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Tag: Care Plans

  • [Solved] PMHNP, 6665

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

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    Assignment Prompt & Instructions

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

    Tipic: BULEMIA NERVOSA

    Please see the rubrics attached.

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

    – 2 years ago

  • [Solved] WK 7 DIS Thoe

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

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK7DISTHEOR.docx

    **## WK7DISTHEOR.docx**

    ENABLERS AND BARRIERS TO TRANSLATION

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

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

    Resources

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

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

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

    ·

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

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

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

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

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

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

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

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

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

    To Prepare

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

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

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

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

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

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

    By Day 3 Of Week 7

    **Post** the following:

    · Identify the organization you selected.

    · Describe the practice or organization issue you selected.

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

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

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

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

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

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

    By Day 6 of Week 7

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

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

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

    ## image1.jpeg

    **## WK7DISTHEOR.docx**

    ENABLERS AND BARRIERS TO TRANSLATION

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

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

    Resources

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

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

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

    ·

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

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

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

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

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

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

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

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

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

    To Prepare

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

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

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

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

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

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

    By Day 3 Of Week 7

    **Post** the following:

    · Identify the organization you selected.

    · Describe the practice or organization issue you selected.

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

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

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

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

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

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

    By Day 6 of Week 7

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

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

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

    ## image1.jpeg

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

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    Executive Solution Overview

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

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Discussion.docx

    **## Discussion.docx**

    Discussion/Assignment: Patient Medication Guide

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

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

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

    Resources

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

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

    To prepare for this Assignment:

    · Identify your assigned psychotropic medication agent.

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

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

    The Assignment

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

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

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

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

    · Title page

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

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

    · Drug classification

    · The medication mechanism of action

    · The medication pharmacokinetics

    · The medication pharmacodynamics

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

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

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

    · Side effects/adverse reactions potential

    · Discuss clinical concerns with EPS and Tardive Dyskinesia

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

    · Contraindications for use including significant drug to drug interactions

    · Overdose considerations

    · Diagnostics and labs monitoring comorbidities considerations

    · Legal, ethical, and social considerations

    · Pertinent patient education considerations

    · References page

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

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

    By Day 7 of Week 7

    You will need to submit your Assignment to two places:

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

    2. Week 7 Medication Guide Assignment submission link

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

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

    submission information

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

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

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

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

    Rubric

    **NURS_6630_Week7_Assignment_Rubric**

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

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

    **## Discussion.docx**

    Discussion/Assignment: Patient Medication Guide

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

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

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

    Resources

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

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

    To prepare for this Assignment:

    · Identify your assigned psychotropic medication agent.

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

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

    The Assignment

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

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

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

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

    · Title page

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

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

    · Drug classification

    · The medication mechanism of action

    · The medication pharmacokinetics

    · The medication pharmacodynamics

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

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

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

    · Side effects/adverse reactions potential

    · Discuss clinical concerns with EPS and Tardive Dyskinesia

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

    · Contraindications for use including significant drug to drug interactions

    · Overdose considerations

    · Diagnostics and labs monitoring comorbidities considerations

    · Legal, ethical, and social considerations

    · Pertinent patient education considerations

    · References page

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

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

    By Day 7 of Week 7

    You will need to submit your Assignment to two places:

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

    2. Week 7 Medication Guide Assignment submission link

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

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

    submission information

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

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

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

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

    Rubric

    **NURS_6630_Week7_Assignment_Rubric**

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

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

  • [Solved] Asssigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

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

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## Week6APPENDIXAPETPROCESSGUIDE.docx

    – ## w1Assgn1_Garcia_M-1.docx

    – AppendixAPETProcess1.docx
    – DNPProjectProcessGuide11.pdf

    **## Week6APPENDIXAPETPROCESSGUIDE.docx**

    Week 6 APPENDIX A PET PROCESS GUIDE

    Resources

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

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

    By Day 7 of Week 6

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

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

    **## w1Assgn1_Garcia_M-1.docx**

    2

    **Goals for the Term**

    Marta Lilian Garcia

    Foun Essen Doctor Nurs Practic, Walden University

    DNP Project Mentoring

    Dr. Mary Garner

    December 2, 2024

    **Goals for the Term**

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

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

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

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

    **Timeline for Goal Completion**

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

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

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

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

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

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

    **Plans for Continued Progress**

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

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

    **References**

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

    **AppendixAPETProcess1.docx**

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

    **DNPProjectProcessGuide11.pdf**

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

    **DNPProjectProcessGuide11.pdf**

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

    **## Week6APPENDIXAPETPROCESSGUIDE.docx**

    Week 6 APPENDIX A PET PROCESS GUIDE

    Resources

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

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

    By Day 7 of Week 6

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

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

    **## w1Assgn1_Garcia_M-1.docx**

    2

    **Goals for the Term**

    Marta Lilian Garcia

    Foun Essen Doctor Nurs Practic, Walden University

    DNP Project Mentoring

    Dr. Mary Garner

    December 2, 2024

    **Goals for the Term**

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

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

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

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

    **Timeline for Goal Completion**

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

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

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

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

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

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

    **Plans for Continued Progress**

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

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

    **References**

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

    **AppendixAPETProcess1.docx**

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

    **DNPProjectProcessGuide11.pdf**

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

    **## Week6APPENDIXAPETPROCESSGUIDE.docx**

    Week 6 APPENDIX A PET PROCESS GUIDE

    Resources

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

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

    By Day 7 of Week 6

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

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

    **## w1Assgn1_Garcia_M-1.docx**

    2

    **Goals for the Term**

    Marta Lilian Garcia

    Foun Essen Doctor Nurs Practic, Walden University

    DNP Project Mentoring

    Dr. Mary Garner

    December 2, 2024

    **Goals for the Term**

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

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

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

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

    **Timeline for Goal Completion**

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

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

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

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

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

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

    **Plans for Continued Progress**

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

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

    **References**

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

    **AppendixAPETProcess1.docx**

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

    **DNPProjectProcessGuide11.pdf**

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

  • [Solved] Analyzing a Current Health Care Problem

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering Analyzing a Current Health Care Problem.

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    Assignment Prompt & Instructions

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

  • [Solved] Capstone Project Change Proposal

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    Executive Solution Overview

    Assessment Description In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply eviden…

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    Assignment Prompt & Instructions

    Assessment Description

    In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

    Develop a 2,500-3,000-word written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

    01. Background of clinical problem
    02. Clinical problem statement (Topic 3 assignment)
    03. Purpose of the change proposal in relation to providing patient care in the changing health care system (Topic 2 assignment)
    04. PICOT question (Topic 3 assignment)
    05. Literature search strategy employed (Topic 4 assignment)
    06. Synthesis of literature review (Topic 6 assignment)
    07. Applicable change or nursing theory utilized (Topic 4 DQ 2)
    08. Proposed implementation plan with outcome measures (Topic 5 assignment)
    09. Plan for evaluating the proposed nursing intervention (Topic 6 assignment)
    10. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome (Topic 5 DQ 2 and any other barriers that have not yet been considered)
    11. Appendix section: Update the Capstone Change Project Evaluation plan developed in Topic 7 as needed. Include it as Appendix A. Additional items developed for your capstone project (i.e., patient or staff education materials, etc.) can also be attached but are optional.

    Review the feedback from your instructor on the Capstone Project assignments submitted throughout the course and referenced above. Use this feedback to make appropriate revisions to these before submitting.

    You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    – [\
    \
    NRS-465Rubric-Benchmark-CapstoneProjectChangeProposal.pdf](https://www.sweetstudy.com/files/nrs-465rubric-benchmark-capstoneprojectchangeproposal-pdf "NRS-465Rubric-Benchmark-CapstoneProjectChangeProposal.pdf")
    – [\
    \
    GCUCapstonePaperStudentExample2024.pdf](https://www.sweetstudy.com/files/gcucapstonepaperstudentexample2024-pdf "GCUCapstonePaperStudentExample2024.pdf")

    – 2 years ago

  • [Solved] NURSING EVOL 2

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    Executive Solution Overview

    SEE IMAGES AND WORD DOC ATTACHED – 2 years ago **files (3)** – ## NURSINGEVOLUTIONINSTRUCTIONS.docx – ScreenshotbySnipMyonJan32025at9.40.23PM.png – ScreenshotbySnipMyonJan32025at9.40.41PM.png **## NURSINGEVOLUTIONINSTRUCTIONS.docx** So, in order to get the points for each of the criteria criteriaas,…

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    SEE IMAGES AND WORD DOC ATTACHED

    – 2 years ago

    **files (3)**

    – ## NURSINGEVOLUTIONINSTRUCTIONS.docx

    – ScreenshotbySnipMyonJan32025at9.40.23PM.png
    – ScreenshotbySnipMyonJan32025at9.40.41PM.png

    **## NURSINGEVOLUTIONINSTRUCTIONS.docx**

    So, in order to get the points for each of the criteria criteriaas, we need to fall under meat's expectations. There is one, two, three, four criteria that need to be met just on that very first box. There is three separate boxes, and I'm gonna review those ideas.

    So on that very first box, the way that I would do is I would do a header for each of these questions that are posed here. That way, I make sure that I cover this information one way or another. Once you review this nursing evolution paper, you'll notice that it does not require references.

    However, if you're going to use information there that is not yours, for example, if you're going to define a concept, uh, if you're gonna talk about a theory, then that point, you will have to use a reference, you'll have to cite that reference so that we turn this to turn it in.com. It does not apply for platiarism, okay? All right, so the way again I would do is I would do a header, go header number two for each one of these.

    So for example, the first header would be reflects on current theory class and clinical and how the courses support each other, transfer of knowledge to apply to clinical and it is directly focused on this term, so in order to answer this question, you're gonna have to talk about things that you've learned in this class and things that you have learned in political and how this will apply to your clinical practice. My second header would be the second one you see there, right? synthesizes theories and concepts from liberal education.

    That's your GE questionsions to golden understanding on the human experience. So you'll have to give an example of how you'll be able to do that. Then the third header would be uses skills of inquiry and analysis to address practitions, you have to pick a practice is issue that you would like to address.

    The fourth one is applies knowledge of social and cultural factors in the care of popations encountered in thisourse. At some point in clinical, you should be taking care of different populations, so you should be able to apply that clinical component in caring for each of those individual patients. So that's just the first criteria.

    We went on to the second one, I would do the same thing. Here we have one and two um criteria that needs to be met. I would do two headers.

    First header would be reflects on providing ballistic patient care to populations encountered in this course, so you need to talk about how you provided holistic care to your patients. And number two, you need to talk about collaboration within the team in order to successfully care for a patient, right? And whatever team member, you want to include is up to you, you have some examples there, it can be respiratory, PT, it could be the new A, right?

    And then the last box is more director towards uh leadership and coordinating care for your patients. So just as we've done before, I would do header number one and header number two. So under number one, you need to talk about an event that occurred with you and clinical where you were able to apply concepts of leadership that you have learned, right?

    Things like delegation, things like scope of practice, things like ethical dilemmas could be something that you use for that one, okay? And then the second one talks about describe an event that demonstrates leadership, appropriate team building and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the complex of the interprofessional team, right? This is something that should be happening every single time we go to clinical.

    There should be a whole team of individuals collaborating together in order to get the patient out of the war, right? We're talking about the MD or the APRN collaborating with the RN collaborating with the UAP collaborating with physical therapy, collaborating, perhaps with case management or social worker in order to get that patient discharged out successfully. So think about your time in clinical and how you could use an example that would cover that topic, right?

    **ScreenshotbySnipMyonJan32025at9.40.23PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-23pm-png-10147483)

    **ScreenshotbySnipMyonJan32025at9.40.41PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-41pm-png-10147485)

    **ScreenshotbySnipMyonJan32025at9.40.41PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-41pm-png-10147485)

    **## NURSINGEVOLUTIONINSTRUCTIONS.docx**

    So, in order to get the points for each of the criteria criteriaas, we need to fall under meat's expectations. There is one, two, three, four criteria that need to be met just on that very first box. There is three separate boxes, and I'm gonna review those ideas.

    So on that very first box, the way that I would do is I would do a header for each of these questions that are posed here. That way, I make sure that I cover this information one way or another. Once you review this nursing evolution paper, you'll notice that it does not require references.

    However, if you're going to use information there that is not yours, for example, if you're going to define a concept, uh, if you're gonna talk about a theory, then that point, you will have to use a reference, you'll have to cite that reference so that we turn this to turn it in.com. It does not apply for platiarism, okay? All right, so the way again I would do is I would do a header, go header number two for each one of these.

    So for example, the first header would be reflects on current theory class and clinical and how the courses support each other, transfer of knowledge to apply to clinical and it is directly focused on this term, so in order to answer this question, you're gonna have to talk about things that you've learned in this class and things that you have learned in political and how this will apply to your clinical practice. My second header would be the second one you see there, right? synthesizes theories and concepts from liberal education.

    That's your GE questionsions to golden understanding on the human experience. So you'll have to give an example of how you'll be able to do that. Then the third header would be uses skills of inquiry and analysis to address practitions, you have to pick a practice is issue that you would like to address.

    The fourth one is applies knowledge of social and cultural factors in the care of popations encountered in thisourse. At some point in clinical, you should be taking care of different populations, so you should be able to apply that clinical component in caring for each of those individual patients. So that's just the first criteria.

    We went on to the second one, I would do the same thing. Here we have one and two um criteria that needs to be met. I would do two headers.

    First header would be reflects on providing ballistic patient care to populations encountered in this course, so you need to talk about how you provided holistic care to your patients. And number two, you need to talk about collaboration within the team in order to successfully care for a patient, right? And whatever team member, you want to include is up to you, you have some examples there, it can be respiratory, PT, it could be the new A, right?

    And then the last box is more director towards uh leadership and coordinating care for your patients. So just as we've done before, I would do header number one and header number two. So under number one, you need to talk about an event that occurred with you and clinical where you were able to apply concepts of leadership that you have learned, right?

    Things like delegation, things like scope of practice, things like ethical dilemmas could be something that you use for that one, okay? And then the second one talks about describe an event that demonstrates leadership, appropriate team building and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the complex of the interprofessional team, right? This is something that should be happening every single time we go to clinical.

    There should be a whole team of individuals collaborating together in order to get the patient out of the war, right? We're talking about the MD or the APRN collaborating with the RN collaborating with the UAP collaborating with physical therapy, collaborating, perhaps with case management or social worker in order to get that patient discharged out successfully. So think about your time in clinical and how you could use an example that would cover that topic, right?

    **ScreenshotbySnipMyonJan32025at9.40.23PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-23pm-png-10147483)

    **ScreenshotbySnipMyonJan32025at9.40.41PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-41pm-png-10147485)

    **## NURSINGEVOLUTIONINSTRUCTIONS.docx**

    So, in order to get the points for each of the criteria criteriaas, we need to fall under meat's expectations. There is one, two, three, four criteria that need to be met just on that very first box. There is three separate boxes, and I'm gonna review those ideas.

    So on that very first box, the way that I would do is I would do a header for each of these questions that are posed here. That way, I make sure that I cover this information one way or another. Once you review this nursing evolution paper, you'll notice that it does not require references.

    However, if you're going to use information there that is not yours, for example, if you're going to define a concept, uh, if you're gonna talk about a theory, then that point, you will have to use a reference, you'll have to cite that reference so that we turn this to turn it in.com. It does not apply for platiarism, okay? All right, so the way again I would do is I would do a header, go header number two for each one of these.

    So for example, the first header would be reflects on current theory class and clinical and how the courses support each other, transfer of knowledge to apply to clinical and it is directly focused on this term, so in order to answer this question, you're gonna have to talk about things that you've learned in this class and things that you have learned in political and how this will apply to your clinical practice. My second header would be the second one you see there, right? synthesizes theories and concepts from liberal education.

    That's your GE questionsions to golden understanding on the human experience. So you'll have to give an example of how you'll be able to do that. Then the third header would be uses skills of inquiry and analysis to address practitions, you have to pick a practice is issue that you would like to address.

    The fourth one is applies knowledge of social and cultural factors in the care of popations encountered in thisourse. At some point in clinical, you should be taking care of different populations, so you should be able to apply that clinical component in caring for each of those individual patients. So that's just the first criteria.

    We went on to the second one, I would do the same thing. Here we have one and two um criteria that needs to be met. I would do two headers.

    First header would be reflects on providing ballistic patient care to populations encountered in this course, so you need to talk about how you provided holistic care to your patients. And number two, you need to talk about collaboration within the team in order to successfully care for a patient, right? And whatever team member, you want to include is up to you, you have some examples there, it can be respiratory, PT, it could be the new A, right?

    And then the last box is more director towards uh leadership and coordinating care for your patients. So just as we've done before, I would do header number one and header number two. So under number one, you need to talk about an event that occurred with you and clinical where you were able to apply concepts of leadership that you have learned, right?

    Things like delegation, things like scope of practice, things like ethical dilemmas could be something that you use for that one, okay? And then the second one talks about describe an event that demonstrates leadership, appropriate team building and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the complex of the interprofessional team, right? This is something that should be happening every single time we go to clinical.

    There should be a whole team of individuals collaborating together in order to get the patient out of the war, right? We're talking about the MD or the APRN collaborating with the RN collaborating with the UAP collaborating with physical therapy, collaborating, perhaps with case management or social worker in order to get that patient discharged out successfully. So think about your time in clinical and how you could use an example that would cover that topic, right?

    **ScreenshotbySnipMyonJan32025at9.40.23PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-23pm-png-10147483)

    **ScreenshotbySnipMyonJan32025at9.40.41PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-41pm-png-10147485)

  • [Solved] NURSING EVOL 1

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    SEE WORD DOC, AND SCREEN SHOTS FOR INSTRUCTIONS – 2 years ago **files (3)** – ## NURSINGEVOLUTIONINSTRUCTIONS.docx – ScreenshotbySnipMyonJan32025at9.40.23PM.png – ScreenshotbySnipMyonJan32025at9.40.41PM.png **## NURSINGEVOLUTIONINSTRUCTIONS.docx** So, in order to get the points for each of the crite…

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    SEE WORD DOC, AND SCREEN SHOTS FOR INSTRUCTIONS

    – 2 years ago

    **files (3)**

    – ## NURSINGEVOLUTIONINSTRUCTIONS.docx

    – ScreenshotbySnipMyonJan32025at9.40.23PM.png
    – ScreenshotbySnipMyonJan32025at9.40.41PM.png

    **## NURSINGEVOLUTIONINSTRUCTIONS.docx**

    So, in order to get the points for each of the criteria criteriaas, we need to fall under meat's expectations. There is one, two, three, four criteria that need to be met just on that very first box. There is three separate boxes, and I'm gonna review those ideas.

    So on that very first box, the way that I would do is I would do a header for each of these questions that are posed here. That way, I make sure that I cover this information one way or another. Once you review this nursing evolution paper, you'll notice that it does not require references.

    However, if you're going to use information there that is not yours, for example, if you're going to define a concept, uh, if you're gonna talk about a theory, then that point, you will have to use a reference, you'll have to cite that reference so that we turn this to turn it in.com. It does not apply for platiarism, okay? All right, so the way again I would do is I would do a header, go header number two for each one of these.

    So for example, the first header would be reflects on current theory class and clinical and how the courses support each other, transfer of knowledge to apply to clinical and it is directly focused on this term, so in order to answer this question, you're gonna have to talk about things that you've learned in this class and things that you have learned in political and how this will apply to your clinical practice. My second header would be the second one you see there, right? synthesizes theories and concepts from liberal education.

    That's your GE questionsions to golden understanding on the human experience. So you'll have to give an example of how you'll be able to do that. Then the third header would be uses skills of inquiry and analysis to address practitions, you have to pick a practice is issue that you would like to address.

    The fourth one is applies knowledge of social and cultural factors in the care of popations encountered in thisourse. At some point in clinical, you should be taking care of different populations, so you should be able to apply that clinical component in caring for each of those individual patients. So that's just the first criteria.

    We went on to the second one, I would do the same thing. Here we have one and two um criteria that needs to be met. I would do two headers.

    First header would be reflects on providing ballistic patient care to populations encountered in this course, so you need to talk about how you provided holistic care to your patients. And number two, you need to talk about collaboration within the team in order to successfully care for a patient, right? And whatever team member, you want to include is up to you, you have some examples there, it can be respiratory, PT, it could be the new A, right?

    And then the last box is more director towards uh leadership and coordinating care for your patients. So just as we've done before, I would do header number one and header number two. So under number one, you need to talk about an event that occurred with you and clinical where you were able to apply concepts of leadership that you have learned, right?

    Things like delegation, things like scope of practice, things like ethical dilemmas could be something that you use for that one, okay? And then the second one talks about describe an event that demonstrates leadership, appropriate team building and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the complex of the interprofessional team, right? This is something that should be happening every single time we go to clinical.

    There should be a whole team of individuals collaborating together in order to get the patient out of the war, right? We're talking about the MD or the APRN collaborating with the RN collaborating with the UAP collaborating with physical therapy, collaborating, perhaps with case management or social worker in order to get that patient discharged out successfully. So think about your time in clinical and how you could use an example that would cover that topic, right?

    **ScreenshotbySnipMyonJan32025at9.40.23PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-23pm-png)

    **ScreenshotbySnipMyonJan32025at9.40.41PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-41pm-png)

    **ScreenshotbySnipMyonJan32025at9.40.41PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-41pm-png)

    **## NURSINGEVOLUTIONINSTRUCTIONS.docx**

    So, in order to get the points for each of the criteria criteriaas, we need to fall under meat's expectations. There is one, two, three, four criteria that need to be met just on that very first box. There is three separate boxes, and I'm gonna review those ideas.

    So on that very first box, the way that I would do is I would do a header for each of these questions that are posed here. That way, I make sure that I cover this information one way or another. Once you review this nursing evolution paper, you'll notice that it does not require references.

    However, if you're going to use information there that is not yours, for example, if you're going to define a concept, uh, if you're gonna talk about a theory, then that point, you will have to use a reference, you'll have to cite that reference so that we turn this to turn it in.com. It does not apply for platiarism, okay? All right, so the way again I would do is I would do a header, go header number two for each one of these.

    So for example, the first header would be reflects on current theory class and clinical and how the courses support each other, transfer of knowledge to apply to clinical and it is directly focused on this term, so in order to answer this question, you're gonna have to talk about things that you've learned in this class and things that you have learned in political and how this will apply to your clinical practice. My second header would be the second one you see there, right? synthesizes theories and concepts from liberal education.

    That's your GE questionsions to golden understanding on the human experience. So you'll have to give an example of how you'll be able to do that. Then the third header would be uses skills of inquiry and analysis to address practitions, you have to pick a practice is issue that you would like to address.

    The fourth one is applies knowledge of social and cultural factors in the care of popations encountered in thisourse. At some point in clinical, you should be taking care of different populations, so you should be able to apply that clinical component in caring for each of those individual patients. So that's just the first criteria.

    We went on to the second one, I would do the same thing. Here we have one and two um criteria that needs to be met. I would do two headers.

    First header would be reflects on providing ballistic patient care to populations encountered in this course, so you need to talk about how you provided holistic care to your patients. And number two, you need to talk about collaboration within the team in order to successfully care for a patient, right? And whatever team member, you want to include is up to you, you have some examples there, it can be respiratory, PT, it could be the new A, right?

    And then the last box is more director towards uh leadership and coordinating care for your patients. So just as we've done before, I would do header number one and header number two. So under number one, you need to talk about an event that occurred with you and clinical where you were able to apply concepts of leadership that you have learned, right?

    Things like delegation, things like scope of practice, things like ethical dilemmas could be something that you use for that one, okay? And then the second one talks about describe an event that demonstrates leadership, appropriate team building and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the complex of the interprofessional team, right? This is something that should be happening every single time we go to clinical.

    There should be a whole team of individuals collaborating together in order to get the patient out of the war, right? We're talking about the MD or the APRN collaborating with the RN collaborating with the UAP collaborating with physical therapy, collaborating, perhaps with case management or social worker in order to get that patient discharged out successfully. So think about your time in clinical and how you could use an example that would cover that topic, right?

    **ScreenshotbySnipMyonJan32025at9.40.23PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-23pm-png)

    **ScreenshotbySnipMyonJan32025at9.40.41PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-41pm-png)

    **## NURSINGEVOLUTIONINSTRUCTIONS.docx**

    So, in order to get the points for each of the criteria criteriaas, we need to fall under meat's expectations. There is one, two, three, four criteria that need to be met just on that very first box. There is three separate boxes, and I'm gonna review those ideas.

    So on that very first box, the way that I would do is I would do a header for each of these questions that are posed here. That way, I make sure that I cover this information one way or another. Once you review this nursing evolution paper, you'll notice that it does not require references.

    However, if you're going to use information there that is not yours, for example, if you're going to define a concept, uh, if you're gonna talk about a theory, then that point, you will have to use a reference, you'll have to cite that reference so that we turn this to turn it in.com. It does not apply for platiarism, okay? All right, so the way again I would do is I would do a header, go header number two for each one of these.

    So for example, the first header would be reflects on current theory class and clinical and how the courses support each other, transfer of knowledge to apply to clinical and it is directly focused on this term, so in order to answer this question, you're gonna have to talk about things that you've learned in this class and things that you have learned in political and how this will apply to your clinical practice. My second header would be the second one you see there, right? synthesizes theories and concepts from liberal education.

    That's your GE questionsions to golden understanding on the human experience. So you'll have to give an example of how you'll be able to do that. Then the third header would be uses skills of inquiry and analysis to address practitions, you have to pick a practice is issue that you would like to address.

    The fourth one is applies knowledge of social and cultural factors in the care of popations encountered in thisourse. At some point in clinical, you should be taking care of different populations, so you should be able to apply that clinical component in caring for each of those individual patients. So that's just the first criteria.

    We went on to the second one, I would do the same thing. Here we have one and two um criteria that needs to be met. I would do two headers.

    First header would be reflects on providing ballistic patient care to populations encountered in this course, so you need to talk about how you provided holistic care to your patients. And number two, you need to talk about collaboration within the team in order to successfully care for a patient, right? And whatever team member, you want to include is up to you, you have some examples there, it can be respiratory, PT, it could be the new A, right?

    And then the last box is more director towards uh leadership and coordinating care for your patients. So just as we've done before, I would do header number one and header number two. So under number one, you need to talk about an event that occurred with you and clinical where you were able to apply concepts of leadership that you have learned, right?

    Things like delegation, things like scope of practice, things like ethical dilemmas could be something that you use for that one, okay? And then the second one talks about describe an event that demonstrates leadership, appropriate team building and collaborative strategies to effectively implement patient safety and quality improvement initiatives within the complex of the interprofessional team, right? This is something that should be happening every single time we go to clinical.

    There should be a whole team of individuals collaborating together in order to get the patient out of the war, right? We're talking about the MD or the APRN collaborating with the RN collaborating with the UAP collaborating with physical therapy, collaborating, perhaps with case management or social worker in order to get that patient discharged out successfully. So think about your time in clinical and how you could use an example that would cover that topic, right?

    **ScreenshotbySnipMyonJan32025at9.40.23PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-23pm-png)

    **ScreenshotbySnipMyonJan32025at9.40.41PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonjan32025at9-40-41pm-png)

  • [Solved] for dr r Judy mark week 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

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

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    315

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

    310

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

    1. Share your Cultural Awareness Scale score.

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

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

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

    401

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

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

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

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

    – 2 years ago

  • [Solved] focusnote

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

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – focusnote2.docx

    **focusnote2.docx**

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

    **focusnote2.docx**

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