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[Solved] leadership

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

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## leadership.docx

**## leadership.docx**

Change Implementation and Management Plan

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

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

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/147149/modules/items/5667991)

**To Prepare:**

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

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

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

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

**Change Implementation and Management Plan**

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

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

Your Change Implementation and Management Plan should include the following:

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

· A description of the change being proposed

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

· Details about the type and scope of the proposed change

· Identification of the stakeholders impacted by the change

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

· A plan for communicating the change you propose

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

**Alternate Submission Method**

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

By Day 2 of Week 11

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

submission information – Narrated PowerPOint

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

1. To submit your completed assignment, save your Assignment as
**WK11Assgn_LastName_Firstinitial**

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

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

submission information – Kaltura Personal Capture

To submit your Kaltura media:

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

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

3. Select your recorded video under My Media.

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

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

Rubric

**NURS_6053_Module05_Week11_Assignment_Rubric**

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

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**## leadership.docx**

Change Implementation and Management Plan

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

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

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/147149/modules/items/5667991)

**To Prepare:**

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

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

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

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

**Change Implementation and Management Plan**

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

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

Your Change Implementation and Management Plan should include the following:

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

· A description of the change being proposed

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

· Details about the type and scope of the proposed change

· Identification of the stakeholders impacted by the change

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

· A plan for communicating the change you propose

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

**Alternate Submission Method**

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

By Day 2 of Week 11

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

submission information – Narrated PowerPOint

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

1. To submit your completed assignment, save your Assignment as
**WK11Assgn_LastName_Firstinitial**

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

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

submission information – Kaltura Personal Capture

To submit your Kaltura media:

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

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

3. Select your recorded video under My Media.

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

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

Rubric

**NURS_6053_Module05_Week11_Assignment_Rubric**

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

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November 5, 2026
[Solved] WK 8-10 RESP HEALTH 2

✓ Verified Academic Solution Available

Executive Solution Overview

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

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## WK8RESPONSE2HEALTHElectedOffice.docx

**## WK8RESPONSE2HEALTHElectedOffice.docx**

Elected Office

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

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

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

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/148513/modules/items/5624108)

Learning Resources

Required Resources

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

To Prepare:

· Review resources about running for elected office.

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

· Research nurses who have become elected officials.

· Consider why nurses might consider running for office.

By Day 3 of Week 10

**Post** a response detailing the following:

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

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

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

By Day 6 of Week 10

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

RESPOND TO THIS DISCUSSION POST

**Casey**

**Elected Office**

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

**Resources Required**

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

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

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

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

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

**Importance of Nurses Running for Elected Positions**

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

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

**Summary**

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

**References**

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

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

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

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

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

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

**Reply**

## image2.png

## image1.jpeg

**## WK8RESPONSE2HEALTHElectedOffice.docx**

Elected Office

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

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

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

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/148513/modules/items/5624108)

Learning Resources

Required Resources

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

To Prepare:

· Review resources about running for elected office.

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

· Research nurses who have become elected officials.

· Consider why nurses might consider running for office.

By Day 3 of Week 10

**Post** a response detailing the following:

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

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

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

By Day 6 of Week 10

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

RESPOND TO THIS DISCUSSION POST

**Casey**

**Elected Office**

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

**Resources Required**

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

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

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

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

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

**Importance of Nurses Running for Elected Positions**

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

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

**Summary**

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

**References**

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

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

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

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

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

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

**Reply**

## image2.png

## image1.jpeg

November 5, 2026
[Solved] WK 10 RESP BLOG THEOR

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

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## WK10BlogTheor.docx

**## WK10BlogTheor.docx**

Blog: PEER FEEDBACK: GRADING THE EVIDENCE

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

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

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

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

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142660/modules/items/5646773)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

To Prepare

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

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

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

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

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

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

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

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

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

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

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

By Day 6 of Week 10

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

**Note:** Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.

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

RESPOND TO THIS DISCUSSION POST

KIM

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

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

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

## image1.jpeg

**## WK10BlogTheor.docx**

Blog: PEER FEEDBACK: GRADING THE EVIDENCE

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

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

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

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

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/142660/modules/items/5646773)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

To Prepare

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

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

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

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

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

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

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

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

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

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

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

By Day 6 of Week 10

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

**Note:** Your responses should enrich the initial post by supporting and/or adding a fresh viewpoint and be constructive, enhancing the learning experience for all students.

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

RESPOND TO THIS DISCUSSION POST

KIM

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

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

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

## image1.jpeg

November 5, 2026
[Solved] Weekly Articles & Possible Future Improvements 416

✓ Verified Academic Solution Available

Executive Solution Overview

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

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Assignment Prompt & Instructions

Think about the articles you have been reading each week.

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

**Submission Instructions:**

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

***No AI, Turnitin report ***

– 2 years ago

November 5, 2026
[Solved] w4-2.0

✓ Verified Academic Solution Available

Executive Solution Overview

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

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Assignment Prompt & Instructions

APA

2 references

No artificial intelligence

No plagiarism

– 2 years ago

**files (1)**

– ## Casestudtweek4-2.docx

**## Casestudtweek4-2.docx**

Follow up Visit

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

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

1- Identify the picture

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

3- Discuss and describe the diagnosis

4- Discuss lines of treatment for conclude diagnosis

## image1.png

**## Casestudtweek4-2.docx**

Follow up Visit

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

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

1- Identify the picture

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

3- Discuss and describe the diagnosis

4- Discuss lines of treatment for conclude diagnosis

## image1.png

November 5, 2026
[Solved] Unit 4: HIT Systems Planning/Information Requirements

✓ Verified Academic Solution Available

Executive Solution Overview

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

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Assignment Prompt & Instructions

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

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

**Description**

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

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

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

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

**Discuss the following:**

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

– 2 years ago

November 5, 2026
[Solved] LITERATURE REVIEW

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (7)** – ## WK10Assignment8114.docx – ## WK10Assignment8114RequiredAppendixBEFGH.docx – ## _AppendixG_IndividualEvidenceSummaryGeraldine.docx – _AppendixH_SynthesisAndRecommendationsGeraldine.docx – _AppendixB_QuestionDevelopmentGeraldine.docx – AppendixF_NonresearchEvide…

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Assignment Prompt & Instructions

– 2 years ago

**files (7)**

– ## WK10Assignment8114.docx

– ## WK10Assignment8114RequiredAppendixBEFGH.docx

– ## _AppendixG_IndividualEvidenceSummaryGeraldine.docx

– _AppendixH_SynthesisAndRecommendationsGeraldine.docx
– _AppendixB_QuestionDevelopmentGeraldine.docx
– AppendixF_NonresearchEvidenceAppraisalGeraldine.docx
– _AppendixE_ResearchEvidenceAppraisalGeraldine.docx

**## WK10Assignment8114.docx**

LITERATURE REVIEW

![A group of medical professionals smiling Description automatically generated](https://www.sweetstudy.com/questions/literature-review-20879407)

In Week 10, you will continue to develop your Literature Review Assignment which is due by Day 7.

**Note:** This Assignment is hypothetical in nature and is unrelated to your Practicum and DNP Project. However, the work you put in on this Assignment will help prepare you for the Practicum and DNP Project which will come later in your program.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

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/146995/modules/items/5647185)

To Prepare

· Review the Literature Review Assignment resources located in this week’s Learning Resources. Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

**Note:** Be sure to review Appendices B, E, F, G, and H in the Dang et al. text. You will be required to complete and submit Appendices B, G, and H for this Assignment.

· Select an organization with which you are familiar and a practice or organization issue which needs addressing.

**Note:** You may reuse organizations and/or issues that you selected earlier in this course or select new ones.

· Consider possible practice questions to address the issue you selected. Ask yourself:

· Why is it a problem?

· What has been done about it?

· What is the gap in practice?

· Select
**one** practice question to develop using Appendix B.

**Note:** The PICOT components will assist you in identifying search terms. Make sure your practice question is evidence-based, nursing focused, and has measurable outcomes.

· Using the Walden Library, search the evidence to identify
**15 or more** recent peer-reviewed articles (within the past 5 years) related to your practice question.

**Note:** Use Appendices E and F to help you search, but you do not need to submit these for grading.

· Using Appendix H, grade the evidence and select the
**10** articles with the strongest evidence ratings.

**Note:** if you have more than 10 articles that you deem worthy, you can enter up to 15 into Appendix H.

· Using Appendix H, synthesize the
**10** articles you selected.

· Using Appendix G, enter all relevant information about the
**10** articles you selected and synthesized.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

**The Assignment**

For this
**three-part** Assignment, you will submit
**three** items as follows:

**Part 1:** Submit your completed
**Appendix B**, which demonstrates your fully developed practice question.

**Part 2:** Submit your completed
**Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
**Note:** You will complete Appendix H
_before_ Appendix G, despite being out of order alphabetically.

**Part 3:** Submit your completed
**Appendix G**, which lists the relevant information about the evidence you selected.

By Day 7 of Week 10

**Submit** your completed Part 1: Appendix B; Part 2: Appendix H; and Part 3: Appendix G of your Assignment.

## image1.jpeg

**## WK10Assignment8114RequiredAppendixBEFGH.docx**

**Required Readings: Literature Review Assignment Resources**

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

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

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

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

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

**·**
**[Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/146995/files/11137385?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/146995/files/11137385/download?download_frd=1)**

**·**
**[Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384/download?download_frd=1)**

**·**
**[Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390/download?download_frd=1)**

**·**
**[Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391/download?download_frd=1)**

**·**
**[Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392/download?download_frd=1)**

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

**## _AppendixG_IndividualEvidenceSummaryGeraldine.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/literature-review-20879407)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer name(s)** | ## **Article number** | ## **Author, date, and title** | ## **Type of evidence** | ## **Population, size, and setting** | ## **Intervention** | ## **Findings that help answer the EBP question** | ## **Measures used** | ## **Limitations** | ## **Evidence level and quality** | ## **Notes to team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**_AppendixH_SynthesisAndRecommendationsGeraldine.docx**

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

**_AppendixB_QuestionDevelopmentGeraldine.docx**

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

**AppendixF_NonresearchEvidenceAppraisalGeraldine.docx**

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

**_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

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

**_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

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

**## WK10Assignment8114.docx**

LITERATURE REVIEW

![A group of medical professionals smiling Description automatically generated](https://www.sweetstudy.com/questions/literature-review-20879407)

In Week 10, you will continue to develop your Literature Review Assignment which is due by Day 7.

**Note:** This Assignment is hypothetical in nature and is unrelated to your Practicum and DNP Project. However, the work you put in on this Assignment will help prepare you for the Practicum and DNP Project which will come later in your program.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

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/146995/modules/items/5647185)

To Prepare

· Review the Literature Review Assignment resources located in this week’s Learning Resources. Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

**Note:** Be sure to review Appendices B, E, F, G, and H in the Dang et al. text. You will be required to complete and submit Appendices B, G, and H for this Assignment.

· Select an organization with which you are familiar and a practice or organization issue which needs addressing.

**Note:** You may reuse organizations and/or issues that you selected earlier in this course or select new ones.

· Consider possible practice questions to address the issue you selected. Ask yourself:

· Why is it a problem?

· What has been done about it?

· What is the gap in practice?

· Select
**one** practice question to develop using Appendix B.

**Note:** The PICOT components will assist you in identifying search terms. Make sure your practice question is evidence-based, nursing focused, and has measurable outcomes.

· Using the Walden Library, search the evidence to identify
**15 or more** recent peer-reviewed articles (within the past 5 years) related to your practice question.

**Note:** Use Appendices E and F to help you search, but you do not need to submit these for grading.

· Using Appendix H, grade the evidence and select the
**10** articles with the strongest evidence ratings.

**Note:** if you have more than 10 articles that you deem worthy, you can enter up to 15 into Appendix H.

· Using Appendix H, synthesize the
**10** articles you selected.

· Using Appendix G, enter all relevant information about the
**10** articles you selected and synthesized.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

**The Assignment**

For this
**three-part** Assignment, you will submit
**three** items as follows:

**Part 1:** Submit your completed
**Appendix B**, which demonstrates your fully developed practice question.

**Part 2:** Submit your completed
**Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
**Note:** You will complete Appendix H
_before_ Appendix G, despite being out of order alphabetically.

**Part 3:** Submit your completed
**Appendix G**, which lists the relevant information about the evidence you selected.

By Day 7 of Week 10

**Submit** your completed Part 1: Appendix B; Part 2: Appendix H; and Part 3: Appendix G of your Assignment.

## image1.jpeg

**## WK10Assignment8114RequiredAppendixBEFGH.docx**

**Required Readings: Literature Review Assignment Resources**

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

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

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

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

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

**·**
**[Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/146995/files/11137385?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/146995/files/11137385/download?download_frd=1)**

**·**
**[Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384/download?download_frd=1)**

**·**
**[Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390/download?download_frd=1)**

**·**
**[Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391/download?download_frd=1)**

**·**
**[Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392/download?download_frd=1)**

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

**## _AppendixG_IndividualEvidenceSummaryGeraldine.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/literature-review-20879407)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer name(s)** | ## **Article number** | ## **Author, date, and title** | ## **Type of evidence** | ## **Population, size, and setting** | ## **Intervention** | ## **Findings that help answer the EBP question** | ## **Measures used** | ## **Limitations** | ## **Evidence level and quality** | ## **Notes to team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**_AppendixH_SynthesisAndRecommendationsGeraldine.docx**

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**_AppendixB_QuestionDevelopmentGeraldine.docx**

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**AppendixF_NonresearchEvidenceAppraisalGeraldine.docx**

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**_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

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**## WK10Assignment8114.docx**

LITERATURE REVIEW

![A group of medical professionals smiling Description automatically generated](https://www.sweetstudy.com/questions/literature-review-20879407)

In Week 10, you will continue to develop your Literature Review Assignment which is due by Day 7.

**Note:** This Assignment is hypothetical in nature and is unrelated to your Practicum and DNP Project. However, the work you put in on this Assignment will help prepare you for the Practicum and DNP Project which will come later in your program.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

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/146995/modules/items/5647185)

To Prepare

· Review the Literature Review Assignment resources located in this week’s Learning Resources. Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

**Note:** Be sure to review Appendices B, E, F, G, and H in the Dang et al. text. You will be required to complete and submit Appendices B, G, and H for this Assignment.

· Select an organization with which you are familiar and a practice or organization issue which needs addressing.

**Note:** You may reuse organizations and/or issues that you selected earlier in this course or select new ones.

· Consider possible practice questions to address the issue you selected. Ask yourself:

· Why is it a problem?

· What has been done about it?

· What is the gap in practice?

· Select
**one** practice question to develop using Appendix B.

**Note:** The PICOT components will assist you in identifying search terms. Make sure your practice question is evidence-based, nursing focused, and has measurable outcomes.

· Using the Walden Library, search the evidence to identify
**15 or more** recent peer-reviewed articles (within the past 5 years) related to your practice question.

**Note:** Use Appendices E and F to help you search, but you do not need to submit these for grading.

· Using Appendix H, grade the evidence and select the
**10** articles with the strongest evidence ratings.

**Note:** if you have more than 10 articles that you deem worthy, you can enter up to 15 into Appendix H.

· Using Appendix H, synthesize the
**10** articles you selected.

· Using Appendix G, enter all relevant information about the
**10** articles you selected and synthesized.

**Note:** This is a
**three-part** Assignment. By
**Day 7 of Week 10**, you must complete and submit Appendices B, G, and H found in the Dang et.al. text.

**The Assignment**

For this
**three-part** Assignment, you will submit
**three** items as follows:

**Part 1:** Submit your completed
**Appendix B**, which demonstrates your fully developed practice question.

**Part 2:** Submit your completed
**Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
**Note:** You will complete Appendix H
_before_ Appendix G, despite being out of order alphabetically.

**Part 3:** Submit your completed
**Appendix G**, which lists the relevant information about the evidence you selected.

By Day 7 of Week 10

**Submit** your completed Part 1: Appendix B; Part 2: Appendix H; and Part 3: Appendix G of your Assignment.

## image1.jpeg

**## WK10Assignment8114RequiredAppendixBEFGH.docx**

**Required Readings: Literature Review Assignment Resources**

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

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

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

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

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

**·**
**[Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/146995/files/11137385?wrap=1) [Download Appendix B, “Question Development Tool” (pp. 283–288)](https://waldenu.instructure.com/courses/146995/files/11137385/download?download_frd=1)**

**·**
**[Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384?wrap=1) [Download Appendix E, “Research Evidence Appraisal Tool” (pp. 297–306)](https://waldenu.instructure.com/courses/146995/files/11137384/download?download_frd=1)**

**·**
**[Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390?wrap=1) [Download Appendix F, “Nonresearch Evidence Appraisal Tool” (pp. 307–314)](https://waldenu.instructure.com/courses/146995/files/11137390/download?download_frd=1)**

**·**
**[Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391?wrap=1) [Download Appendix G, “Individual Evidence Summary Tool” (pp. 315–316)](https://waldenu.instructure.com/courses/146995/files/11137391/download?download_frd=1)**

**·**
**[Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392?wrap=1) [Download Appendix H, “Synthesis and Recommendations Tool (pp. 319–323)](https://waldenu.instructure.com/courses/146995/files/11137392/download?download_frd=1)**

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

**## _AppendixG_IndividualEvidenceSummaryGeraldine.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/literature-review-20879407)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer name(s)** | ## **Article number** | ## **Author, date, and title** | ## **Type of evidence** | ## **Population, size, and setting** | ## **Intervention** | ## **Findings that help answer the EBP question** | ## **Measures used** | ## **Limitations** | ## **Evidence level and quality** | ## **Notes to team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**_AppendixH_SynthesisAndRecommendationsGeraldine.docx**

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

**_AppendixB_QuestionDevelopmentGeraldine.docx**

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**AppendixF_NonresearchEvidenceAppraisalGeraldine.docx**

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

**_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

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November 5, 2026
[Solved] Discussion Post

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November 5, 2026
[Solved] Create a discussion using APA 7 format, and scholarly references no older than 5 years

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Create a discussion of a minimum of 300 words with the following What is the most likely diagnosis for a patient with the following CBC findings? WBC: 8.8 × 103/µl; RBC: 3.01 × 103/µl; Hgb: 10.3 g/dL; Hct: 32.2%; MCV: 74 fL; MCHC: 28.3 g/dL; Plt: 400 × 103/µl; RDW: 18.4%; Reticulocytes: 2.1%. Identi…

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Create a discussion of a minimum of 300 words with the following

What is the most likely diagnosis for a patient with the following CBC findings? WBC: 8.8 × 103/µl; RBC: 3.01 × 103/µl; Hgb: 10.3 g/dL; Hct: 32.2%; MCV: 74 fL; MCHC: 28.3 g/dL; Plt: 400 × 103/µl; RDW: 18.4%; Reticulocytes: 2.1%.

Identify which anemia is the patient experiencing, which tests should be ordered and what type of treatment should be followed.

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November 5, 2026
[Solved] EVIDENCE-BASED PROJECT

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Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change. – 2 years ago

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

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