Category: Nursing

  • [Solved] Ethical Issues Hw

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    Instructions: 1. Look up the word "Monologue" to obtain a clear definition and description of the word. 2. Read the articles and visit the website regarding standards and ethics 3. Then write a monologue that relates to an ethical issue. 4. Select one of the following topics – Artifici…

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    Assignment Prompt & Instructions

    Instructions:
    1. Look up the word "Monologue" to obtain a clear definition and description of the word.
    2. Read the articles and visit the website regarding standards and ethics
    3. Then write a monologue that relates to an ethical issue.
    4. Select one of the following topics
    – Artificial Intelligence in nursing
    – Ethical issues in research
    – Genetics in Nursing
    – Horizontal fashion incivility and vertical incivility
    – Incivility in the profession – Example: Expert RN towards Novice Nurses
    – Violence – Example: "bullying"
    Your homework should also be:
    five pages (including the cover page and the reference page)
    – typed according to APA style for margins, formatting and spacing standards
    – Word document
    Use the attached pdfs to help you do the homework, and also the following link:
    https://codeofethics.ana.org/home
    \
    Article_An_integrated_ethical_decision-making_model.pdf](https://www.sweetstudy.com/files/article-an-integrated-ethical-decision-making-model-pdf-10407287 "Article_An_integrated_ethical_decision-making_model.pdf")
    \
    Article_Nurses_experiences_of_ethical_dilemmas.pdf](https://www.sweetstudy.com/files/article-nurses-experiences-of-ethical-dilemmas-pdf-10407289 "Article_Nurses_experiences_of_ethical_dilemmas.pdf")

  • [Solved] Nursing Assignment

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    – ## Step3EBPProjectEvaluation1.docx – ## EvidenceBasedPracticePrepAssignment.docx – Step2EvidenceBasedPracticeProject.docx **## Step3EBPProjectEvaluation1.docx** **Step 3: EBP Project – Evaluation** (Outcome Assignment – must achieve minimum of 80%) **Evaluation of the Presentation:** _(Spirit of I…

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    Assignment Prompt & Instructions

    – ## Step3EBPProjectEvaluation1.docx

    – ## EvidenceBasedPracticePrepAssignment.docx

    – Step2EvidenceBasedPracticeProject.docx

    **## Step3EBPProjectEvaluation1.docx**

    **Step 3: EBP Project – Evaluation**

    (Outcome Assignment – must achieve minimum of 80%)

    **Evaluation of the Presentation:** _(Spirit of Inquiry & Professional Identity)_

    Upon completion of the presentation, the learner will collect, and review completed evaluation forms (these evaluation forms do NOT need to be submitted).

    **DON’T FORGET THIS PART! – YOU’RE NOT DONE YET! –** following the presentation
    **:**

    **Self-evaluation:** (Answer the following questions USING THIS TEMPLATE and submit it in the appropriate D2L assignment folder.)

    1. Discuss what you would change if you had the opportunity to do this assignment again.

    2. Review data from the peer evaluations submitted by those in attendance and submit a summary of your presentation strengths and weaknesses based on the evaluations.

    · Strengths:

    · Weaknesses:

    3. Conduct a self-evaluation of your skills as a presenter by reflecting on each evaluation criteria (refer to peer evaluation forms when reflecting on what the evaluation criteria are) and discussing strengths and opportunities for improvement.

    · Strengths:

    · Opportunities for improvement:

    **Instructor Evaluation:**

    Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines.  You will be evaluated on your skill as a presenter, your ability to meet the expectations of the presentation guidelines above, and the thoroughness and accuracy of your own self-evaluation.

    **## EvidenceBasedPracticePrepAssignment.docx**

    Step 1: Evidence Based Practice
    **Prep** Assignment

    · This will be due shortly after your first clinical week/weekend. See due date document for specifics.

    · You will need to answer and discuss each question below
    **ON THIS TEMPLATE** and submit it to the appropriate assignment folder in D2L. Your clinical faculty will then indicate paper topic approval or disapproval. This is a REQUIRED pass/fail assignment.

    · Purpose: To gain skills in research. To determine EBP paper topic and receive instructor feedback as to whether or not topic is reasonable and acceptable for formal EBP paper.

    Assignment Overview:

    1. Choose a nursing intervention commonly used in nursing practice.  Use your clinical time to identify an intervention that you have seen that may not be supported by current evidence or that is not consistently followed. A suggestion might be to explore interventions listed in Nurse’s Pocket Guide in Nursing Central. There is also a resource in D2L of some possible EBP topics.

    · Example: The issue of testing pH of gastric contents for confirmation of NG placement is well researched and the problems of auscultation for insufflation of air are well documented, yet the practice continues, why?  Is the practice based on research, if not, why does it continue?

    · You will be doing research to determine what literature says SHOULD be done and if it’s not being done, analyze why it is not being done.

    ·
    **List your topic here:**
    **The effectiveness of peer support in improving diabetes self-management**

    · Find and analyze one scholarly, research-based article that supports or challenges the use of this intervention and find and analyze one scholarly, research-based article that identifies a new evidence-based intervention to address the issue. (Minimum of 2 articles total)

    Article #1:

    Article #2:

    2. What key words did you use in the search bar?

    3. How many results came up during your initial search?

    4. How did you change/refine your initial search to get the information you needed?

    5. Is your topic too narrow or too broad? How will you expand or limit your scope in order to complete the requirements of the paper?

    6. Obtain approval of topic by instructor via D2L
    _PRIOR_ to beginning project.

    7. If the topic is not approved, work with instructor to refine and approve topic to begin paper.

    **Step2EvidenceBasedPracticeProject.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/step2evidencebasedpracticeproject-docx-10407311)

    **Step2EvidenceBasedPracticeProject.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/step2evidencebasedpracticeproject-docx-10407311)

    **## Step3EBPProjectEvaluation1.docx**

    **Step 3: EBP Project – Evaluation**

    (Outcome Assignment – must achieve minimum of 80%)

    **Evaluation of the Presentation:** _(Spirit of Inquiry & Professional Identity)_

    Upon completion of the presentation, the learner will collect, and review completed evaluation forms (these evaluation forms do NOT need to be submitted).

    **DON’T FORGET THIS PART! – YOU’RE NOT DONE YET! –** following the presentation
    **:**

    **Self-evaluation:** (Answer the following questions USING THIS TEMPLATE and submit it in the appropriate D2L assignment folder.)

    1. Discuss what you would change if you had the opportunity to do this assignment again.

    2. Review data from the peer evaluations submitted by those in attendance and submit a summary of your presentation strengths and weaknesses based on the evaluations.

    · Strengths:

    · Weaknesses:

    3. Conduct a self-evaluation of your skills as a presenter by reflecting on each evaluation criteria (refer to peer evaluation forms when reflecting on what the evaluation criteria are) and discussing strengths and opportunities for improvement.

    · Strengths:

    · Opportunities for improvement:

    **Instructor Evaluation:**

    Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines.  You will be evaluated on your skill as a presenter, your ability to meet the expectations of the presentation guidelines above, and the thoroughness and accuracy of your own self-evaluation.

    **## EvidenceBasedPracticePrepAssignment.docx**

    Step 1: Evidence Based Practice
    **Prep** Assignment

    · This will be due shortly after your first clinical week/weekend. See due date document for specifics.

    · You will need to answer and discuss each question below
    **ON THIS TEMPLATE** and submit it to the appropriate assignment folder in D2L. Your clinical faculty will then indicate paper topic approval or disapproval. This is a REQUIRED pass/fail assignment.

    · Purpose: To gain skills in research. To determine EBP paper topic and receive instructor feedback as to whether or not topic is reasonable and acceptable for formal EBP paper.

    Assignment Overview:

    1. Choose a nursing intervention commonly used in nursing practice.  Use your clinical time to identify an intervention that you have seen that may not be supported by current evidence or that is not consistently followed. A suggestion might be to explore interventions listed in Nurse’s Pocket Guide in Nursing Central. There is also a resource in D2L of some possible EBP topics.

    · Example: The issue of testing pH of gastric contents for confirmation of NG placement is well researched and the problems of auscultation for insufflation of air are well documented, yet the practice continues, why?  Is the practice based on research, if not, why does it continue?

    · You will be doing research to determine what literature says SHOULD be done and if it’s not being done, analyze why it is not being done.

    ·
    **List your topic here:**
    **The effectiveness of peer support in improving diabetes self-management**

    · Find and analyze one scholarly, research-based article that supports or challenges the use of this intervention and find and analyze one scholarly, research-based article that identifies a new evidence-based intervention to address the issue. (Minimum of 2 articles total)

    Article #1:

    Article #2:

    2. What key words did you use in the search bar?

    3. How many results came up during your initial search?

    4. How did you change/refine your initial search to get the information you needed?

    5. Is your topic too narrow or too broad? How will you expand or limit your scope in order to complete the requirements of the paper?

    6. Obtain approval of topic by instructor via D2L
    _PRIOR_ to beginning project.

    7. If the topic is not approved, work with instructor to refine and approve topic to begin paper.

    **Step2EvidenceBasedPracticeProject.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/step2evidencebasedpracticeproject-docx-10407311)

    **## Step3EBPProjectEvaluation1.docx**

    **Step 3: EBP Project – Evaluation**

    (Outcome Assignment – must achieve minimum of 80%)

    **Evaluation of the Presentation:** _(Spirit of Inquiry & Professional Identity)_

    Upon completion of the presentation, the learner will collect, and review completed evaluation forms (these evaluation forms do NOT need to be submitted).

    **DON’T FORGET THIS PART! – YOU’RE NOT DONE YET! –** following the presentation
    **:**

    **Self-evaluation:** (Answer the following questions USING THIS TEMPLATE and submit it in the appropriate D2L assignment folder.)

    1. Discuss what you would change if you had the opportunity to do this assignment again.

    2. Review data from the peer evaluations submitted by those in attendance and submit a summary of your presentation strengths and weaknesses based on the evaluations.

    · Strengths:

    · Weaknesses:

    3. Conduct a self-evaluation of your skills as a presenter by reflecting on each evaluation criteria (refer to peer evaluation forms when reflecting on what the evaluation criteria are) and discussing strengths and opportunities for improvement.

    · Strengths:

    · Opportunities for improvement:

    **Instructor Evaluation:**

    Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines.  You will be evaluated on your skill as a presenter, your ability to meet the expectations of the presentation guidelines above, and the thoroughness and accuracy of your own self-evaluation.

    **## EvidenceBasedPracticePrepAssignment.docx**

    Step 1: Evidence Based Practice
    **Prep** Assignment

    · This will be due shortly after your first clinical week/weekend. See due date document for specifics.

    · You will need to answer and discuss each question below
    **ON THIS TEMPLATE** and submit it to the appropriate assignment folder in D2L. Your clinical faculty will then indicate paper topic approval or disapproval. This is a REQUIRED pass/fail assignment.

    · Purpose: To gain skills in research. To determine EBP paper topic and receive instructor feedback as to whether or not topic is reasonable and acceptable for formal EBP paper.

    Assignment Overview:

    1. Choose a nursing intervention commonly used in nursing practice.  Use your clinical time to identify an intervention that you have seen that may not be supported by current evidence or that is not consistently followed. A suggestion might be to explore interventions listed in Nurse’s Pocket Guide in Nursing Central. There is also a resource in D2L of some possible EBP topics.

    · Example: The issue of testing pH of gastric contents for confirmation of NG placement is well researched and the problems of auscultation for insufflation of air are well documented, yet the practice continues, why?  Is the practice based on research, if not, why does it continue?

    · You will be doing research to determine what literature says SHOULD be done and if it’s not being done, analyze why it is not being done.

    ·
    **List your topic here:**
    **The effectiveness of peer support in improving diabetes self-management**

    · Find and analyze one scholarly, research-based article that supports or challenges the use of this intervention and find and analyze one scholarly, research-based article that identifies a new evidence-based intervention to address the issue. (Minimum of 2 articles total)

    Article #1:

    Article #2:

    2. What key words did you use in the search bar?

    3. How many results came up during your initial search?

    4. How did you change/refine your initial search to get the information you needed?

    5. Is your topic too narrow or too broad? How will you expand or limit your scope in order to complete the requirements of the paper?

    6. Obtain approval of topic by instructor via D2L
    _PRIOR_ to beginning project.

    7. If the topic is not approved, work with instructor to refine and approve topic to begin paper.

    **Step2EvidenceBasedPracticeProject.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/step2evidencebasedpracticeproject-docx-10407311)

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    – 3

  • [Solved] WEND SOAP 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    TOPIC: COPD 70 YEARS OLD FEMALE PATIENT – HISPANIC PLEASE SEE ATTACHED RUBRIC FOR GRADING , PROFESSOR IS DEMANDING GO POINT BY POINT AS REQUESTED BY RUBRIC SEE ATTACHED TEMPLATE, MUST BE COMPLETED IN FULL SENTENCE EACH SECTION WITH ORIGINAL INFORMATION AND PROPER FULL SENTENCES THIS SOAP WILL BE SUB…

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    Assignment Prompt & Instructions

    TOPIC: COPD
    70 YEARS OLD FEMALE PATIENT – HISPANIC
    PLEASE SEE ATTACHED RUBRIC FOR GRADING , PROFESSOR IS DEMANDING GO POINT BY POINT AS REQUESTED BY RUBRIC
    SEE ATTACHED TEMPLATE, MUST BE COMPLETED IN FULL SENTENCE EACH SECTION WITH ORIGINAL INFORMATION AND PROPER FULL SENTENCES
    THIS SOAP WILL BE SUBMITTED VIA TURNIN IN , MUST BE COMPLETED IN THE APPROPRIATE TEMPLATE PROVIDED.
    CITATIONS CANT BE OLDER THAN TH PAST 5 YEARS, ALL MUST BE IN APA 7TH EDITION FORMAT.
    DUE DATE SEPT 24, 2025 NO LATER
    NO MORE THAN 10% PLAGIARISM IS ALLOWED
    PLEASE DO YOUR BEST AND WORK APPROPRIATELY AS RUBRIC AND INSTRUCTION REQUESTED
    AGAIN EACH SECTION NEED TO BE COMPLETED IN FULL SENTENCES, DONT MISS ANY SECTION PLEASE
    \
    TEMPLATESTTHOMAS.docx](https://www.sweetstudy.com/files/templatestthomas-docx "TEMPLATESTTHOMAS.docx")
    \
    SOAPNoteRubric-1.pdf](https://www.sweetstudy.com/files/soapnoterubric-1-pdf-10407325 "SOAPNoteRubric-1.pdf")

  • [Solved] EBP

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## APAResources.docx – ## EBPPowerpointBasicTemplate.pptx – ## EvidenceBasedPracticePrepAssignment.docx – ## Studentclothing.pdf – Step2EvidenceBasedPracticeProject.docx **## APAResources.docx** **APA Resources** Welcome to nursing! You will find that in nursing the standard for writing and refere…

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    $6.99

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

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## APAResources.docx

    – ## EBPPowerpointBasicTemplate.pptx

    – ## EvidenceBasedPracticePrepAssignment.docx

    – ## Studentclothing.pdf

    – Step2EvidenceBasedPracticeProject.docx

    **## APAResources.docx**

    **APA Resources**

    Welcome to nursing! You will find that in nursing the standard for writing and referencing documents is different than options you may have used in the past. The standard for professional writing in nursing is APA (American Psychological Association). Below is a lit of potential resources that you may utilize to assure you are using APA correctly.

    Websites:

    Grammarly – APA and Plagiarism Checker –
    [https://www.grammarly.com/](https://www.grammarly.com/)

    Purdue Owl – APA Help –
    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    Book:

    Publication Manual 7th Edition of the American Psychological Association

    · If you plan to continue in nursing for your BSN, it is recommended that you buy this book.

    · You can buy this book online or through the BSU bookstore.

    **## EBPPowerpointBasicTemplate.pptx**

    Title Page

    Section I – Introduction

    Section II – History of Nursing Practice

    Section III – Review of Literature – 1st article

    Section III – Review of Literature – 2nd article

    Section IV – Take a Stand

    Section V – Barriers & Recommendations

    Barriers

    Recommedation

    Section VI – Conclusion

    References

    **## EvidenceBasedPracticePrepAssignment.docx**

    Step 1: Evidence Based Practice
    **Prep** Assignment

    · This will be due shortly after your first clinical week/weekend. See due date document for specifics.

    · You will need to answer and discuss each question below
    **ON THIS TEMPLATE** and submit it to the appropriate assignment folder in D2L. Your clinical faculty will then indicate paper topic approval or disapproval. This is a REQUIRED pass/fail assignment.

    · Purpose: To gain skills in research. To determine EBP paper topic and receive instructor feedback as to whether or not topic is reasonable and acceptable for formal EBP paper.

    Assignment Overview:

    1. Choose a nursing intervention commonly used in nursing practice.  Use your clinical time to identify an intervention that you have seen that may not be supported by current evidence or that is not consistently followed. A suggestion might be to explore interventions listed in Nurse’s Pocket Guide in Nursing Central. There is also a resource in D2L of some possible EBP topics.

    · Example: The issue of testing pH of gastric contents for confirmation of NG placement is well researched and the problems of auscultation for insufflation of air are well documented, yet the practice continues, why?  Is the practice based on research, if not, why does it continue?

    · You will be doing research to determine what literature says SHOULD be done and if it’s not being done, analyze why it is not being done.

    ·
    **List your topic here:___________________________________________________________**

    2. Find and analyze one scholarly, research-based article that supports or challenges the use of this intervention and find and analyze one scholarly, research-based article that identifies a new evidence-based intervention to address the issue. (Minimum of 2 articles total)

    Article #1:

    Article #2:

    3. What key words did you use in the search bar?

    4. How many results came up during your initial search?

    5. How did you change/refine your initial search to get the information you needed?

    6. Is your topic too narrow or too broad? How will you expand or limit your scope in order to complete the requirements of the paper?

    7. Obtain approval of topic by instructor via D2L
    _PRIOR_ to beginning project.

    8. If the topic is not approved, work with instructor to refine and approve topic to begin paper.

    **## Studentclothing.pdf**

    Revised: April 22, 2024; September 16, 2021; July 1, 2017; February 27, 2017; May 13, 2015; July 21,
    2014; November 18, 2013; June 16, 2013; June 18, 2012; November 28, 2011; July 25, 2011; July 15,
    2009; October 15, 2008

    Adopted: December 12, 2007

    504 STUDENT CLOTHING AND APPEARANCE

    I. PURPOSE

    The purpose of this policy is to define acceptable clothing and appearance guidelines for DaVinci
    Academy students. Students and their families have the primary and joint responsibility for
    student clothing and appearance. Teachers and other charter school staff should exemplify and
    reinforce student clothing and appearance standards and help students develop an
    understanding of appropriate appearance in the school environment.

    II. GENERAL STATEMENT OF POLICY

    A. The policy of the charter school is to encourage students to be dressed suitably for
    school activities and in keeping with community standards.

    B. A student’s clothing or appearance may not materially and substantially disrupt or
    interfere with the educational mission, school environment, classwork, or school
    activities. A student’s clothing or appearance may not incite or contribute to substantial
    disorder or invasion of the rights of others or pose a threat to the health or safety of the
    student or others. School administrators may approve modified uniform days or
    non-uniform days for events, field trips, student morale, and other uses at their discretion.

    C. Students’ rights to choose their clothing and appearance within the attached guidelines
    for school and school-related activities will be protected provided that the clothing:

    1. does not injure people or damage property;
    2. does not materially and substantially disrupt or interfere with the educational

    process or classwork;
    3. does not interfere with the requirements of discipline in the operation of the

    school or school activities, materially disrupt classwork;
    4. does not involve substantial disorder or invasion of the rights of others.

    Such clothing includes, but is not limited to, the following:
    1. Clothing for the weather.
    2. Clothing that does not create a health or safety hazard.
    3. Clothing for the activity (i.e., physical education or the classroom).
    4. Footwear that does not present a safety hazard.
    5. Headwear may not cover the student’s face to the extent that the student is not

    identifiable. Headwear must not interfere with the educational process. Students
    may wear headwear for a medical, religious, or cultural reason.

    Revised: April 22, 2024 Pol. 504 Page 1 of 4

    III. RESPONSIBILITY
    The implementation of the DaVinci Academy student clothing and appearance policy is a shared
    responsibility.

    1. Parents/legal guardians are expected to ensure their children are in compliance.
    2. Students are expected to comply with the clothing and appearance policy on a daily

    basis.
    3. Teachers and staff will enforce the clothing and appearance policy in a positive and

    reassuring manner with oversight from the School Administration.

    IV. POLICY ENFORCEMENT

    In the event a student appears at school out of uniform, they will be required to correct the
    violation. Parents/legal guardians may be contacted to bring alternative clothing to school.
    Refusal to comply with this policy may result in a discipline referral.

    V. UNIFORM GUIDELINES

    Polo Shirts

    Color Grades K-5: Solid red

    Grades 6-8: Solid navy blue

    Style Polo (short or long sleeve) with collar

    Long sleeve undershirts are not allowed under a short sleeve polo shirt

    See Accessories for information on undershirts

    Other Info Polo shirts required under all sweaters and sweatshirts

    Polo dresses are permitted and must be longer than finger-tip length. If the item is
    shorter than one inch above the knee, students must wear black or white
    leggings/tights underneath or other approved bottoms.

    Sweaters/Sweatshirts/Fleece

    Color Grades K-5: Solid white, solid black, or solid red

    Grades 6-8: Solid white, solid black, or solid navy blue

    Style Cardigan, V-neck, or crew neck

    Hoods not allowed

    Other Info Polo shirts required under all options with collar visible

    Revised: April 22, 2024 Pol. 504 Page 2 of 4

    Bottoms/Coverings

    Color Khaki or Black (not faded/distressed)

    Style Fitted or elastic waist

    Dress pants, chinos, cargo, linen, denim

    Not allowed: sweatpants or other athletic style, oversized pants, bicycle/spandex
    shorts, cut-offs, leggings/jeggings/yoga pants, boxer shorts, netting, lace,
    multi-layers

    Other Info Must fit appropriately, be free of holes, and must be hemmed.

    Includes pants, shorts, skorts, skirts, jumpers, dresses, etc.

    Shorts, skorts, skirts, jumpers, and dresses must be longer than finger-tip length. If
    the item is shorter than one inch above the knee, students must wear black or white
    leggings/tights underneath. Polo shirts required under all options with collar visible.

    Accessories/Other

    Socks/Tights Free of inappropriate messages or pictures

    Socks must be knee length or shorter

    Shoes Any color athletic shoes required on gym days

    Not allowed: flip flops, beach shoes, slippers, or shoes with more than a one-inch
    heel

    Undershirts Grades K-5: Must be solid red or solid white

    Grades 6-8: Must be solid navy blue or solid white

    All: Long sleeve undershirts must not be worn under short sleeve polo shirts

    Headwear Includes anything that can be worn on the head

    Must be unobtrusive

    Hats, caps, and hoods must not be worn inside the school

    Logo or
    Appliqués

    All clothing must be free of logos or appliqués except for the school logo

    Revised: April 22, 2024 Pol. 504 Page 3 of 4

    Legal References: U. S. Const., amend. I
    Minn. Stat. § 124D.792 (Graduation Ceremonies; Tribal Regalia and Objects of
    Cultural Significance)
    Minn. Stat. § 363A.03, Subd. 36a (Definitions)
    Tinker v. Des Moines Indep. Sch. Dist., 393 U.S. 503 (1969)
    B.W.A. v. Farmington R-7 Sch. Dist., 554 F.3d 734 (8th Cir. 2009)
    Lowry v. Watson Chapel Sch. Dist., 540 F.3d 752 (8th Cir. 2008)
    Stephenson v. Davenport Cmty. Sch. Dist., 110 F.3d 1303 (8th Cir. 1997)
    B.H. ex rel. Hawk v. Easton Area School Dist., 725 F.3d 293 (3rd Cir. 2013)
    D.B. ex rel. Brogdon v. Lafon, 217 Fed. Appx. 518 (6th Cir. 2007)
    Hardwick v. Heyward, 711 F.3d 426 (4th Cir. 2013)
    Madrid v. Anthony, 510 F.Supp.2d 425 (S.D. Tex. 2007)
    McIntire v. Bethel School, Indep. Sch. Dist. No. 3, 804 F.Supp. 1415 (W.D. Okla.
    1992)
    Hicks v. Halifax County Bd. of Educ., 93 F.Supp.2d 649 (E.D. N.C. 1999)
    Olesen v. Bd. of Educ. of Sch. Dist. No. 228, 676 F.Supp. 820 (N.D. Ill. 1987)

    Cross References: MSBA/MASA Model Policy 413 (Harassment and Violence)
    MSBA/MASA Model Policy 506 (Student Discipline)
    MSBA/MASA Model Policy 525 (Violence Prevention)

    Revised: April 22, 2024 Pol. 504 Page 4 of 4

    **Step2EvidenceBasedPracticeProject.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/step2evidencebasedpracticeproject-docx-10407329)

    **Step2EvidenceBasedPracticeProject.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/step2evidencebasedpracticeproject-docx-10407329)

    **## APAResources.docx**

    **APA Resources**

    Welcome to nursing! You will find that in nursing the standard for writing and referencing documents is different than options you may have used in the past. The standard for professional writing in nursing is APA (American Psychological Association). Below is a lit of potential resources that you may utilize to assure you are using APA correctly.

    Websites:

    Grammarly – APA and Plagiarism Checker –
    [https://www.grammarly.com/](https://www.grammarly.com/)

    Purdue Owl – APA Help –
    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    Book:

    Publication Manual 7th Edition of the American Psychological Association

    · If you plan to continue in nursing for your BSN, it is recommended that you buy this book.

    · You can buy this book online or through the BSU bookstore.

    **## EBPPowerpointBasicTemplate.pptx**

    Title Page

    Section I – Introduction

    Section II – History of Nursing Practice

    Section III – Review of Literature – 1st article

    Section III – Review of Literature – 2nd article

    Section IV – Take a Stand

    Section V – Barriers & Recommendations

    Barriers

    Recommedation

    Section VI – Conclusion

    References

    **## EvidenceBasedPracticePrepAssignment.docx**

    Step 1: Evidence Based Practice
    **Prep** Assignment

    · This will be due shortly after your first clinical week/weekend. See due date document for specifics.

    · You will need to answer and discuss each question below
    **ON THIS TEMPLATE** and submit it to the appropriate assignment folder in D2L. Your clinical faculty will then indicate paper topic approval or disapproval. This is a REQUIRED pass/fail assignment.

    · Purpose: To gain skills in research. To determine EBP paper topic and receive instructor feedback as to whether or not topic is reasonable and acceptable for formal EBP paper.

    Assignment Overview:

    1. Choose a nursing intervention commonly used in nursing practice.  Use your clinical time to identify an intervention that you have seen that may not be supported by current evidence or that is not consistently followed. A suggestion might be to explore interventions listed in Nurse’s Pocket Guide in Nursing Central. There is also a resource in D2L of some possible EBP topics.

    · Example: The issue of testing pH of gastric contents for confirmation of NG placement is well researched and the problems of auscultation for insufflation of air are well documented, yet the practice continues, why?  Is the practice based on research, if not, why does it continue?

    · You will be doing research to determine what literature says SHOULD be done and if it’s not being done, analyze why it is not being done.

    ·
    **List your topic here:___________________________________________________________**

    2. Find and analyze one scholarly, research-based article that supports or challenges the use of this intervention and find and analyze one scholarly, research-based article that identifies a new evidence-based intervention to address the issue. (Minimum of 2 articles total)

    Article #1:

    Article #2:

    3. What key words did you use in the search bar?

    4. How many results came up during your initial search?

    5. How did you change/refine your initial search to get the information you needed?

    6. Is your topic too narrow or too broad? How will you expand or limit your scope in order to complete the requirements of the paper?

    7. Obtain approval of topic by instructor via D2L
    _PRIOR_ to beginning project.

    8. If the topic is not approved, work with instructor to refine and approve topic to begin paper.

    **## Studentclothing.pdf**

    Revised: April 22, 2024; September 16, 2021; July 1, 2017; February 27, 2017; May 13, 2015; July 21,
    2014; November 18, 2013; June 16, 2013; June 18, 2012; November 28, 2011; July 25, 2011; July 15,
    2009; October 15, 2008

    Adopted: December 12, 2007

    504 STUDENT CLOTHING AND APPEARANCE

    I. PURPOSE

    The purpose of this policy is to define acceptable clothing and appearance guidelines for DaVinci
    Academy students. Students and their families have the primary and joint responsibility for
    student clothing and appearance. Teachers and other charter school staff should exemplify and
    reinforce student clothing and appearance standards and help students develop an
    understanding of appropriate appearance in the school environment.

    II. GENERAL STATEMENT OF POLICY

    A. The policy of the charter school is to encourage students to be dressed suitably for
    school activities and in keeping with community standards.

    B. A student’s clothing or appearance may not materially and substantially disrupt or
    interfere with the educational mission, school environment, classwork, or school
    activities. A student’s clothing or appearance may not incite or contribute to substantial
    disorder or invasion of the rights of others or pose a threat to the health or safety of the
    student or others. School administrators may approve modified uniform days or
    non-uniform days for events, field trips, student morale, and other uses at their discretion.

    C. Students’ rights to choose their clothing and appearance within the attached guidelines
    for school and school-related activities will be protected provided that the clothing:

    1. does not injure people or damage property;
    2. does not materially and substantially disrupt or interfere with the educational

    process or classwork;
    3. does not interfere with the requirements of discipline in the operation of the

    school or school activities, materially disrupt classwork;
    4. does not involve substantial disorder or invasion of the rights of others.

    Such clothing includes, but is not limited to, the following:
    1. Clothing for the weather.
    2. Clothing that does not create a health or safety hazard.
    3. Clothing for the activity (i.e., physical education or the classroom).
    4. Footwear that does not present a safety hazard.
    5. Headwear may not cover the student’s face to the extent that the student is not

    identifiable. Headwear must not interfere with the educational process. Students
    may wear headwear for a medical, religious, or cultural reason.

    Revised: April 22, 2024 Pol. 504 Page 1 of 4

    III. RESPONSIBILITY
    The implementation of the DaVinci Academy student clothing and appearance policy is a shared
    responsibility.

    1. Parents/legal guardians are expected to ensure their children are in compliance.
    2. Students are expected to comply with the clothing and appearance policy on a daily

    basis.
    3. Teachers and staff will enforce the clothing and appearance policy in a positive and

    reassuring manner with oversight from the School Administration.

    IV. POLICY ENFORCEMENT

    In the event a student appears at school out of uniform, they will be required to correct the
    violation. Parents/legal guardians may be contacted to bring alternative clothing to school.
    Refusal to comply with this policy may result in a discipline referral.

    V. UNIFORM GUIDELINES

    Polo Shirts

    Color Grades K-5: Solid red

    Grades 6-8: Solid navy blue

    Style Polo (short or long sleeve) with collar

    Long sleeve undershirts are not allowed under a short sleeve polo shirt

    See Accessories for information on undershirts

    Other Info Polo shirts required under all sweaters and sweatshirts

    Polo dresses are permitted and must be longer than finger-tip length. If the item is
    shorter than one inch above the knee, students must wear black or white
    leggings/tights underneath or other approved bottoms.

    Sweaters/Sweatshirts/Fleece

    Color Grades K-5: Solid white, solid black, or solid red

    Grades 6-8: Solid white, solid black, or solid navy blue

    Style Cardigan, V-neck, or crew neck

    Hoods not allowed

    Other Info Polo shirts required under all options with collar visible

    Revised: April 22, 2024 Pol. 504 Page 2 of 4

    Bottoms/Coverings

    Color Khaki or Black (not faded/distressed)

    Style Fitted or elastic waist

    Dress pants, chinos, cargo, linen, denim

    Not allowed: sweatpants or other athletic style, oversized pants, bicycle/spandex
    shorts, cut-offs, leggings/jeggings/yoga pants, boxer shorts, netting, lace,
    multi-layers

    Other Info Must fit appropriately, be free of holes, and must be hemmed.

    Includes pants, shorts, skorts, skirts, jumpers, dresses, etc.

    Shorts, skorts, skirts, jumpers, and dresses must be longer than finger-tip length. If
    the item is shorter than one inch above the knee, students must wear black or white
    leggings/tights underneath. Polo shirts required under all options with collar visible.

    Accessories/Other

    Socks/Tights Free of inappropriate messages or pictures

    Socks must be knee length or shorter

    Shoes Any color athletic shoes required on gym days

    Not allowed: flip flops, beach shoes, slippers, or shoes with more than a one-inch
    heel

    Undershirts Grades K-5: Must be solid red or solid white

    Grades 6-8: Must be solid navy blue or solid white

    All: Long sleeve undershirts must not be worn under short sleeve polo shirts

    Headwear Includes anything that can be worn on the head

    Must be unobtrusive

    Hats, caps, and hoods must not be worn inside the school

    Logo or
    Appliqués

    All clothing must be free of logos or appliqués except for the school logo

    Revised: April 22, 2024 Pol. 504 Page 3 of 4

    Legal References: U. S. Const., amend. I
    Minn. Stat. § 124D.792 (Graduation Ceremonies; Tribal Regalia and Objects of
    Cultural Significance)
    Minn. Stat. § 363A.03, Subd. 36a (Definitions)
    Tinker v. Des Moines Indep. Sch. Dist., 393 U.S. 503 (1969)
    B.W.A. v. Farmington R-7 Sch. Dist., 554 F.3d 734 (8th Cir. 2009)
    Lowry v. Watson Chapel Sch. Dist., 540 F.3d 752 (8th Cir. 2008)
    Stephenson v. Davenport Cmty. Sch. Dist., 110 F.3d 1303 (8th Cir. 1997)
    B.H. ex rel. Hawk v. Easton Area School Dist., 725 F.3d 293 (3rd Cir. 2013)
    D.B. ex rel. Brogdon v. Lafon, 217 Fed. Appx. 518 (6th Cir. 2007)
    Hardwick v. Heyward, 711 F.3d 426 (4th Cir. 2013)
    Madrid v. Anthony, 510 F.Supp.2d 425 (S.D. Tex. 2007)
    McIntire v. Bethel School, Indep. Sch. Dist. No. 3, 804 F.Supp. 1415 (W.D. Okla.
    1992)
    Hicks v. Halifax County Bd. of Educ., 93 F.Supp.2d 649 (E.D. N.C. 1999)
    Olesen v. Bd. of Educ. of Sch. Dist. No. 228, 676 F.Supp. 820 (N.D. Ill. 1987)

    Cross References: MSBA/MASA Model Policy 413 (Harassment and Violence)
    MSBA/MASA Model Policy 506 (Student Discipline)
    MSBA/MASA Model Policy 525 (Violence Prevention)

    Revised: April 22, 2024 Pol. 504 Page 4 of 4

    **Step2EvidenceBasedPracticeProject.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/step2evidencebasedpracticeproject-docx-10407329)

    **## APAResources.docx**

    **APA Resources**

    Welcome to nursing! You will find that in nursing the standard for writing and referencing documents is different than options you may have used in the past. The standard for professional writing in nursing is APA (American Psychological Association). Below is a lit of potential resources that you may utilize to assure you are using APA correctly.

    Websites:

    Grammarly – APA and Plagiarism Checker –
    [https://www.grammarly.com/](https://www.grammarly.com/)

    Purdue Owl – APA Help –
    [https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

    Book:

    Publication Manual 7th Edition of the American Psychological Association

    · If you plan to continue in nursing for your BSN, it is recommended that you buy this book.

    · You can buy this book online or through the BSU bookstore.

    **## EBPPowerpointBasicTemplate.pptx**

    Title Page

    Section I – Introduction

    Section II – History of Nursing Practice

    Section III – Review of Literature – 1st article

    Section III – Review of Literature – 2nd article

    Section IV – Take a Stand

    Section V – Barriers & Recommendations

    Barriers

    Recommedation

    Section VI – Conclusion

    References

    **## EvidenceBasedPracticePrepAssignment.docx**

    Step 1: Evidence Based Practice
    **Prep** Assignment

    · This will be due shortly after your first clinical week/weekend. See due date document for specifics.

    · You will need to answer and discuss each question below
    **ON THIS TEMPLATE** and submit it to the appropriate assignment folder in D2L. Your clinical faculty will then indicate paper topic approval or disapproval. This is a REQUIRED pass/fail assignment.

    · Purpose: To gain skills in research. To determine EBP paper topic and receive instructor feedback as to whether or not topic is reasonable and acceptable for formal EBP paper.

    Assignment Overview:

    1. Choose a nursing intervention commonly used in nursing practice.  Use your clinical time to identify an intervention that you have seen that may not be supported by current evidence or that is not consistently followed. A suggestion might be to explore interventions listed in Nurse’s Pocket Guide in Nursing Central. There is also a resource in D2L of some possible EBP topics.

    · Example: The issue of testing pH of gastric contents for confirmation of NG placement is well researched and the problems of auscultation for insufflation of air are well documented, yet the practice continues, why?  Is the practice based on research, if not, why does it continue?

    · You will be doing research to determine what literature says SHOULD be done and if it’s not being done, analyze why it is not being done.

    ·
    **List your topic here:___________________________________________________________**

    2. Find and analyze one scholarly, research-based article that supports or challenges the use of this intervention and find and analyze one scholarly, research-based article that identifies a new evidence-based intervention to address the issue. (Minimum of 2 articles total)

    Article #1:

    Article #2:

    3. What key words did you use in the search bar?

    4. How many results came up during your initial search?

    5. How did you change/refine your initial search to get the information you needed?

    6. Is your topic too narrow or too broad? How will you expand or limit your scope in order to complete the requirements of the paper?

    7. Obtain approval of topic by instructor via D2L
    _PRIOR_ to beginning project.

    8. If the topic is not approved, work with instructor to refine and approve topic to begin paper.

    **## Studentclothing.pdf**

    Revised: April 22, 2024; September 16, 2021; July 1, 2017; February 27, 2017; May 13, 2015; July 21,
    2014; November 18, 2013; June 16, 2013; June 18, 2012; November 28, 2011; July 25, 2011; July 15,
    2009; October 15, 2008

    Adopted: December 12, 2007

    504 STUDENT CLOTHING AND APPEARANCE

    I. PURPOSE

    The purpose of this policy is to define acceptable clothing and appearance guidelines for DaVinci
    Academy students. Students and their families have the primary and joint responsibility for
    student clothing and appearance. Teachers and other charter school staff should exemplify and
    reinforce student clothing and appearance standards and help students develop an
    understanding of appropriate appearance in the school environment.

    II. GENERAL STATEMENT OF POLICY

    A. The policy of the charter school is to encourage students to be dressed suitably for
    school activities and in keeping with community standards.

    B. A student’s clothing or appearance may not materially and substantially disrupt or
    interfere with the educational mission, school environment, classwork, or school
    activities. A student’s clothing or appearance may not incite or contribute to substantial
    disorder or invasion of the rights of others or pose a threat to the health or safety of the
    student or others. School administrators may approve modified uniform days or
    non-uniform days for events, field trips, student morale, and other uses at their discretion.

    C. Students’ rights to choose their clothing and appearance within the attached guidelines
    for school and school-related activities will be protected provided that the clothing:

    1. does not injure people or damage property;
    2. does not materially and substantially disrupt or interfere with the educational

    process or classwork;
    3. does not interfere with the requirements of discipline in the operation of the

    school or school activities, materially disrupt classwork;
    4. does not involve substantial disorder or invasion of the rights of others.

    Such clothing includes, but is not limited to, the following:
    1. Clothing for the weather.
    2. Clothing that does not create a health or safety hazard.
    3. Clothing for the activity (i.e., physical education or the classroom).
    4. Footwear that does not present a safety hazard.
    5. Headwear may not cover the student’s face to the extent that the student is not

    identifiable. Headwear must not interfere with the educational process. Students
    may wear headwear for a medical, religious, or cultural reason.

    Revised: April 22, 2024 Pol. 504 Page 1 of 4

    III. RESPONSIBILITY
    The implementation of the DaVinci Academy student clothing and appearance policy is a shared
    responsibility.

    1. Parents/legal guardians are expected to ensure their children are in compliance.
    2. Students are expected to comply with the clothing and appearance policy on a daily

    basis.
    3. Teachers and staff will enforce the clothing and appearance policy in a positive and

    reassuring manner with oversight from the School Administration.

    IV. POLICY ENFORCEMENT

    In the event a student appears at school out of uniform, they will be required to correct the
    violation. Parents/legal guardians may be contacted to bring alternative clothing to school.
    Refusal to comply with this policy may result in a discipline referral.

    V. UNIFORM GUIDELINES

    Polo Shirts

    Color Grades K-5: Solid red

    Grades 6-8: Solid navy blue

    Style Polo (short or long sleeve) with collar

    Long sleeve undershirts are not allowed under a short sleeve polo shirt

    See Accessories for information on undershirts

    Other Info Polo shirts required under all sweaters and sweatshirts

    Polo dresses are permitted and must be longer than finger-tip length. If the item is
    shorter than one inch above the knee, students must wear black or white
    leggings/tights underneath or other approved bottoms.

    Sweaters/Sweatshirts/Fleece

    Color Grades K-5: Solid white, solid black, or solid red

    Grades 6-8: Solid white, solid black, or solid navy blue

    Style Cardigan, V-neck, or crew neck

    Hoods not allowed

    Other Info Polo shirts required under all options with collar visible

    Revised: April 22, 2024 Pol. 504 Page 2 of 4

    Bottoms/Coverings

    Color Khaki or Black (not faded/distressed)

    Style Fitted or elastic waist

    Dress pants, chinos, cargo, linen, denim

    Not allowed: sweatpants or other athletic style, oversized pants, bicycle/spandex
    shorts, cut-offs, leggings/jeggings/yoga pants, boxer shorts, netting, lace,
    multi-layers

    Other Info Must fit appropriately, be free of holes, and must be hemmed.

    Includes pants, shorts, skorts, skirts, jumpers, dresses, etc.

    Shorts, skorts, skirts, jumpers, and dresses must be longer than finger-tip length. If
    the item is shorter than one inch above the knee, students must wear black or white
    leggings/tights underneath. Polo shirts required under all options with collar visible.

    Accessories/Other

    Socks/Tights Free of inappropriate messages or pictures

    Socks must be knee length or shorter

    Shoes Any color athletic shoes required on gym days

    Not allowed: flip flops, beach shoes, slippers, or shoes with more than a one-inch
    heel

    Undershirts Grades K-5: Must be solid red or solid white

    Grades 6-8: Must be solid navy blue or solid white

    All: Long sleeve undershirts must not be worn under short sleeve polo shirts

    Headwear Includes anything that can be worn on the head

    Must be unobtrusive

    Hats, caps, and hoods must not be worn inside the school

    Logo or
    Appliqués

    All clothing must be free of logos or appliqués except for the school logo

    Revised: April 22, 2024 Pol. 504 Page 3 of 4

    Legal References: U. S. Const., amend. I
    Minn. Stat. § 124D.792 (Graduation Ceremonies; Tribal Regalia and Objects of
    Cultural Significance)
    Minn. Stat. § 363A.03, Subd. 36a (Definitions)
    Tinker v. Des Moines Indep. Sch. Dist., 393 U.S. 503 (1969)
    B.W.A. v. Farmington R-7 Sch. Dist., 554 F.3d 734 (8th Cir. 2009)
    Lowry v. Watson Chapel Sch. Dist., 540 F.3d 752 (8th Cir. 2008)
    Stephenson v. Davenport Cmty. Sch. Dist., 110 F.3d 1303 (8th Cir. 1997)
    B.H. ex rel. Hawk v. Easton Area School Dist., 725 F.3d 293 (3rd Cir. 2013)
    D.B. ex rel. Brogdon v. Lafon, 217 Fed. Appx. 518 (6th Cir. 2007)
    Hardwick v. Heyward, 711 F.3d 426 (4th Cir. 2013)
    Madrid v. Anthony, 510 F.Supp.2d 425 (S.D. Tex. 2007)
    McIntire v. Bethel School, Indep. Sch. Dist. No. 3, 804 F.Supp. 1415 (W.D. Okla.
    1992)
    Hicks v. Halifax County Bd. of Educ., 93 F.Supp.2d 649 (E.D. N.C. 1999)
    Olesen v. Bd. of Educ. of Sch. Dist. No. 228, 676 F.Supp. 820 (N.D. Ill. 1987)

    Cross References: MSBA/MASA Model Policy 413 (Harassment and Violence)
    MSBA/MASA Model Policy 506 (Student Discipline)
    MSBA/MASA Model Policy 525 (Violence Prevention)

    Revised: April 22, 2024 Pol. 504 Page 4 of 4

    **Step2EvidenceBasedPracticeProject.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/step2evidencebasedpracticeproject-docx-10407329)

    – 1
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    – 3
    – 4
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    – ## instructionsforroughdraftNURS682LB.docx – ## ImprovingCareforRecurrentBreastCancerPatients.docx – ## IntegratingTheoreticalFrameworksinBreastCancerCare.docx – ## ProblemIdentificationandDescriptionUsingPICOTFormat2.docx – EnhancingCareCoordinationandQualityofLifeforWomenwithRecurrentBreastCance…

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    – ## IntegratingTheoreticalFrameworksinBreastCancerCare.docx

    – ## ProblemIdentificationandDescriptionUsingPICOTFormat2.docx

    – EnhancingCareCoordinationandQualityofLifeforWomenwithRecurrentBreastCancer.docx
    – Recommendationsandconclusionswk3.docx
    – IntegratingPsychosocialSupportingRecurrentBreastCancerCare.docx

    **## instructionsforroughdraftNURS682LB.docx**

    This week, you will bring together all of the assignments you have completed thus far, and compose the rough draft of your change project paper. At this point, you will have submitted each section and received feedback. An attempt to incorporate all previous assignment feedback should be evident.
    Your rough draft contains all of the expected components of the final draft and is presented in APA format including a cover page, references, and appendices when warranted. Your rough draft is your opportunity to polish previously submitted assignments and combine the sections in a comprehensive paper that show your change project is ready to be implemented.

    You will take this time to identify and address any weaknesses or gaps in your change project. Your rough draft should only require minor revisions before the final paper.

    Your paper should be between 20 and 30 pages in length, not including the cover page, references, and any appendices. It must follow current APA manual style and format. Each section of the paper should be clearly identified using proper headings

    **## ImprovingCareforRecurrentBreastCancerPatients.docx**

    2

    **Improving Care for Recurrent Breast Cancer Patients: A Microsystem Approach**

    Name

    Instructor

    School

    Date

    **Improving Care for Recurrent Breast Cancer Patients: A Microsystem Approach**

    Among the provisions in the readings this week, the chapter in the Clinical Microsystems Greenbook that corresponds the most to my project topic of recurrent breast cancer is the chapter on improving care to the patients with chronic illness. Recurrent breast cancer is a complex and chronic ailment that requires regular and all-encompassing care management. The chapter provides the framework on how to enhance the care of patients at the microsystem level: in interdependent teams of small size (healthcare professionals) where the provision of care is personalized. It is notable that this concept especially applies to recurrent breast cancer, whereby patients may have long-term follow-up, need management of various symptoms, and may need adjustment of the treatment plans.

    The microsystem approach focuses more on the patient engagement that is important in the repeated breast cancer management. Patients have to deal with constant treatment and emotional issues, and therefore, it is essential to think about how they see the situation and include their own preferences in the course of treatment. As one example, through regular reassessment of physical and emotional needs and engaging patients with the decision-making process, clinicians will be able to create more efficient plans of care that would be based on the unique needs of a particular patient (Fathiya et al., 2023).

    More than that, the focus on the usage of data on monitoring the process and the improvement of processes constantly is noted in the chapter, and it can be directly applied to my project. In case of recurrent cases of breast cancer, information regarding the effectiveness of treatments, recurrence, and, in general, the quality of life may be gathered and frequently analyzed to adjust clinical methods and guarantee the best roles. With the help of this microsystem concept, healthcare teams will greatly transform their collaboration to meet the many needs of recurrent breast cancer patients in terms of structure and functioning as well as to finally improve patient outcomes.

    This reading has applied strong footing in implementing change in my project because it puts importance on individualized care, collaboration between teams, and application of data-driven changes, which all play an important role in enhancing care and treatment of breast cancer episodes.

    **References**

    Fathiya, L. Y., Siswanto, A., Diah, P., & Chlara, Y. P. (2023). Empowerment-Based Palliative Care to Improve Psychological Well Being and Quality of Life in Women with Breast Cancer.
    _International Journal of Scientific Multidisciplinary Research (IJSMR)_,
    _1_(8), 1085-1102.
    [http://repository.um-surabaya.ac.id/id/eprint/8341](http://repository.um-surabaya.ac.id/id/eprint/8341)

    **## IntegratingTheoreticalFrameworksinBreastCancerCare.docx**

    2

    **Integrating Theoretical Frameworks in Breast Cancer Care**

    Name

    Instructor

    School

    Date

    **Integrating Theoretical Frameworks in Breast Cancer Care**

    The variables that I will use as far as my change project is concerned include the Health Belief Model (HBM) and Bio-Psychosocial Model. The two frameworks will inform the implementation of the project because it will target both psychosocial support to women along with the recurrent breast cancer and clinical treatment.

    In order to initiate the implementation of this change project, certain steps have to be undertaken:

    **1.Assess Patient Perceptions:** With the aid of the Health Belief Model, evaluate the perceptions of women and the likelihood of their recurrence as well as the value of treatment. Eliminate the obstacles that hinder the responses to both psychosocial and clinical care (Mehrabizadeh et al., 2024). As an example, not every woman will embrace the practice of psychosocial care, as it does not seem to bring benefits. With specific education, one can change this attitude and promote the involvement of both sides of care.

    **2.Provide Holistic Care**: The Bio-Psychosocial Model combines clinical care along with emotional and social support. Coming up with a care plan to consider the physical, psychological, and social components of care (Kahan et al., 2022) is necessary. As an example, the patients who reported the anxiety regarding recurrence ought to be given some emotional support, in addition to healthcare provisions, to better their overall experience and increase adherence.

    **3.Evaluate Barriers and Facilitators**: Determine aspects that can hinder patient interaction, including financial or social support, etc. To improve patient outcomes, these factors should be dealt with. A synergistic cooperation with social workers or counselors could assist in lessening these barriers so as to provide better integration of care.

    **4.Monitor and Adjust the Model**: Keep track of the results of the initiative and make adjustments in the interventions. It will involve following the qualitative changes in life quality and coordination of care with references to the patients and healthcare providers.

    Adhering to these steps, the project will design a complete, patient-based care model covering both emotional and physical demands of women having recurrent breast cancer, thus enhancing their quality of life and outcome of their treatment.

    **References**

    Mehrabizadeh, M., Zaremohzzabieh, Z., Zarean, M., Ahrari, S., & Ahmadi, A. R. (2024). Narratives of resilience: Understanding Iranian breast cancer survivors through health belief model and stress-coping theory for enhanced interventions.
    _BMC Women's Health_,
    _24_(1), 552.
    [https://link.springer.com/article/10.1186/s12905-024-03383-7](https://link.springer.com/article/10.1186/s12905-024-03383-7)

    Kahan, Z., Szanto, I., Dudas, R., Kapitany, Z., Molnar, M., Koncz, Z., & Mailath, M. (2022). Breast cancer survivorship programme: follow-up, rehabilitation, psychosocial oncology care. 1st Central-Eastern European professional consensus statement on breast cancer.
    _Pathology and Oncology Research_,
    _28_, 1610391.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC9200958/](https://pmc.ncbi.nlm.nih.gov/articles/PMC9200958/)

    **## ProblemIdentificationandDescriptionUsingPICOTFormat2.docx**

    2

    **Improving Recurrent Breast Cancer Care: Problem Identification Using the PICOT Framework**

    Name: Milena B Lopez Hernandez

    Instructor: Professor Guelsy Diaz

    School: West Coast University

    Date: 7/13/2025

    **Improving Recurrent Breast Cancer Care: Problem Identification Using the PICOT Framework**

    **i. Clinical Setting and Problem Description**

    The clinical practice that will be used in this identification of a PICOT problem is an oncology clinic involved in the treatment of recurrent breast cancer. The clinic offers follow-up services to the patients diagnosed with breast cancer, those who have recurred cancer even after undergoing anticancer treatment. The given field is an important sphere of oncology, and controlling recurring breast cancer has several challenges including complicated treatment plans, the psychological distress on individuals, and monitoring them on a regular basis to check the occurrence of a recurring condition.

    The clinic covers a big metropolitan area with massive population that includes people with specific needs of treating cancer. The patients are mainly adults over the age of 40 but a significant proportion is of those who have already had before the breast cancer treatment but are currently experiencing the reoccurrence. It is also observed that the clinic has a high concentration of people who are found at the lower end of the socioeconomic ladder, or have having difficulties in accessing care; thereby aggravating their health issues. Also, underserved minority groups are highly represented and this leads to the fact that such people experience cultural and linguistic barriers related to access to care.

    It is possible to single out a number of recurrent issues in the clinic, such as the absence of individual care plans offered to the patients, coordination among various healthcare services, as well as the overall inability to manage the emotional and psychological aspects of patients with recurring breast cancer. The emotional load of recurrence is very problematic to many patients, and the mental health needs of many patients are simply provided with no attention but rather concentrated on the clinical treatment. The other significant concern is the problem of the constant monitoring of recurrent breast cancer treatment that can be addressed only with constant surveillance and advanced diagnostic equipment.

    **ii. Problem Statement and Target Population**

    The identified problem is insufficient care and treatment of recurrent breast cancer in the clinic. These comprise lapses in clinical as well as emotional support to the patients, which means poor outcomes in both survival rates and quality of life. A total number of adult women diagnosed with recurrent breast cancer and their families, which are frequently involved in the process of care, should become the target population of this problem.

    The scale of this issue is not narrow enough so that it can be approached only through a single perspective; this is clinical, psychological, and socio-cultural. Clinically, the issue is the difficulty in coping with a long-term disease, the need to pay constant attention to it, treating side effects, and developing an individual treatment strategy. The psychological aspect consists of the emotional burden on patients who could be affected by anxiety, depression, and hopelessness concerning their cancer returning. Lastly, at a social level, the issue consists of socio-economic position, care accessibility issues, and cultural challenges among heterogeneous populations as well.

    The problem of recurring breast cancer cannot be ignored, since it is relevant enough to be explored and carefully planned in terms of interventions. Due to the challenges of managing cancer recurrence effectively, its issue has numerous aspects that have to be handled comprehensively and multidisciplinary. By creating an evidence-based project, it will be possible to work on these dimensions and develop a more effective care model that does not only look at clinical treatment of a patient but also his/her emotional well-being and provide care to more people, especially underserved populations.

    **iii. Significance of the Evidence-Based Project**

    Recurrent breast cancer is one of the biggest issues in the field of oncology. The recurrent cancer is one of the areas where the know-how is lacking due to the changes in the treatment protocols. This renders it an extremely important subject of evidence-based practice (EBP) and intervention. These gaps will be important in the improvement of clinical outcomes and the quality of life of the patients with recurrent breast cancer through this project.

    Among the key clinical gaps revealed based on the observations, the lack of coordination among various healthcare providers can be pointed out. Although the oncologists are concerned with medical management, patients usually lack adequate services regarding the provision of emotional counseling, symptom management, and primary care/specialist integration services. Most patients in the clinic have complained of a lack of consistency in follow-up visits as well as psychological support to enable them to bear the psychological stress associated with recurrent cancer. This failure to coordinate care is why it usually creates an uncoordinated treatment plan that makes the patient feel not supported, medically and psychologically.

    This evidence-based project is also important due to such studies as the importance of psychosocial support in cancer care in the research. Research has indicated that the survivors of breast cancer, especially those who have a recurring cancer, are at risk of depression, anxiety, and distress. A research study performed in one of the cities revealed that 4 out of 10 breast cancer victims show a high degree of psychological distress, and victims with the recurrence of cancer report more anxiety (Sohrabei et al., 2024). Neglecting these psychological needs will result in poorer clinical consequences, and the patient might fail to comply with the treatment regimen because of mental issues.

    In addition, breast cancer is also characterized by intermittent and costly pre- and post-treatment regimes, which have to be carefully monitored and modified. Due to the availability of resources or a lack of coordination among the healthcare providers, the implementation of innovative diagnostic technologies and bespoke treatment programs might be obstructed (Hu, 2022). This points to the robustness of the system of care toward more holistic provision of support, which combines clinical and emotional assistance as a way to meet multidimensional needs of patients.

    The studies on the management of recurrent breast cancer have been numerous, but that does not say that they are perfect, as there are still loopholes in projecting the most comprehensive study on breast cancer management. Evidence-based models have proven that multidisciplinary teams are capable of increasing patient outcomes by applying both the physical and the emotional requirements of patients (Franzoi et al., 2025). Nevertheless, they are not always implemented consistently into various clinical environments, therefore failing to provide an opportunity to achieve better patient satisfaction and clinical outcomes.

    The nursing profession will be added to this evidence-based project by improving the quality of care for patients with recurrent breast cancer, filling in the care gaps, facilitating coordination with other healthcare providers, and adding psychosocial support for the patients in the care plan. This way, it will conform to the objectives of the nursing profession, such as holistic care practice, patient-centered practice, and better patient outcomes.

    **References**

    Hu, K. (2022).
    _Psychological distress and breast cancer: a bidirectional link_. Karolinska Institutet (Sweden).
    [https://search.proquest.com/openview/de7854730fe5d3da28536a211c7197ae/1?pq-origsite=gscholar&cbl=2026366&diss=y](https://search.proquest.com/openview/de7854730fe5d3da28536a211c7197ae/1?pq-origsite=gscholar&cbl=2026366&diss=y)

    Sohrabei, S., Moghaddasi, H., Hosseini, A., & Ehsanzadeh, S. J. (2024). Investigating the effects of artificial intelligence on the personalization of breast cancer management: a systematic study.
    _BMC cancer_,
    _24_(1), 852.
    [https://link.springer.com/article/10.1186/s12885-024-12575-1](https://link.springer.com/article/10.1186/s12885-024-12575-1)

    Franzoi, M. A., Janni, W., Erdmann-Sager, J., Kline-Quiroz, C., Schäffler, H., Pfister, K., … & Luis, I. V. (2025). Long-Term Follow-Up Care After Treatment for Primary Breast Cancer: Strategies and Considerations.
    _American Society of Clinical Oncology Educational Book_,
    _45_(3), e473472.
    [https://ascopubs.org/doi/abs/10.1200/EDBK-25-473472](https://ascopubs.org/doi/abs/10.1200/EDBK-25-473472)

    **EnhancingCareCoordinationandQualityofLifeforWomenwithRecurrentBreastCancer.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/enhancingcarecoordinationandqualityoflifeforwomenwithrecurrentbreastcancer-docx-10409553)

    **Recommendationsandconclusionswk3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/recommendationsandconclusionswk3-docx)

    **IntegratingPsychosocialSupportingRecurrentBreastCancerCare.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/integratingpsychosocialsupportingrecurrentbreastcancercare-docx-10409555)

    **IntegratingPsychosocialSupportingRecurrentBreastCancerCare.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/integratingpsychosocialsupportingrecurrentbreastcancercare-docx-10409555)

    **## instructionsforroughdraftNURS682LB.docx**

    This week, you will bring together all of the assignments you have completed thus far, and compose the rough draft of your change project paper. At this point, you will have submitted each section and received feedback. An attempt to incorporate all previous assignment feedback should be evident.
    Your rough draft contains all of the expected components of the final draft and is presented in APA format including a cover page, references, and appendices when warranted. Your rough draft is your opportunity to polish previously submitted assignments and combine the sections in a comprehensive paper that show your change project is ready to be implemented.

    You will take this time to identify and address any weaknesses or gaps in your change project. Your rough draft should only require minor revisions before the final paper.

    Your paper should be between 20 and 30 pages in length, not including the cover page, references, and any appendices. It must follow current APA manual style and format. Each section of the paper should be clearly identified using proper headings

    **## ImprovingCareforRecurrentBreastCancerPatients.docx**

    2

    **Improving Care for Recurrent Breast Cancer Patients: A Microsystem Approach**

    Name

    Instructor

    School

    Date

    **Improving Care for Recurrent Breast Cancer Patients: A Microsystem Approach**

    Among the provisions in the readings this week, the chapter in the Clinical Microsystems Greenbook that corresponds the most to my project topic of recurrent breast cancer is the chapter on improving care to the patients with chronic illness. Recurrent breast cancer is a complex and chronic ailment that requires regular and all-encompassing care management. The chapter provides the framework on how to enhance the care of patients at the microsystem level: in interdependent teams of small size (healthcare professionals) where the provision of care is personalized. It is notable that this concept especially applies to recurrent breast cancer, whereby patients may have long-term follow-up, need management of various symptoms, and may need adjustment of the treatment plans.

    The microsystem approach focuses more on the patient engagement that is important in the repeated breast cancer management. Patients have to deal with constant treatment and emotional issues, and therefore, it is essential to think about how they see the situation and include their own preferences in the course of treatment. As one example, through regular reassessment of physical and emotional needs and engaging patients with the decision-making process, clinicians will be able to create more efficient plans of care that would be based on the unique needs of a particular patient (Fathiya et al., 2023).

    More than that, the focus on the usage of data on monitoring the process and the improvement of processes constantly is noted in the chapter, and it can be directly applied to my project. In case of recurrent cases of breast cancer, information regarding the effectiveness of treatments, recurrence, and, in general, the quality of life may be gathered and frequently analyzed to adjust clinical methods and guarantee the best roles. With the help of this microsystem concept, healthcare teams will greatly transform their collaboration to meet the many needs of recurrent breast cancer patients in terms of structure and functioning as well as to finally improve patient outcomes.

    This reading has applied strong footing in implementing change in my project because it puts importance on individualized care, collaboration between teams, and application of data-driven changes, which all play an important role in enhancing care and treatment of breast cancer episodes.

    **References**

    Fathiya, L. Y., Siswanto, A., Diah, P., & Chlara, Y. P. (2023). Empowerment-Based Palliative Care to Improve Psychological Well Being and Quality of Life in Women with Breast Cancer.
    _International Journal of Scientific Multidisciplinary Research (IJSMR)_,
    _1_(8), 1085-1102.
    [http://repository.um-surabaya.ac.id/id/eprint/8341](http://repository.um-surabaya.ac.id/id/eprint/8341)

    **## IntegratingTheoreticalFrameworksinBreastCancerCare.docx**

    2

    **Integrating Theoretical Frameworks in Breast Cancer Care**

    Name

    Instructor

    School

    Date

    **Integrating Theoretical Frameworks in Breast Cancer Care**

    The variables that I will use as far as my change project is concerned include the Health Belief Model (HBM) and Bio-Psychosocial Model. The two frameworks will inform the implementation of the project because it will target both psychosocial support to women along with the recurrent breast cancer and clinical treatment.

    In order to initiate the implementation of this change project, certain steps have to be undertaken:

    **1.Assess Patient Perceptions:** With the aid of the Health Belief Model, evaluate the perceptions of women and the likelihood of their recurrence as well as the value of treatment. Eliminate the obstacles that hinder the responses to both psychosocial and clinical care (Mehrabizadeh et al., 2024). As an example, not every woman will embrace the practice of psychosocial care, as it does not seem to bring benefits. With specific education, one can change this attitude and promote the involvement of both sides of care.

    **2.Provide Holistic Care**: The Bio-Psychosocial Model combines clinical care along with emotional and social support. Coming up with a care plan to consider the physical, psychological, and social components of care (Kahan et al., 2022) is necessary. As an example, the patients who reported the anxiety regarding recurrence ought to be given some emotional support, in addition to healthcare provisions, to better their overall experience and increase adherence.

    **3.Evaluate Barriers and Facilitators**: Determine aspects that can hinder patient interaction, including financial or social support, etc. To improve patient outcomes, these factors should be dealt with. A synergistic cooperation with social workers or counselors could assist in lessening these barriers so as to provide better integration of care.

    **4.Monitor and Adjust the Model**: Keep track of the results of the initiative and make adjustments in the interventions. It will involve following the qualitative changes in life quality and coordination of care with references to the patients and healthcare providers.

    Adhering to these steps, the project will design a complete, patient-based care model covering both emotional and physical demands of women having recurrent breast cancer, thus enhancing their quality of life and outcome of their treatment.

    **References**

    Mehrabizadeh, M., Zaremohzzabieh, Z., Zarean, M., Ahrari, S., & Ahmadi, A. R. (2024). Narratives of resilience: Understanding Iranian breast cancer survivors through health belief model and stress-coping theory for enhanced interventions.
    _BMC Women's Health_,
    _24_(1), 552.
    [https://link.springer.com/article/10.1186/s12905-024-03383-7](https://link.springer.com/article/10.1186/s12905-024-03383-7)

    Kahan, Z., Szanto, I., Dudas, R., Kapitany, Z., Molnar, M., Koncz, Z., & Mailath, M. (2022). Breast cancer survivorship programme: follow-up, rehabilitation, psychosocial oncology care. 1st Central-Eastern European professional consensus statement on breast cancer.
    _Pathology and Oncology Research_,
    _28_, 1610391.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC9200958/](https://pmc.ncbi.nlm.nih.gov/articles/PMC9200958/)

    **## ProblemIdentificationandDescriptionUsingPICOTFormat2.docx**

    2

    **Improving Recurrent Breast Cancer Care: Problem Identification Using the PICOT Framework**

    Name: Milena B Lopez Hernandez

    Instructor: Professor Guelsy Diaz

    School: West Coast University

    Date: 7/13/2025

    **Improving Recurrent Breast Cancer Care: Problem Identification Using the PICOT Framework**

    **i. Clinical Setting and Problem Description**

    The clinical practice that will be used in this identification of a PICOT problem is an oncology clinic involved in the treatment of recurrent breast cancer. The clinic offers follow-up services to the patients diagnosed with breast cancer, those who have recurred cancer even after undergoing anticancer treatment. The given field is an important sphere of oncology, and controlling recurring breast cancer has several challenges including complicated treatment plans, the psychological distress on individuals, and monitoring them on a regular basis to check the occurrence of a recurring condition.

    The clinic covers a big metropolitan area with massive population that includes people with specific needs of treating cancer. The patients are mainly adults over the age of 40 but a significant proportion is of those who have already had before the breast cancer treatment but are currently experiencing the reoccurrence. It is also observed that the clinic has a high concentration of people who are found at the lower end of the socioeconomic ladder, or have having difficulties in accessing care; thereby aggravating their health issues. Also, underserved minority groups are highly represented and this leads to the fact that such people experience cultural and linguistic barriers related to access to care.

    It is possible to single out a number of recurrent issues in the clinic, such as the absence of individual care plans offered to the patients, coordination among various healthcare services, as well as the overall inability to manage the emotional and psychological aspects of patients with recurring breast cancer. The emotional load of recurrence is very problematic to many patients, and the mental health needs of many patients are simply provided with no attention but rather concentrated on the clinical treatment. The other significant concern is the problem of the constant monitoring of recurrent breast cancer treatment that can be addressed only with constant surveillance and advanced diagnostic equipment.

    **ii. Problem Statement and Target Population**

    The identified problem is insufficient care and treatment of recurrent breast cancer in the clinic. These comprise lapses in clinical as well as emotional support to the patients, which means poor outcomes in both survival rates and quality of life. A total number of adult women diagnosed with recurrent breast cancer and their families, which are frequently involved in the process of care, should become the target population of this problem.

    The scale of this issue is not narrow enough so that it can be approached only through a single perspective; this is clinical, psychological, and socio-cultural. Clinically, the issue is the difficulty in coping with a long-term disease, the need to pay constant attention to it, treating side effects, and developing an individual treatment strategy. The psychological aspect consists of the emotional burden on patients who could be affected by anxiety, depression, and hopelessness concerning their cancer returning. Lastly, at a social level, the issue consists of socio-economic position, care accessibility issues, and cultural challenges among heterogeneous populations as well.

    The problem of recurring breast cancer cannot be ignored, since it is relevant enough to be explored and carefully planned in terms of interventions. Due to the challenges of managing cancer recurrence effectively, its issue has numerous aspects that have to be handled comprehensively and multidisciplinary. By creating an evidence-based project, it will be possible to work on these dimensions and develop a more effective care model that does not only look at clinical treatment of a patient but also his/her emotional well-being and provide care to more people, especially underserved populations.

    **iii. Significance of the Evidence-Based Project**

    Recurrent breast cancer is one of the biggest issues in the field of oncology. The recurrent cancer is one of the areas where the know-how is lacking due to the changes in the treatment protocols. This renders it an extremely important subject of evidence-based practice (EBP) and intervention. These gaps will be important in the improvement of clinical outcomes and the quality of life of the patients with recurrent breast cancer through this project.

    Among the key clinical gaps revealed based on the observations, the lack of coordination among various healthcare providers can be pointed out. Although the oncologists are concerned with medical management, patients usually lack adequate services regarding the provision of emotional counseling, symptom management, and primary care/specialist integration services. Most patients in the clinic have complained of a lack of consistency in follow-up visits as well as psychological support to enable them to bear the psychological stress associated with recurrent cancer. This failure to coordinate care is why it usually creates an uncoordinated treatment plan that makes the patient feel not supported, medically and psychologically.

    This evidence-based project is also important due to such studies as the importance of psychosocial support in cancer care in the research. Research has indicated that the survivors of breast cancer, especially those who have a recurring cancer, are at risk of depression, anxiety, and distress. A research study performed in one of the cities revealed that 4 out of 10 breast cancer victims show a high degree of psychological distress, and victims with the recurrence of cancer report more anxiety (Sohrabei et al., 2024). Neglecting these psychological needs will result in poorer clinical consequences, and the patient might fail to comply with the treatment regimen because of mental issues.

    In addition, breast cancer is also characterized by intermittent and costly pre- and post-treatment regimes, which have to be carefully monitored and modified. Due to the availability of resources or a lack of coordination among the healthcare providers, the implementation of innovative diagnostic technologies and bespoke treatment programs might be obstructed (Hu, 2022). This points to the robustness of the system of care toward more holistic provision of support, which combines clinical and emotional assistance as a way to meet multidimensional needs of patients.

    The studies on the management of recurrent breast cancer have been numerous, but that does not say that they are perfect, as there are still loopholes in projecting the most comprehensive study on breast cancer management. Evidence-based models have proven that multidisciplinary teams are capable of increasing patient outcomes by applying both the physical and the emotional requirements of patients (Franzoi et al., 2025). Nevertheless, they are not always implemented consistently into various clinical environments, therefore failing to provide an opportunity to achieve better patient satisfaction and clinical outcomes.

    The nursing profession will be added to this evidence-based project by improving the quality of care for patients with recurrent breast cancer, filling in the care gaps, facilitating coordination with other healthcare providers, and adding psychosocial support for the patients in the care plan. This way, it will conform to the objectives of the nursing profession, such as holistic care practice, patient-centered practice, and better patient outcomes.

    **References**

    Hu, K. (2022).
    _Psychological distress and breast cancer: a bidirectional link_. Karolinska Institutet (Sweden).
    [https://search.proquest.com/openview/de7854730fe5d3da28536a211c7197ae/1?pq-origsite=gscholar&cbl=2026366&diss=y](https://search.proquest.com/openview/de7854730fe5d3da28536a211c7197ae/1?pq-origsite=gscholar&cbl=2026366&diss=y)

    Sohrabei, S., Moghaddasi, H., Hosseini, A., & Ehsanzadeh, S. J. (2024). Investigating the effects of artificial intelligence on the personalization of breast cancer management: a systematic study.
    _BMC cancer_,
    _24_(1), 852.
    [https://link.springer.com/article/10.1186/s12885-024-12575-1](https://link.springer.com/article/10.1186/s12885-024-12575-1)

    Franzoi, M. A., Janni, W., Erdmann-Sager, J., Kline-Quiroz, C., Schäffler, H., Pfister, K., … & Luis, I. V. (2025). Long-Term Follow-Up Care After Treatment for Primary Breast Cancer: Strategies and Considerations.
    _American Society of Clinical Oncology Educational Book_,
    _45_(3), e473472.
    [https://ascopubs.org/doi/abs/10.1200/EDBK-25-473472](https://ascopubs.org/doi/abs/10.1200/EDBK-25-473472)

    **EnhancingCareCoordinationandQualityofLifeforWomenwithRecurrentBreastCancer.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/enhancingcarecoordinationandqualityoflifeforwomenwithrecurrentbreastcancer-docx-10409553)

    **Recommendationsandconclusionswk3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/recommendationsandconclusionswk3-docx)

    **IntegratingPsychosocialSupportingRecurrentBreastCancerCare.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/integratingpsychosocialsupportingrecurrentbreastcancercare-docx-10409555)

    **## instructionsforroughdraftNURS682LB.docx**

    This week, you will bring together all of the assignments you have completed thus far, and compose the rough draft of your change project paper. At this point, you will have submitted each section and received feedback. An attempt to incorporate all previous assignment feedback should be evident.
    Your rough draft contains all of the expected components of the final draft and is presented in APA format including a cover page, references, and appendices when warranted. Your rough draft is your opportunity to polish previously submitted assignments and combine the sections in a comprehensive paper that show your change project is ready to be implemented.

    You will take this time to identify and address any weaknesses or gaps in your change project. Your rough draft should only require minor revisions before the final paper.

    Your paper should be between 20 and 30 pages in length, not including the cover page, references, and any appendices. It must follow current APA manual style and format. Each section of the paper should be clearly identified using proper headings

    **## ImprovingCareforRecurrentBreastCancerPatients.docx**

    2

    **Improving Care for Recurrent Breast Cancer Patients: A Microsystem Approach**

    Name

    Instructor

    School

    Date

    **Improving Care for Recurrent Breast Cancer Patients: A Microsystem Approach**

    Among the provisions in the readings this week, the chapter in the Clinical Microsystems Greenbook that corresponds the most to my project topic of recurrent breast cancer is the chapter on improving care to the patients with chronic illness. Recurrent breast cancer is a complex and chronic ailment that requires regular and all-encompassing care management. The chapter provides the framework on how to enhance the care of patients at the microsystem level: in interdependent teams of small size (healthcare professionals) where the provision of care is personalized. It is notable that this concept especially applies to recurrent breast cancer, whereby patients may have long-term follow-up, need management of various symptoms, and may need adjustment of the treatment plans.

    The microsystem approach focuses more on the patient engagement that is important in the repeated breast cancer management. Patients have to deal with constant treatment and emotional issues, and therefore, it is essential to think about how they see the situation and include their own preferences in the course of treatment. As one example, through regular reassessment of physical and emotional needs and engaging patients with the decision-making process, clinicians will be able to create more efficient plans of care that would be based on the unique needs of a particular patient (Fathiya et al., 2023).

    More than that, the focus on the usage of data on monitoring the process and the improvement of processes constantly is noted in the chapter, and it can be directly applied to my project. In case of recurrent cases of breast cancer, information regarding the effectiveness of treatments, recurrence, and, in general, the quality of life may be gathered and frequently analyzed to adjust clinical methods and guarantee the best roles. With the help of this microsystem concept, healthcare teams will greatly transform their collaboration to meet the many needs of recurrent breast cancer patients in terms of structure and functioning as well as to finally improve patient outcomes.

    This reading has applied strong footing in implementing change in my project because it puts importance on individualized care, collaboration between teams, and application of data-driven changes, which all play an important role in enhancing care and treatment of breast cancer episodes.

    **References**

    Fathiya, L. Y., Siswanto, A., Diah, P., & Chlara, Y. P. (2023). Empowerment-Based Palliative Care to Improve Psychological Well Being and Quality of Life in Women with Breast Cancer.
    _International Journal of Scientific Multidisciplinary Research (IJSMR)_,
    _1_(8), 1085-1102.
    [http://repository.um-surabaya.ac.id/id/eprint/8341](http://repository.um-surabaya.ac.id/id/eprint/8341)

    **## IntegratingTheoreticalFrameworksinBreastCancerCare.docx**

    2

    **Integrating Theoretical Frameworks in Breast Cancer Care**

    Name

    Instructor

    School

    Date

    **Integrating Theoretical Frameworks in Breast Cancer Care**

    The variables that I will use as far as my change project is concerned include the Health Belief Model (HBM) and Bio-Psychosocial Model. The two frameworks will inform the implementation of the project because it will target both psychosocial support to women along with the recurrent breast cancer and clinical treatment.

    In order to initiate the implementation of this change project, certain steps have to be undertaken:

    **1.Assess Patient Perceptions:** With the aid of the Health Belief Model, evaluate the perceptions of women and the likelihood of their recurrence as well as the value of treatment. Eliminate the obstacles that hinder the responses to both psychosocial and clinical care (Mehrabizadeh et al., 2024). As an example, not every woman will embrace the practice of psychosocial care, as it does not seem to bring benefits. With specific education, one can change this attitude and promote the involvement of both sides of care.

    **2.Provide Holistic Care**: The Bio-Psychosocial Model combines clinical care along with emotional and social support. Coming up with a care plan to consider the physical, psychological, and social components of care (Kahan et al., 2022) is necessary. As an example, the patients who reported the anxiety regarding recurrence ought to be given some emotional support, in addition to healthcare provisions, to better their overall experience and increase adherence.

    **3.Evaluate Barriers and Facilitators**: Determine aspects that can hinder patient interaction, including financial or social support, etc. To improve patient outcomes, these factors should be dealt with. A synergistic cooperation with social workers or counselors could assist in lessening these barriers so as to provide better integration of care.

    **4.Monitor and Adjust the Model**: Keep track of the results of the initiative and make adjustments in the interventions. It will involve following the qualitative changes in life quality and coordination of care with references to the patients and healthcare providers.

    Adhering to these steps, the project will design a complete, patient-based care model covering both emotional and physical demands of women having recurrent breast cancer, thus enhancing their quality of life and outcome of their treatment.

    **References**

    Mehrabizadeh, M., Zaremohzzabieh, Z., Zarean, M., Ahrari, S., & Ahmadi, A. R. (2024). Narratives of resilience: Understanding Iranian breast cancer survivors through health belief model and stress-coping theory for enhanced interventions.
    _BMC Women's Health_,
    _24_(1), 552.
    [https://link.springer.com/article/10.1186/s12905-024-03383-7](https://link.springer.com/article/10.1186/s12905-024-03383-7)

    Kahan, Z., Szanto, I., Dudas, R., Kapitany, Z., Molnar, M., Koncz, Z., & Mailath, M. (2022). Breast cancer survivorship programme: follow-up, rehabilitation, psychosocial oncology care. 1st Central-Eastern European professional consensus statement on breast cancer.
    _Pathology and Oncology Research_,
    _28_, 1610391.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC9200958/](https://pmc.ncbi.nlm.nih.gov/articles/PMC9200958/)

    **## ProblemIdentificationandDescriptionUsingPICOTFormat2.docx**

    2

    **Improving Recurrent Breast Cancer Care: Problem Identification Using the PICOT Framework**

    Name: Milena B Lopez Hernandez

    Instructor: Professor Guelsy Diaz

    School: West Coast University

    Date: 7/13/2025

    **Improving Recurrent Breast Cancer Care: Problem Identification Using the PICOT Framework**

    **i. Clinical Setting and Problem Description**

    The clinical practice that will be used in this identification of a PICOT problem is an oncology clinic involved in the treatment of recurrent breast cancer. The clinic offers follow-up services to the patients diagnosed with breast cancer, those who have recurred cancer even after undergoing anticancer treatment. The given field is an important sphere of oncology, and controlling recurring breast cancer has several challenges including complicated treatment plans, the psychological distress on individuals, and monitoring them on a regular basis to check the occurrence of a recurring condition.

    The clinic covers a big metropolitan area with massive population that includes people with specific needs of treating cancer. The patients are mainly adults over the age of 40 but a significant proportion is of those who have already had before the breast cancer treatment but are currently experiencing the reoccurrence. It is also observed that the clinic has a high concentration of people who are found at the lower end of the socioeconomic ladder, or have having difficulties in accessing care; thereby aggravating their health issues. Also, underserved minority groups are highly represented and this leads to the fact that such people experience cultural and linguistic barriers related to access to care.

    It is possible to single out a number of recurrent issues in the clinic, such as the absence of individual care plans offered to the patients, coordination among various healthcare services, as well as the overall inability to manage the emotional and psychological aspects of patients with recurring breast cancer. The emotional load of recurrence is very problematic to many patients, and the mental health needs of many patients are simply provided with no attention but rather concentrated on the clinical treatment. The other significant concern is the problem of the constant monitoring of recurrent breast cancer treatment that can be addressed only with constant surveillance and advanced diagnostic equipment.

    **ii. Problem Statement and Target Population**

    The identified problem is insufficient care and treatment of recurrent breast cancer in the clinic. These comprise lapses in clinical as well as emotional support to the patients, which means poor outcomes in both survival rates and quality of life. A total number of adult women diagnosed with recurrent breast cancer and their families, which are frequently involved in the process of care, should become the target population of this problem.

    The scale of this issue is not narrow enough so that it can be approached only through a single perspective; this is clinical, psychological, and socio-cultural. Clinically, the issue is the difficulty in coping with a long-term disease, the need to pay constant attention to it, treating side effects, and developing an individual treatment strategy. The psychological aspect consists of the emotional burden on patients who could be affected by anxiety, depression, and hopelessness concerning their cancer returning. Lastly, at a social level, the issue consists of socio-economic position, care accessibility issues, and cultural challenges among heterogeneous populations as well.

    The problem of recurring breast cancer cannot be ignored, since it is relevant enough to be explored and carefully planned in terms of interventions. Due to the challenges of managing cancer recurrence effectively, its issue has numerous aspects that have to be handled comprehensively and multidisciplinary. By creating an evidence-based project, it will be possible to work on these dimensions and develop a more effective care model that does not only look at clinical treatment of a patient but also his/her emotional well-being and provide care to more people, especially underserved populations.

    **iii. Significance of the Evidence-Based Project**

    Recurrent breast cancer is one of the biggest issues in the field of oncology. The recurrent cancer is one of the areas where the know-how is lacking due to the changes in the treatment protocols. This renders it an extremely important subject of evidence-based practice (EBP) and intervention. These gaps will be important in the improvement of clinical outcomes and the quality of life of the patients with recurrent breast cancer through this project.

    Among the key clinical gaps revealed based on the observations, the lack of coordination among various healthcare providers can be pointed out. Although the oncologists are concerned with medical management, patients usually lack adequate services regarding the provision of emotional counseling, symptom management, and primary care/specialist integration services. Most patients in the clinic have complained of a lack of consistency in follow-up visits as well as psychological support to enable them to bear the psychological stress associated with recurrent cancer. This failure to coordinate care is why it usually creates an uncoordinated treatment plan that makes the patient feel not supported, medically and psychologically.

    This evidence-based project is also important due to such studies as the importance of psychosocial support in cancer care in the research. Research has indicated that the survivors of breast cancer, especially those who have a recurring cancer, are at risk of depression, anxiety, and distress. A research study performed in one of the cities revealed that 4 out of 10 breast cancer victims show a high degree of psychological distress, and victims with the recurrence of cancer report more anxiety (Sohrabei et al., 2024). Neglecting these psychological needs will result in poorer clinical consequences, and the patient might fail to comply with the treatment regimen because of mental issues.

    In addition, breast cancer is also characterized by intermittent and costly pre- and post-treatment regimes, which have to be carefully monitored and modified. Due to the availability of resources or a lack of coordination among the healthcare providers, the implementation of innovative diagnostic technologies and bespoke treatment programs might be obstructed (Hu, 2022). This points to the robustness of the system of care toward more holistic provision of support, which combines clinical and emotional assistance as a way to meet multidimensional needs of patients.

    The studies on the management of recurrent breast cancer have been numerous, but that does not say that they are perfect, as there are still loopholes in projecting the most comprehensive study on breast cancer management. Evidence-based models have proven that multidisciplinary teams are capable of increasing patient outcomes by applying both the physical and the emotional requirements of patients (Franzoi et al., 2025). Nevertheless, they are not always implemented consistently into various clinical environments, therefore failing to provide an opportunity to achieve better patient satisfaction and clinical outcomes.

    The nursing profession will be added to this evidence-based project by improving the quality of care for patients with recurrent breast cancer, filling in the care gaps, facilitating coordination with other healthcare providers, and adding psychosocial support for the patients in the care plan. This way, it will conform to the objectives of the nursing profession, such as holistic care practice, patient-centered practice, and better patient outcomes.

    **References**

    Hu, K. (2022).
    _Psychological distress and breast cancer: a bidirectional link_. Karolinska Institutet (Sweden).
    [https://search.proquest.com/openview/de7854730fe5d3da28536a211c7197ae/1?pq-origsite=gscholar&cbl=2026366&diss=y](https://search.proquest.com/openview/de7854730fe5d3da28536a211c7197ae/1?pq-origsite=gscholar&cbl=2026366&diss=y)

    Sohrabei, S., Moghaddasi, H., Hosseini, A., & Ehsanzadeh, S. J. (2024). Investigating the effects of artificial intelligence on the personalization of breast cancer management: a systematic study.
    _BMC cancer_,
    _24_(1), 852.
    [https://link.springer.com/article/10.1186/s12885-024-12575-1](https://link.springer.com/article/10.1186/s12885-024-12575-1)

    Franzoi, M. A., Janni, W., Erdmann-Sager, J., Kline-Quiroz, C., Schäffler, H., Pfister, K., … & Luis, I. V. (2025). Long-Term Follow-Up Care After Treatment for Primary Breast Cancer: Strategies and Considerations.
    _American Society of Clinical Oncology Educational Book_,
    _45_(3), e473472.
    [https://ascopubs.org/doi/abs/10.1200/EDBK-25-473472](https://ascopubs.org/doi/abs/10.1200/EDBK-25-473472)

    **EnhancingCareCoordinationandQualityofLifeforWomenwithRecurrentBreastCancer.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/enhancingcarecoordinationandqualityoflifeforwomenwithrecurrentbreastcancer-docx-10409553)

    **Recommendationsandconclusionswk3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/recommendationsandconclusionswk3-docx)

    **IntegratingPsychosocialSupportingRecurrentBreastCancerCare.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/integratingpsychosocialsupportingrecurrentbreastcancercare-docx-10409555)

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