

· Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

**Scoring Guide**

Use the scoring guide to understand how your assessment will be evaluated.

Collapse All

**Criterion 1**

**Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.**

**Distinguished**

Describes the purpose and at least three goals of an in-service session on a specific patient safety issue, with purpose and goals that are relevant and achievable within the in-service session.

**Proficient**

Describes the purpose and at least three goals of an in-service session on a specific patient safety issue.

**Basic**

Lists incomplete purpose or goals of an in-service session.

**Non Performance**

Does not describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

**Criterion 2**

**Explain the need for and process to improve safety outcomes related to a specific patient safety issue.**

**Distinguished**

Explains the need for and process to improve safety outcomes related to a specific patient safety issue, referring to specific data, evidence, or standards to support explanation, along with citation from a credible source.

**Proficient**

Explains the need for and process to improve safety outcomes related to a specific patient safety issue.

**Basic**

Describes a safety outcome and process but the relevance to a specific patient safety issue is unclear.

**Non Performance**

Does not describe the need for and process to improve safety outcomes related to a specific patient safety issue.

**Criterion 3**

**Explain to an audience its role and importance of making an improvement plan successful.**

**Distinguished**

Explains to an audience its role and the importance of making an improvement plan successful, using persuasive, transparent communication to improve buy-in.

**Proficient**

Explains to an audience its role and the importance of making an improvement plan successful.

**Basic**

Describes to an audience its role in the improvement plan, but does not clearly address its importance to the success of the improvement plan.

**Non Performance**

Does not describe to an audience its role and the importance of making an improvement plan successful.

**Criterion 4**

**Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.**

**Distinguished**

Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative, explaining their value.

**Proficient**

Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative.

**Basic**

Lists resources or activities, but their relevance to developing skills or process understanding related to a safety improvement initiative is unclear.

**Non Performance**

Does not create resources or activities to encourage skill development and process understanding related to a safety improve initiative.

**Criterion 5**

**Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.**

**Distinguished**

Slides are easy to read and clutter free. Slide background is visually pleasing with a contrasting color for the text and may utilize graphics. Detailed speaker notes are provided.

**Proficient**

Slides are easy to read and error free. Detailed speaker notes are provided.

**Basic**

Slides are easy to read with few editing errors. Speaker notes are sufficient to support the slides.

**Non Performance**

Slides are difficult to read with multiple editing errors. No speaker notes provided.

**Criterion 6**

**Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.**

**Distinguished**

Organizes content with clear purpose and goals. PowerPoint slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.

**Proficient**

Organizes content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

**Basic**

Organizes content with clear purpose or goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.

**Non Performance**

Does not organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

**## c5-ass3.docx**

**Assessment 3**

**Improvement Plan In-Service Presentation**

[**Instructions**](https://courseroom.capella.edu/courses/49097/pages/assessment-3-instructions?module_item_id=2470335&content_id=885538) [Resources](https://courseroom.capella.edu/courses/49097/pages/assessment-3-resources?module_item_id=2470372&content_id=885538) [Activity](https://courseroom.capella.edu/courses/49097/modules/items/2470382) [Attempt 1\
_available_](https://courseroom.capella.edu/courses/49097/pages/assessment-3-attempts?module_item_id=2470393&content_id=885538&attempt_no=1)Attempt 2Attempt 3

InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

For this assessment, you will develop an 8–14 slide PowerPoint presentation with thorough speaker's notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2.

Collapse All

**Introduction**

As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation.

The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the healthcare environment (Patel & Wright, 2018).

As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices.

You are encouraged to explore the AONL (American Organization of Nursing Leadership) Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONL Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course.

**Reference**

Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing.
_Journal of Obstetric, Gynecologic & Neonatal Nursing, 47_(3), s16–s17.

**Overview**

As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop their message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove to be a valuable resource to others.

For this assessment,
**build on the work that you have done in your first two assessments** and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills
**related to the safety improvement plan you created**.

**Instructions**

Develop a PowerPoint presentation with detailed speaker's notes representing the material you would deliver at a one-hour in-service session to raise awareness of your chosen safety improvement initiative and explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative.

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

· Describe the purpose and at least three goals of an in-service session for nurses.

· Include a one-line purpose statement followed by the goals.

· Start each goal with a verb, such as 1) Explain reasons for medication administration errors, 2) Discuss the importance of preventing medication errors, and 3) Describe strategies to prevent medication errors.

· Explain the need for and process to improve safety outcomes related to a specific patient-safety issue.

· Explain to the audience their role and the importance of making the improvement plan successful.

· Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

· Create a resource slide OR do an activity with the audience to assist them in learning and applying a new skill. A resource slide could consist of in-house materials, posters, or credible websites. An activity slide may include a quiz, simulation, group work, a case study, and so forth.

· Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement.

There are various ways to structure an in-service session; below is just one example:

·
**Part 1: Agenda and Outcomes.**

· Explain to your audience what they are going to learn or do, and what they are expected to take away.

·
**Part 2: Safety Improvement Plan.**

· Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address.

· Explain why it is important for the organization to address the current situation.

·
**Part 3: Audience’s Role and Importance.**

· Discuss how the staff audience will be expected to help implement and drive the improvement plan.

· Explain why they are critical to the success of the improvement plan.

· Describe how their work could benefit from embracing their role in the plan.

·
**Part 4: New Process and Skills Practice.**

· Explain new processes or skills.

· Develop an activity that allows the staff audience to practice and ask questions about these.

· In the notes section, brainstorm potential responses to likely questions or concerns.

·
**Part 5: Soliciting Feedback.**

· Describe how you would solicit feedback from the audience on the improvement plan and the in-service.

· Explain how you might integrate this feedback for future improvements.

Remember to account for activity and discussion time.

**Additional Requirements**

·
**Presentation length:** There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the speaker's notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be at least 10 slides and no more than 15 slides (not including the title, conclusion, or references slide).

· For PowerPoint help, see
[Guidelines for Effective PowerPoint Presentations [PPTX]](https://lat.strategiced.com/redirect?linkid=3639) and the
[Capella University Library: PowerPoint Presentations](http://capellauniversity.libguides.com/powerpoint).

·
**Speaker notes**: Speaker notes (located under each slide) should reflect what you would actually say if you were delivering the presentation to an audience. This presentation does NOT require audio or a transcript. Another presenter would be able to use the presentation by following the speaker's notes.

·
**APA format:** Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. See
[APA Module](https://lat.strategiced.com/redirect?linkid=2586).

·
**Number of references:** Cite a minimum of three sources of scholarly or professional evidence to support your assertions. Resources should be no more than five years old. Use the
[BSN Nursing Program Library Guide](https://capellauniversity.libguides.com/BSN) as needed to guide your research in the Capella library.

**Competencies Measured**

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

· Competency 1: Analyze the elements of a successful quality improvement initiative.

· Explain the need for and process to improve safety outcomes related to a specific patient safety issue.

· Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.

· Competency 4: Explain the nurse's role in coordinating care to enhance quality and reduce costs.

· Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

· Explain to an audience its role and importance of making an improvement plan successful.

· Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.

· Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.

· Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

**Scoring Guide**

Use the scoring guide to understand how your assessment will be evaluated.

Collapse All

**Criterion 1**

**Describe the purpose and at least three goals of an in-service session on a specific patient safety issue.**

**Distinguished**

Describes the purpose and at least three goals of an in-service session on a specific patient safety issue, with purpose and goals that are relevant and achievable within the in-service session.

**Proficient**

Describes the purpose and at least three goals of an in-service session on a specific patient safety issue.

**Basic**

Lists incomplete purpose or goals of an in-service session.

**Non Performance**

Does not describe the purpose and at least three goals of an in-service session on a specific patient safety issue.

**Criterion 2**

**Explain the need for and process to improve safety outcomes related to a specific patient safety issue.**

**Distinguished**

Explains the need for and process to improve safety outcomes related to a specific patient safety issue, referring to specific data, evidence, or standards to support explanation, along with citation from a credible source.

**Proficient**

Explains the need for and process to improve safety outcomes related to a specific patient safety issue.

**Basic**

Describes a safety outcome and process but the relevance to a specific patient safety issue is unclear.

**Non Performance**

Does not describe the need for and process to improve safety outcomes related to a specific patient safety issue.

**Criterion 3**

**Explain to an audience its role and importance of making an improvement plan successful.**

**Distinguished**

Explains to an audience its role and the importance of making an improvement plan successful, using persuasive, transparent communication to improve buy-in.

**Proficient**

Explains to an audience its role and the importance of making an improvement plan successful.

**Basic**

Describes to an audience its role in the improvement plan, but does not clearly address its importance to the success of the improvement plan.

**Non Performance**

Does not describe to an audience its role and the importance of making an improvement plan successful.

**Criterion 4**

**Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative.**

**Distinguished**

Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative, explaining their value.

**Proficient**

Creates resources or activities to encourage skill development and process understanding related to a safety improve initiative.

**Basic**

Lists resources or activities, but their relevance to developing skills or process understanding related to a safety improvement initiative is unclear.

**Non Performance**

Does not create resources or activities to encourage skill development and process understanding related to a safety improve initiative.

**Criterion 5**

**Slides are easy to read and error free. Detailed speaker notes are provided. Speaker notes are clear, organized, and professionally presented.**

**Distinguished**

Slides are easy to read and clutter free. Slide background is visually pleasing with a contrasting color for the text and may utilize graphics. Detailed speaker notes are provided.

**Proficient**

Slides are easy to read and error free. Detailed speaker notes are provided.

**Basic**

Slides are easy to read with few editing errors. Speaker notes are sufficient to support the slides.

**Non Performance**

Slides are difficult to read with multiple editing errors. No speaker notes provided.

**Criterion 6**

**Organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.**

**Distinguished**

Organizes content with clear purpose and goals. PowerPoint slides support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.

**Proficient**

Organizes content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

**Basic**

Organizes content with clear purpose or goals. PowerPoint slides do not consistently support main points, assertions, arguments, conclusions, or recommendations with relevant and evidence-based sources that were published within the last five years.

**Non Performance**

Does not organize content with clear purpose and goals and with relevant and evidence-based sources published within the last five years.

November 5, 2026
[Solved] Nursing

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Assignment Prompt & Instructions

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November 5, 2026
[Solved] module

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November 5, 2026
[Solved] mod 5

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In-depth study guidance and analytical solution covering mod 5.

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Assignment Prompt & Instructions

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November 5, 2026
[Solved] PM2 D4R

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November 5, 2026
[Solved] mod 5 CL

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November 5, 2026
[Solved] EVIDENCE-BASED PROJECT, PART 1: IDENTIFYING RESEARCH METHODOLOGIES

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– ## late1.docx – ## wk2lateRubric.docx – Understanding_quantitative_res.pdf – EBSCO-FullText-09_01_2025.pdf **## late1.docx** EVIDENCE-BASED PROJECT, PART 1: IDENTIFYING RESEARCH METHODOLOGIES Is there a difference between “common practice” and “best practice”? When you first went to work for y…

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– ## late1.docx

– ## wk2lateRubric.docx

– Understanding_quantitative_res.pdf
– EBSCO-FullText-09_01_2025.pdf

**## late1.docx**

EVIDENCE-BASED PROJECT, PART 1: IDENTIFYING RESEARCH METHODOLOGIES

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

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

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

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

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

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/182069/modules/items/7502839)

**To Prepare:**

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.

· Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.

· Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.

· Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

**Part 1: Identifying Research Methodologies**

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

· The full citation of each peer-reviewed article in APA format.

· A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

· A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.

· A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

· A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

**## wk2lateRubric.docx**

Rubric

**NURS_6052_Module02_Week03_Assignment_Rubric**

| | | |
| — | — | — |
| NURS_6052_Module02_Week03_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart 1: Identifying Research Methodologies After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each article. Your analysis should include the following: *The full citation of each peer-reviewed article in APA format *A brief statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest. *A brief description of the aims of the research of each article *A brief description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed methods approach. | **90 to >80.0 ptsExcellent** The response accurately and clearly provides a full citation of each article in APA format. …The responses accurately and thoroughly explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research. …The responses accurately and clearly describe the aims of the research. …The responses accurately and clearly describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples. …The responses accurately and clearly describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected.<br> <br>**80 to >71.0 ptsGood** The response accurately provides a full citation of each article in APA format. …The responses accurately explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research. …The responses accurately describe the aims of the research. …The responses accurately describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples. …The responses accurately describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected.<br> <br>**71 to >62.0 ptsFair** The response provides incomplete or inaccurate citations of each peer-reviewed article in APA format. …The responses inaccurately or vaguely explain the selection of these articles and/or how they relate to a clinical issue of interest, including the explanation of the ethics. …The responses inaccurately or vaguely describe the aims of the research of each article. …The responses inaccurately or vaguely describe the research methodology used and the type of methodology used, with only some examples. …The responses inaccurately or vaguely describe the strengths of each of the research methodologies used, including the explanation of the reliability and validity of how the methodology was applied in each of the articles selected.<br> <br>**62 to >0 ptsPoor** The response inaccurately and vaguely provides a citation of each peer-reviewed article in APA format or is missing. …The responses inaccurately & vaguely explain the selection of these articles and/or how they relate to a clinical issue, including the explanation of ethics of research, or they are missing. …The responses inaccurately and vaguely describe the aims of the research, or they are missing. …The responses inaccurately and vaguely describe the research methodology used, the type of methodology used with no examples present, or they are missing. …The responses inaccurately and vaguely describe the strengths of each of the methodologies used, including the explanation of the reliability and validity of the methodology, or they are missing. | 90 pts |
| This criterion is linked to a Learning OutcomeResource Synthesis | **5 to >4.0 ptsExcellent** The responses provide a complete, detailed, and specific synthesis of two outside resources related to the selection of articles and two or three course-specific resources in addition to the four articles reviewed in the matrix.<br> <br>**4 to >3.0 ptsGood** The responses provide an accurate synthesis of at least one outside resource related to the selection of articles. The response integrates at least one outside resource and two or three course-specific resources in addition to the four articles reviewed in the matrix.<br> <br>**3 to >2.0 ptsFair** The responses provided vaguely or inaccurately synthesize outside resources related to the selection of the articles. The response minimally integrates resources that may support the responses provided in addition to the four articles reviewed in the matrix.<br> <br>**2 to >0 ptsPoor** The responses provide a vague and inaccurate synthesis of outside resources related to the selection of the articles and fail to integrate any resources to support the responses provided, or synthesis is missing. | 5 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 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (one or two) grammar, spelling, and punctuation errors.<br> <br>**3 ptsFair** Contains several (three or four) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

Total Points: 100

**Understanding_quantitative_res.pdf**

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**EBSCO-FullText-09_01_2025.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-09-01-2025-pdf-10401245)

**EBSCO-FullText-09_01_2025.pdf**

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**## late1.docx**

EVIDENCE-BASED PROJECT, PART 1: IDENTIFYING RESEARCH METHODOLOGIES

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

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

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

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

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

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/182069/modules/items/7502839)

**To Prepare:**

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.

· Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.

· Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.

· Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

**Part 1: Identifying Research Methodologies**

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

· The full citation of each peer-reviewed article in APA format.

· A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

· A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.

· A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

· A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

**## wk2lateRubric.docx**

Rubric

**NURS_6052_Module02_Week03_Assignment_Rubric**

| | | |
| — | — | — |
| NURS_6052_Module02_Week03_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart 1: Identifying Research Methodologies After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each article. Your analysis should include the following: *The full citation of each peer-reviewed article in APA format *A brief statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest. *A brief description of the aims of the research of each article *A brief description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed methods approach. | **90 to >80.0 ptsExcellent** The response accurately and clearly provides a full citation of each article in APA format. …The responses accurately and thoroughly explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research. …The responses accurately and clearly describe the aims of the research. …The responses accurately and clearly describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples. …The responses accurately and clearly describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected.<br> <br>**80 to >71.0 ptsGood** The response accurately provides a full citation of each article in APA format. …The responses accurately explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research. …The responses accurately describe the aims of the research. …The responses accurately describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples. …The responses accurately describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected.<br> <br>**71 to >62.0 ptsFair** The response provides incomplete or inaccurate citations of each peer-reviewed article in APA format. …The responses inaccurately or vaguely explain the selection of these articles and/or how they relate to a clinical issue of interest, including the explanation of the ethics. …The responses inaccurately or vaguely describe the aims of the research of each article. …The responses inaccurately or vaguely describe the research methodology used and the type of methodology used, with only some examples. …The responses inaccurately or vaguely describe the strengths of each of the research methodologies used, including the explanation of the reliability and validity of how the methodology was applied in each of the articles selected.<br> <br>**62 to >0 ptsPoor** The response inaccurately and vaguely provides a citation of each peer-reviewed article in APA format or is missing. …The responses inaccurately & vaguely explain the selection of these articles and/or how they relate to a clinical issue, including the explanation of ethics of research, or they are missing. …The responses inaccurately and vaguely describe the aims of the research, or they are missing. …The responses inaccurately and vaguely describe the research methodology used, the type of methodology used with no examples present, or they are missing. …The responses inaccurately and vaguely describe the strengths of each of the methodologies used, including the explanation of the reliability and validity of the methodology, or they are missing. | 90 pts |
| This criterion is linked to a Learning OutcomeResource Synthesis | **5 to >4.0 ptsExcellent** The responses provide a complete, detailed, and specific synthesis of two outside resources related to the selection of articles and two or three course-specific resources in addition to the four articles reviewed in the matrix.<br> <br>**4 to >3.0 ptsGood** The responses provide an accurate synthesis of at least one outside resource related to the selection of articles. The response integrates at least one outside resource and two or three course-specific resources in addition to the four articles reviewed in the matrix.<br> <br>**3 to >2.0 ptsFair** The responses provided vaguely or inaccurately synthesize outside resources related to the selection of the articles. The response minimally integrates resources that may support the responses provided in addition to the four articles reviewed in the matrix.<br> <br>**2 to >0 ptsPoor** The responses provide a vague and inaccurate synthesis of outside resources related to the selection of the articles and fail to integrate any resources to support the responses provided, or synthesis is missing. | 5 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 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (one or two) grammar, spelling, and punctuation errors.<br> <br>**3 ptsFair** Contains several (three or four) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

Total Points: 100

**Understanding_quantitative_res.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/understanding-quantitative-res-pdf-10401243)

**EBSCO-FullText-09_01_2025.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-09-01-2025-pdf-10401245)

**## late1.docx**

EVIDENCE-BASED PROJECT, PART 1: IDENTIFYING RESEARCH METHODOLOGIES

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

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

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

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

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

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/182069/modules/items/7502839)

**To Prepare:**

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.

· Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.

· Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.

· Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

**Part 1: Identifying Research Methodologies**

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

· The full citation of each peer-reviewed article in APA format.

· A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

· A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.

· A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

· A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

**## wk2lateRubric.docx**

Rubric

**NURS_6052_Module02_Week03_Assignment_Rubric**

| | | |
| — | — | — |
| NURS_6052_Module02_Week03_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart 1: Identifying Research Methodologies After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each article. Your analysis should include the following: *The full citation of each peer-reviewed article in APA format *A brief statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest. *A brief description of the aims of the research of each article *A brief description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed methods approach. | **90 to >80.0 ptsExcellent** The response accurately and clearly provides a full citation of each article in APA format. …The responses accurately and thoroughly explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research. …The responses accurately and clearly describe the aims of the research. …The responses accurately and clearly describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples. …The responses accurately and clearly describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected.<br> <br>**80 to >71.0 ptsGood** The response accurately provides a full citation of each article in APA format. …The responses accurately explain the selection of these articles and/or how they relate to a clinical issue of interest, including a detailed explanation of the ethics of research. …The responses accurately describe the aims of the research. …The responses accurately describe the research methodology used, and clearly identify the type of methodology used with specific and relevant examples. …The responses accurately describe the strengths of each of the research methodologies used, including a detailed explanation of the reliability and validity of how the methodology was applied in each of the articles selected.<br> <br>**71 to >62.0 ptsFair** The response provides incomplete or inaccurate citations of each peer-reviewed article in APA format. …The responses inaccurately or vaguely explain the selection of these articles and/or how they relate to a clinical issue of interest, including the explanation of the ethics. …The responses inaccurately or vaguely describe the aims of the research of each article. …The responses inaccurately or vaguely describe the research methodology used and the type of methodology used, with only some examples. …The responses inaccurately or vaguely describe the strengths of each of the research methodologies used, including the explanation of the reliability and validity of how the methodology was applied in each of the articles selected.<br> <br>**62 to >0 ptsPoor** The response inaccurately and vaguely provides a citation of each peer-reviewed article in APA format or is missing. …The responses inaccurately & vaguely explain the selection of these articles and/or how they relate to a clinical issue, including the explanation of ethics of research, or they are missing. …The responses inaccurately and vaguely describe the aims of the research, or they are missing. …The responses inaccurately and vaguely describe the research methodology used, the type of methodology used with no examples present, or they are missing. …The responses inaccurately and vaguely describe the strengths of each of the methodologies used, including the explanation of the reliability and validity of the methodology, or they are missing. | 90 pts |
| This criterion is linked to a Learning OutcomeResource Synthesis | **5 to >4.0 ptsExcellent** The responses provide a complete, detailed, and specific synthesis of two outside resources related to the selection of articles and two or three course-specific resources in addition to the four articles reviewed in the matrix.<br> <br>**4 to >3.0 ptsGood** The responses provide an accurate synthesis of at least one outside resource related to the selection of articles. The response integrates at least one outside resource and two or three course-specific resources in addition to the four articles reviewed in the matrix.<br> <br>**3 to >2.0 ptsFair** The responses provided vaguely or inaccurately synthesize outside resources related to the selection of the articles. The response minimally integrates resources that may support the responses provided in addition to the four articles reviewed in the matrix.<br> <br>**2 to >0 ptsPoor** The responses provide a vague and inaccurate synthesis of outside resources related to the selection of the articles and fail to integrate any resources to support the responses provided, or synthesis is missing. | 5 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 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (one or two) grammar, spelling, and punctuation errors.<br> <br>**3 ptsFair** Contains several (three or four) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

Total Points: 100

**Understanding_quantitative_res.pdf**

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**EBSCO-FullText-09_01_2025.pdf**

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MM format this assessment apa format – ## Problem_Identification_Paper.docx **## Problem_Identification_Paper.docx** ## Problem Identification Paper Student Name Herzing University Course Number and Title Instructor Name Date ## Introduction Professional nurses are central to identifying and add…

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MM format this assessment apa format

– ## Problem_Identification_Paper.docx

**## Problem_Identification_Paper.docx**

## Problem Identification Paper

Student Name

Herzing University

Course Number and Title

Instructor Name

Date

## Introduction

Professional nurses are central to identifying and addressing clinical practice problems that undermine equitable access to care and patient outcomes. One such issue is the lack of transportation for patients requiring mental health services, a barrier that directly interferes with continuity of care and overall well-being. Transportation represents a critical social determinant of health, and without reliable access, patients are at greater risk for missed appointments, untreated psychiatric symptoms, and preventable hospitalizations. Nurses in both clinical and community settings often recognize these patterns, as they frequently witness patients unable to engage in care due to logistical barriers.

The article by Kemp (2025) highlights the broader systemic challenges within school-based mental health models and policies, underscoring how accessibility barriers prevent individuals from obtaining essential behavioral health services. This work illustrates the pressing need for nurses and healthcare systems to implement targeted interventions that address transportation barriers as part of a larger strategy to advance equitable access to mental health care.

## Identified Practice Problem

The practice problem identified is the lack of reliable transportation for patients with mental health conditions to attend in-person visits. This issue is significant because it directly affects treatment adherence, therapeutic engagement, and clinical outcomes. Many patients with mental illness face socioeconomic stressors such as unemployment, financial instability, and limited social support, which compound the effects of inadequate transportation. Consequently, these individuals may experience disrupted medication management, inconsistent participation in therapy, and delayed crisis intervention. Recognizing and addressing transportation barriers is essential for reducing health disparities and improving long-term outcomes in psychiatric populations.

## Evidence Supporting the Practice Problem

Transportation and Mental Health Access in Policy Context
Kemp (2025) emphasizes that school-based mental health policies and care models often fail to address broader systemic barriers to access, including transportation. While focused on younger populations, this analysis reflects a widespread reality: transportation challenges intersect with structural inequities, leaving vulnerable groups unable to obtain timely and effective care. Nurses, particularly those in primary and psychiatric care, are positioned to recognize these inequities and advocate for accessible, community-driven solutions.

Rural Transportation and Health Access
Henning-Smith, Kozhimannil, and Casey (2018) found that rural residents face disproportionate challenges in accessing healthcare due to limited public transportation infrastructure. The study noted that individuals with mental health needs in rural settings were particularly impacted, with transportation barriers contributing to higher rates of missed appointments and increased reliance on emergency services. These findings reinforce that transportation is not merely an inconvenience but a structural determinant shaping mental health outcomes.

Transportation as a Barrier Across Healthcare Settings
Syed, Gerber, and Sharp (2017) conducted a systematic review of transportation barriers and concluded that lack of reliable transit is one of the most common obstacles to healthcare access, particularly behavioral health. Their review demonstrated that patients without transportation are more likely to miss or delay care, which results in fragmented treatment and worse disease management outcomes. The authors stressed that transportation is a modifiable barrier, one that health systems must address through innovative models of care delivery.

Social Determinants of Health and Missed Mental Health Appointments
Douthit, Kiviniemi, and Kaplan (2020) specifically examined the role of social determinants of health in missed mental health appointments. Their findings revealed that patients without reliable transportation were twice as likely to miss appointments compared with those with dependable access. Importantly, the authors highlighted potential solutions—including telehealth, ridesharing partnerships, and community-based shuttle services—that could mitigate the negative impact of transportation barriers. This evidence demonstrates that nurses can play an active role in designing and implementing interventions that address transportation as part of a comprehensive, patient-centered approach.

## Conclusion

Transportation barriers represent a significant clinical practice problem that directly impacts continuity of care and outcomes for mental health patients. As Kemp (2025) shows, accessibility issues such as transportation remain a pressing challenge in healthcare policy and practice, often leaving vulnerable groups without consistent behavioral health services. Supporting literature confirms that limited transportation contributes to missed appointments, delayed treatment, and poorer long-term outcomes across diverse populations. Nurses are uniquely positioned to identify transportation barriers and advocate for patient-centered, system-level interventions. Addressing these challenges is essential to advancing equity, ensuring continuity of care, and improving mental health outcomes across communities.

## References

Douthit, N., Kiviniemi, M., & Kaplan, L. (2020). Social determinants of health and missed appointments in community mental health settings. Journal of Affective Disorders, 273, 147–153. https://doi.org/10.1016/j.jad.2020.04.010

Henning-Smith, C., Kozhimannil, K. B., & Casey, M. (2018). Rural transportation barriers and their impact on health care access. Journal of Primary Care & Community Health, 9, 1–6. https://doi.org/10.1177/2150131918769966

Kemp, C. (2025). An analysis of school-based mental health models and policies. AJN, American Journal of Nursing, 125(1), 46–52. https://doi.org/10.1097/01.NAJ.0001094688.17194.47

Syed, S. T., Gerber, B. S., & Sharp, L. K. (2017). Traveling towards disease: Transportation barriers to health care access. Journal of Community Health, 38(5), 976–993. https://doi.org/10.1007/s10900-013-9681-1

**## Problem_Identification_Paper.docx**

## Problem Identification Paper

Student Name

Herzing University

Course Number and Title

Instructor Name

Date

## Introduction

Professional nurses are central to identifying and addressing clinical practice problems that undermine equitable access to care and patient outcomes. One such issue is the lack of transportation for patients requiring mental health services, a barrier that directly interferes with continuity of care and overall well-being. Transportation represents a critical social determinant of health, and without reliable access, patients are at greater risk for missed appointments, untreated psychiatric symptoms, and preventable hospitalizations. Nurses in both clinical and community settings often recognize these patterns, as they frequently witness patients unable to engage in care due to logistical barriers.

The article by Kemp (2025) highlights the broader systemic challenges within school-based mental health models and policies, underscoring how accessibility barriers prevent individuals from obtaining essential behavioral health services. This work illustrates the pressing need for nurses and healthcare systems to implement targeted interventions that address transportation barriers as part of a larger strategy to advance equitable access to mental health care.

## Identified Practice Problem

The practice problem identified is the lack of reliable transportation for patients with mental health conditions to attend in-person visits. This issue is significant because it directly affects treatment adherence, therapeutic engagement, and clinical outcomes. Many patients with mental illness face socioeconomic stressors such as unemployment, financial instability, and limited social support, which compound the effects of inadequate transportation. Consequently, these individuals may experience disrupted medication management, inconsistent participation in therapy, and delayed crisis intervention. Recognizing and addressing transportation barriers is essential for reducing health disparities and improving long-term outcomes in psychiatric populations.

## Evidence Supporting the Practice Problem

Transportation and Mental Health Access in Policy Context
Kemp (2025) emphasizes that school-based mental health policies and care models often fail to address broader systemic barriers to access, including transportation. While focused on younger populations, this analysis reflects a widespread reality: transportation challenges intersect with structural inequities, leaving vulnerable groups unable to obtain timely and effective care. Nurses, particularly those in primary and psychiatric care, are positioned to recognize these inequities and advocate for accessible, community-driven solutions.

Rural Transportation and Health Access
Henning-Smith, Kozhimannil, and Casey (2018) found that rural residents face disproportionate challenges in accessing healthcare due to limited public transportation infrastructure. The study noted that individuals with mental health needs in rural settings were particularly impacted, with transportation barriers contributing to higher rates of missed appointments and increased reliance on emergency services. These findings reinforce that transportation is not merely an inconvenience but a structural determinant shaping mental health outcomes.

Transportation as a Barrier Across Healthcare Settings
Syed, Gerber, and Sharp (2017) conducted a systematic review of transportation barriers and concluded that lack of reliable transit is one of the most common obstacles to healthcare access, particularly behavioral health. Their review demonstrated that patients without transportation are more likely to miss or delay care, which results in fragmented treatment and worse disease management outcomes. The authors stressed that transportation is a modifiable barrier, one that health systems must address through innovative models of care delivery.

Social Determinants of Health and Missed Mental Health Appointments
Douthit, Kiviniemi, and Kaplan (2020) specifically examined the role of social determinants of health in missed mental health appointments. Their findings revealed that patients without reliable transportation were twice as likely to miss appointments compared with those with dependable access. Importantly, the authors highlighted potential solutions—including telehealth, ridesharing partnerships, and community-based shuttle services—that could mitigate the negative impact of transportation barriers. This evidence demonstrates that nurses can play an active role in designing and implementing interventions that address transportation as part of a comprehensive, patient-centered approach.

## Conclusion

Transportation barriers represent a significant clinical practice problem that directly impacts continuity of care and outcomes for mental health patients. As Kemp (2025) shows, accessibility issues such as transportation remain a pressing challenge in healthcare policy and practice, often leaving vulnerable groups without consistent behavioral health services. Supporting literature confirms that limited transportation contributes to missed appointments, delayed treatment, and poorer long-term outcomes across diverse populations. Nurses are uniquely positioned to identify transportation barriers and advocate for patient-centered, system-level interventions. Addressing these challenges is essential to advancing equity, ensuring continuity of care, and improving mental health outcomes across communities.

## References

Douthit, N., Kiviniemi, M., & Kaplan, L. (2020). Social determinants of health and missed appointments in community mental health settings. Journal of Affective Disorders, 273, 147–153. https://doi.org/10.1016/j.jad.2020.04.010

Henning-Smith, C., Kozhimannil, K. B., & Casey, M. (2018). Rural transportation barriers and their impact on health care access. Journal of Primary Care & Community Health, 9, 1–6. https://doi.org/10.1177/2150131918769966

Kemp, C. (2025). An analysis of school-based mental health models and policies. AJN, American Journal of Nursing, 125(1), 46–52. https://doi.org/10.1097/01.NAJ.0001094688.17194.47

Syed, S. T., Gerber, B. S., & Sharp, L. K. (2017). Traveling towards disease: Transportation barriers to health care access. Journal of Community Health, 38(5), 976–993. https://doi.org/10.1007/s10900-013-9681-1

November 5, 2026
[Solved] Question

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Executive Solution Overview

– ## Discussion4Reading.pdf **## Discussion4Reading.pdf** In this discussion, we will begin practicing rhetorical analysis now that you understand "How it Feels to be Colored Me"and "The Negro Artist and the Racial Mountain" by applying to those works the rhetorical triangle elements. • Choose one e…

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Assignment Prompt & Instructions

– ## Discussion4Reading.pdf

**## Discussion4Reading.pdf**

In this discussion, we will begin practicing rhetorical analysis now that you understand
"How it Feels to be Colored Me"and "The Negro Artist and the Racial Mountain" by applying
to those works the rhetorical triangle elements.

• Choose one example from "How it Feels to be Colored Me" or "The Negro Artist and
the Racial Mountain" for ethos, for pathos, and for logos. Under the name of each
rhetorical triangle element, write the sentence(s) from "How it Feels to be Colored
Me" or "The Negro Artist and the Racial Mountain" in which the element occurs.

Explain why OR how the sentence(s) is(are) an example of the chosen element.

Use the source integration formula to organize your answer.

Title your post "Analysis".

As always, ask any questions in this discussion that you might you have. Complete this
assignment by 15 September at 11:59 p.m.

How it feels to be colored me-
https://ia800301.us.archive.org/2/items/coloredmehurston3/coloredmehurston3.pdf

The negro artist and the racial mountain-

https://www.poetryfoundation.org/articles/69395/the-negro-artist-and-the-racial-
mountain

[https://ia800301.us.archive.org/2/items/coloredmehurston3/coloredmehurston3.pdf](https://ia800301.us.archive.org/2/items/coloredmehurston3/coloredmehurston3.pdf)

[https://www.poetryfoundation.org/articles/69395/the-negro-artist-and-the-racial-mountain](https://www.poetryfoundation.org/articles/69395/the-negro-artist-and-the-racial-mountain)

[https://www.poetryfoundation.org/articles/69395/the-negro-artist-and-the-racial-mountain](https://www.poetryfoundation.org/articles/69395/the-negro-artist-and-the-racial-mountain)

**## Discussion4Reading.pdf**

In this discussion, we will begin practicing rhetorical analysis now that you understand
"How it Feels to be Colored Me"and "The Negro Artist and the Racial Mountain" by applying
to those works the rhetorical triangle elements.

• Choose one example from "How it Feels to be Colored Me" or "The Negro Artist and
the Racial Mountain" for ethos, for pathos, and for logos. Under the name of each
rhetorical triangle element, write the sentence(s) from "How it Feels to be Colored
Me" or "The Negro Artist and the Racial Mountain" in which the element occurs.

Explain why OR how the sentence(s) is(are) an example of the chosen element.

Use the source integration formula to organize your answer.

Title your post "Analysis".

As always, ask any questions in this discussion that you might you have. Complete this
assignment by 15 September at 11:59 p.m.

How it feels to be colored me-
https://ia800301.us.archive.org/2/items/coloredmehurston3/coloredmehurston3.pdf

The negro artist and the racial mountain-

https://www.poetryfoundation.org/articles/69395/the-negro-artist-and-the-racial-
mountain

[https://ia800301.us.archive.org/2/items/coloredmehurston3/coloredmehurston3.pdf](https://ia800301.us.archive.org/2/items/coloredmehurston3/coloredmehurston3.pdf)

[https://www.poetryfoundation.org/articles/69395/the-negro-artist-and-the-racial-mountain](https://www.poetryfoundation.org/articles/69395/the-negro-artist-and-the-racial-mountain)

[https://www.poetryfoundation.org/articles/69395/the-negro-artist-and-the-racial-mountain](https://www.poetryfoundation.org/articles/69395/the-negro-artist-and-the-racial-mountain)

November 5, 2026
[Solved] PowerPoint Presentation: Theoretical Framework to Support Evidence-Based Practice

✓ Verified Academic Solution Available

Executive Solution Overview

#### **Goal:** The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project #### **Content Requirements:** 1. Review literature regarding issues or concerns within your selected area of advanced practice nursing. 2. Select a the…

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Assignment Prompt & Instructions

#### **Goal:**
The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project
#### **Content Requirements:**
1. Review literature regarding issues or concerns within your selected area of advanced practice nursing.
2. Select a theory or model which is relevant to your selected area of advanced practice nursing.
3. Offer a meaningful context for evidence-based practice surrounding the issue or concern which you identified.
4. Identify and describe a theory or model, and explain its relevance to the issues or concerns within your selected area of advanced practice
5. Explain how the theory or model can be used as a framework to guide evidence-based practice to address the issue or concern, and discuss the unique insight or perspective offered through the application of this theory or model.
#### **Submission Instructions:**
– The PowerPoint presentation is original work and logically organized. It should consist of 10-15 slides excluding the title and reference.
– The PowerPoint presentation should be clear and easy to read. Speaker notes expanded upon and clarified content on the slides.
– The PowerPoint presentation should be formatted per APA guidelines and references should be current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions)
– Incorporate a minimum of 4 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 guidelines (the library has a copy of the 7th Edition APA Manual).

November 5, 2026