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  • [Solved] WK 7 RESP 1 THEO

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK7RES1THEOR.docx **## WK7RES1THEOR.docx** ENABLERS AND BARRIERS TO TRANSLATION ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-7-resp-1-theo) There are many hurdles to overcome when it co…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK7RES1THEOR.docx

    **## WK7RES1THEOR.docx**

    ENABLERS AND BARRIERS TO TRANSLATION

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-7-resp-1-theo)

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

    Resources

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

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

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

    ·

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

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

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

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

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

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

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

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

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

    To Prepare

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

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

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

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

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

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

    By Day 3 Of Week 7

    **Post** the following:

    · Identify the organization you selected.

    · Describe the practice or organization issue you selected.

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

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

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

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

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

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

    By Day 6 of Week 7

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

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

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

    RESPOND TO THIS DISCUSSION POST

    PRIN

    **Organization:  Correctional Facility**

    **Practice or Organization Issue:**

    The issue I have selected is the high prevalence of chronic disease management, particularly for
    patients with diabetes. Inmates often have multiple health conditions, including diabetes, hypertension, and mental health issues, which are poorly managed due to inconsistent access to care, lack of patient education, and limited follow-up. This issue leads to frequent emergency department visits, complications, and poor quality of life for the inmates. The correctional healthcare system faces unique challenges in managing chronic diseases, such as limited resources, security concerns, and high patient turnover, making it even more difficult to effectively manage these conditions (Fazel & Luntamo, 2019; O’Donnell & Wicks, 2020).

    **Evidence-Based Practice (EBP) Quality Improvement (QI) Initiative:**

    The EBP quality improvement initiative I would focus on is implementing a structured diabetes management program that incorporates patient education, regular monitoring, and telemedicine follow-up where feasible. This initiative would aim to improve diabetes management within the facility by increasing inmate knowledge of diabetes self-management techniques, improving adherence to medication regimens, and enhancing communication between inmates and healthcare providers through telemedicine, if available. The goal is to reduce the complications associated with diabetes, such as diabetic neuropathy, retinopathy, and cardiovascular disease, as well as to decrease emergency room visits and improve overall inmate health outcomes (Miller et al., 2018). Research shows that structured diabetes management programs that emphasize self-care, education, and continuous monitoring can significantly improve glycemic control and reduce complications for patients, even in correctional settings. Integrating telemedicine would allow for better monitoring of inmates' health while overcoming some logistical challenges inherent in a correctional facility, such as transportation barriers or security concerns that may limit access to in-person follow-up care (Alper et al., 2019; Guo et al., 2020).

    **Types of Enablers:**

    1.
    **Institutional Support:** A key enabler for the implementation of the diabetes management program is the support of facility leadership and correctional administrators. If the facility’s leadership understands the long-term cost savings and health improvements associated with better chronic disease management, they may be more willing to allocate resources for the program. For example, they may allow funding for training, secure telemedicine systems, and diabetes management tools, such as glucometers and insulin pumps (Reed et al., 2020).

    2.
    **Multidisciplinary Team Collaboration:** The involvement of a multidisciplinary team including physicians, nurses, dietitians, and mental health professionals would also facilitate the success of this initiative. Inmates often have complex needs that require coordinated care. A collaborative team approach can enhance communication and create a comprehensive care plan that addresses not only the physical aspects of diabetes but also any underlying mental health conditions or substance use disorders that may be complicating diabetes management (Tait & Yapa, 2021).

    3.
    **Telemedicine Infrastructure:** The availability of telemedicine technology can be a powerful enabler. In many correctional facilities, video conferencing systems, and other communication technologies are already in use for legal proceedings, which could be adapted for healthcare purposes. Telemedicine would allow healthcare providers to offer virtual consultations, discuss treatment plans, and monitor blood glucose levels remotely, reducing the need for inmates to be transported to outside facilities (Gupta et al., 2020).

    **Types of Barriers:**

    1.
    **Limited Resources and Budget Constraints:** A major barrier in correctional facilities is the lack of financial resources to support such initiatives. Implementing a diabetes management program would require funding for patient education materials, medical equipment, technology infrastructure for telemedicine, and possibly additional staff or training. Correctional healthcare budgets are often tight, and there may be competition for limited resources (Fazel & Luntamo, 2019).

    2.
    **Inmate Non-Compliance:** Non-compliance with medical regimens is a common issue in correctional facilities. Inmates may be unwilling to follow through with prescribed treatments, medication regimens, or lifestyle changes due to a variety of factors, such as a lack of understanding, mental health conditions, or distrust of healthcare providers. Additionally, some inmates may not prioritize their health the way they would if they were living in the community (Alper et al., 2019).

    3.
    **Security and Logistical Challenges:** Correctional facilities have strict security protocols that may create logistical barriers to implementing a quality improvement initiative. For example, allowing inmates to have access to telemedicine equipment or to participate in a structured program may require additional staff time for supervision or may raise concerns regarding security and confidentiality. Ensuring that the program fits within the security and logistical constraints of the facility is crucial (Reed et al., 2020).

    4.
    **Staff Resistance to Change:** Resistance from staff members who are already overburdened with their existing duties can be another barrier. Some healthcare workers may be hesitant to adopt new processes or workflows, especially if they perceive the new program as an additional burden. This could delay the implementation of the initiative or impact its overall effectiveness (Miller et al., 2018).

    **Addressing the Barriers as a DNP-Prepared Nurse:**

    1.
    **Addressing Limited Resources and Budget Constraints:** As a DNP-prepared nurse, I would work closely with facility leadership to present a well-researched proposal that highlights the long-term benefits of managing chronic diseases like diabetes, including reduced emergency room visits and improved health outcomes. I would explore funding options, such as grants for correctional health programs or collaborations with public health agencies, to support the initiative. Additionally, I would look for cost-effective ways to implement the program, such as using existing telemedicine equipment or leveraging community partnerships for supplies (Gupta et al., 2020).

    2.
    **Improving Inmate Compliance:** To address non-compliance, I would implement patient-centered education that considers the unique needs and challenges faced by inmates. I would utilize a culturally sensitive approach, emphasizing the importance of diabetes management not just for their current health but also for their long-term well-being after release. Incorporating incentives, such as rewards for meeting health goals, may also improve compliance. Additionally, I would integrate mental health support into the program to address any psychological barriers to adherence, such as depression or substance use, which are common among incarcerated individuals (Tait & Yapa, 2021).

    3.
    **Overcoming Security and Logistical Challenges:** To overcome security challenges, I would collaborate with the correctional facility's security and administration to design a workflow that ensures inmate safety and confidentiality while still delivering effective healthcare. For example, I would work with security personnel to schedule telemedicine appointments at specific times, ensuring that all necessary safety protocols are followed. I would also ensure that technology is secure, adhering to HIPAA regulations and maintaining privacy for the inmate and the healthcare provider (Reed et al., 2020).

    4.
    **Addressing Staff Resistance:** To address staff resistance, I would foster a participatory approach by involving staff in the planning and decision-making processes. Providing staff with training that demonstrates the positive outcomes associated with better chronic disease management both for the health of the inmates and for the operational efficiency of the facility would help alleviate concerns. Continuous support and feedback throughout the implementation process would help staff feel more confident and supported (Miller et al., 2018).

    **Conclusion:**

    The successful implementation of a structured diabetes management program within a correctional facility requires careful consideration of enablers and barriers. By leveraging institutional support, collaborating with multidisciplinary teams, and utilizing telemedicine technology, the initiative can improve health outcomes for inmates with diabetes. At the same time, addressing barriers such as limited resources, inmate non-compliance, security concerns, and staff resistance is crucial. As a DNP-prepared nurse, I would address these challenges by advocating for resources, fostering collaboration, and ensuring that the program is tailored to the unique needs of the correctional setting, ultimately improving chronic disease management and overall inmate health.

    **References**

    Alper, H., Lang, M., & Dey, A. (2019). Managing chronic disease in a correctional facility: Telehealth as a potential solution.
    _Journal of Correctional Health Care_, 25(1), 25-32.
    [https://doi.org/10.1177/1078345818806529Links to an external site.](https://doi.org/10.1177/1078345818806529)

    Fazel, S., & Luntamo, M. (2019). Addressing healthcare disparities in correctional settings: Challenges and strategies for improvement.
    _International Journal of Prisoner Health_, 15(3), 159-168.
    [https://doi.org/10.1108/IJPH-06-2019-0015Links to an external site.](https://doi.org/10.1108/IJPH-06-2019-0015)

    Guo, Y., King, J., & Jacobs, K. (2020). Telemedicine in correctional healthcare: Improving access and outcomes.
    _Journal of Telemedicine and Telecare_, 26(4), 234-240.
    [https://doi.org/10.1177/1357633X20911598Links to an external site.](https://doi.org/10.1177/1357633X20911598)

    Miller, D. R., McGinnis, P., & Burke, R. (2018). Diabetes management in correctional healthcare settings: Evidence-based strategies for improvement.
    _Journal of Correctional Nursing_, 29(2), 72-79.
    [https://doi.org/10.1016/j.jocn.2017.10.003Links to an external site.](https://doi.org/10.1016/j.jocn.2017.10.003)

    Reed, C., Smith, J., & Malouff, M. (2020). Implementing evidence-based practices in correctional settings: Overcoming barriers to change.
    _Journal of Correctional Health Care_, 26(4), 305-312.
    [https://doi.org/10.1177/1078345820912829Links to an external site.](https://doi.org/10.1177/1078345820912829)

    Tait, J., & Yapa, H. (2021). Overcoming barriers to chronic disease management in correctional facilities: The role of healthcare teams.
    _Journal of Correctional Nursing_, 34(3), 165-172.
    [https://doi.org/10.1016/j.jocn.2021.05.004Links to an external site.](https://doi.org/10.1016/j.jocn.2021.05.004)

    ## image1.jpeg

    **## WK7RES1THEOR.docx**

    ENABLERS AND BARRIERS TO TRANSLATION

    ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/wk-7-resp-1-theo)

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

    Resources

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

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

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

    ·

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

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

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

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

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

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

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

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

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

    To Prepare

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

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

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

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

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

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

    By Day 3 Of Week 7

    **Post** the following:

    · Identify the organization you selected.

    · Describe the practice or organization issue you selected.

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

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

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

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

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

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

    By Day 6 of Week 7

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

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

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

    RESPOND TO THIS DISCUSSION POST

    PRIN

    **Organization:  Correctional Facility**

    **Practice or Organization Issue:**

    The issue I have selected is the high prevalence of chronic disease management, particularly for
    patients with diabetes. Inmates often have multiple health conditions, including diabetes, hypertension, and mental health issues, which are poorly managed due to inconsistent access to care, lack of patient education, and limited follow-up. This issue leads to frequent emergency department visits, complications, and poor quality of life for the inmates. The correctional healthcare system faces unique challenges in managing chronic diseases, such as limited resources, security concerns, and high patient turnover, making it even more difficult to effectively manage these conditions (Fazel & Luntamo, 2019; O’Donnell & Wicks, 2020).

    **Evidence-Based Practice (EBP) Quality Improvement (QI) Initiative:**

    The EBP quality improvement initiative I would focus on is implementing a structured diabetes management program that incorporates patient education, regular monitoring, and telemedicine follow-up where feasible. This initiative would aim to improve diabetes management within the facility by increasing inmate knowledge of diabetes self-management techniques, improving adherence to medication regimens, and enhancing communication between inmates and healthcare providers through telemedicine, if available. The goal is to reduce the complications associated with diabetes, such as diabetic neuropathy, retinopathy, and cardiovascular disease, as well as to decrease emergency room visits and improve overall inmate health outcomes (Miller et al., 2018). Research shows that structured diabetes management programs that emphasize self-care, education, and continuous monitoring can significantly improve glycemic control and reduce complications for patients, even in correctional settings. Integrating telemedicine would allow for better monitoring of inmates' health while overcoming some logistical challenges inherent in a correctional facility, such as transportation barriers or security concerns that may limit access to in-person follow-up care (Alper et al., 2019; Guo et al., 2020).

    **Types of Enablers:**

    1.
    **Institutional Support:** A key enabler for the implementation of the diabetes management program is the support of facility leadership and correctional administrators. If the facility’s leadership understands the long-term cost savings and health improvements associated with better chronic disease management, they may be more willing to allocate resources for the program. For example, they may allow funding for training, secure telemedicine systems, and diabetes management tools, such as glucometers and insulin pumps (Reed et al., 2020).

    2.
    **Multidisciplinary Team Collaboration:** The involvement of a multidisciplinary team including physicians, nurses, dietitians, and mental health professionals would also facilitate the success of this initiative. Inmates often have complex needs that require coordinated care. A collaborative team approach can enhance communication and create a comprehensive care plan that addresses not only the physical aspects of diabetes but also any underlying mental health conditions or substance use disorders that may be complicating diabetes management (Tait & Yapa, 2021).

    3.
    **Telemedicine Infrastructure:** The availability of telemedicine technology can be a powerful enabler. In many correctional facilities, video conferencing systems, and other communication technologies are already in use for legal proceedings, which could be adapted for healthcare purposes. Telemedicine would allow healthcare providers to offer virtual consultations, discuss treatment plans, and monitor blood glucose levels remotely, reducing the need for inmates to be transported to outside facilities (Gupta et al., 2020).

    **Types of Barriers:**

    1.
    **Limited Resources and Budget Constraints:** A major barrier in correctional facilities is the lack of financial resources to support such initiatives. Implementing a diabetes management program would require funding for patient education materials, medical equipment, technology infrastructure for telemedicine, and possibly additional staff or training. Correctional healthcare budgets are often tight, and there may be competition for limited resources (Fazel & Luntamo, 2019).

    2.
    **Inmate Non-Compliance:** Non-compliance with medical regimens is a common issue in correctional facilities. Inmates may be unwilling to follow through with prescribed treatments, medication regimens, or lifestyle changes due to a variety of factors, such as a lack of understanding, mental health conditions, or distrust of healthcare providers. Additionally, some inmates may not prioritize their health the way they would if they were living in the community (Alper et al., 2019).

    3.
    **Security and Logistical Challenges:** Correctional facilities have strict security protocols that may create logistical barriers to implementing a quality improvement initiative. For example, allowing inmates to have access to telemedicine equipment or to participate in a structured program may require additional staff time for supervision or may raise concerns regarding security and confidentiality. Ensuring that the program fits within the security and logistical constraints of the facility is crucial (Reed et al., 2020).

    4.
    **Staff Resistance to Change:** Resistance from staff members who are already overburdened with their existing duties can be another barrier. Some healthcare workers may be hesitant to adopt new processes or workflows, especially if they perceive the new program as an additional burden. This could delay the implementation of the initiative or impact its overall effectiveness (Miller et al., 2018).

    **Addressing the Barriers as a DNP-Prepared Nurse:**

    1.
    **Addressing Limited Resources and Budget Constraints:** As a DNP-prepared nurse, I would work closely with facility leadership to present a well-researched proposal that highlights the long-term benefits of managing chronic diseases like diabetes, including reduced emergency room visits and improved health outcomes. I would explore funding options, such as grants for correctional health programs or collaborations with public health agencies, to support the initiative. Additionally, I would look for cost-effective ways to implement the program, such as using existing telemedicine equipment or leveraging community partnerships for supplies (Gupta et al., 2020).

    2.
    **Improving Inmate Compliance:** To address non-compliance, I would implement patient-centered education that considers the unique needs and challenges faced by inmates. I would utilize a culturally sensitive approach, emphasizing the importance of diabetes management not just for their current health but also for their long-term well-being after release. Incorporating incentives, such as rewards for meeting health goals, may also improve compliance. Additionally, I would integrate mental health support into the program to address any psychological barriers to adherence, such as depression or substance use, which are common among incarcerated individuals (Tait & Yapa, 2021).

    3.
    **Overcoming Security and Logistical Challenges:** To overcome security challenges, I would collaborate with the correctional facility's security and administration to design a workflow that ensures inmate safety and confidentiality while still delivering effective healthcare. For example, I would work with security personnel to schedule telemedicine appointments at specific times, ensuring that all necessary safety protocols are followed. I would also ensure that technology is secure, adhering to HIPAA regulations and maintaining privacy for the inmate and the healthcare provider (Reed et al., 2020).

    4.
    **Addressing Staff Resistance:** To address staff resistance, I would foster a participatory approach by involving staff in the planning and decision-making processes. Providing staff with training that demonstrates the positive outcomes associated with better chronic disease management both for the health of the inmates and for the operational efficiency of the facility would help alleviate concerns. Continuous support and feedback throughout the implementation process would help staff feel more confident and supported (Miller et al., 2018).

    **Conclusion:**

    The successful implementation of a structured diabetes management program within a correctional facility requires careful consideration of enablers and barriers. By leveraging institutional support, collaborating with multidisciplinary teams, and utilizing telemedicine technology, the initiative can improve health outcomes for inmates with diabetes. At the same time, addressing barriers such as limited resources, inmate non-compliance, security concerns, and staff resistance is crucial. As a DNP-prepared nurse, I would address these challenges by advocating for resources, fostering collaboration, and ensuring that the program is tailored to the unique needs of the correctional setting, ultimately improving chronic disease management and overall inmate health.

    **References**

    Alper, H., Lang, M., & Dey, A. (2019). Managing chronic disease in a correctional facility: Telehealth as a potential solution.
    _Journal of Correctional Health Care_, 25(1), 25-32.
    [https://doi.org/10.1177/1078345818806529Links to an external site.](https://doi.org/10.1177/1078345818806529)

    Fazel, S., & Luntamo, M. (2019). Addressing healthcare disparities in correctional settings: Challenges and strategies for improvement.
    _International Journal of Prisoner Health_, 15(3), 159-168.
    [https://doi.org/10.1108/IJPH-06-2019-0015Links to an external site.](https://doi.org/10.1108/IJPH-06-2019-0015)

    Guo, Y., King, J., & Jacobs, K. (2020). Telemedicine in correctional healthcare: Improving access and outcomes.
    _Journal of Telemedicine and Telecare_, 26(4), 234-240.
    [https://doi.org/10.1177/1357633X20911598Links to an external site.](https://doi.org/10.1177/1357633X20911598)

    Miller, D. R., McGinnis, P., & Burke, R. (2018). Diabetes management in correctional healthcare settings: Evidence-based strategies for improvement.
    _Journal of Correctional Nursing_, 29(2), 72-79.
    [https://doi.org/10.1016/j.jocn.2017.10.003Links to an external site.](https://doi.org/10.1016/j.jocn.2017.10.003)

    Reed, C., Smith, J., & Malouff, M. (2020). Implementing evidence-based practices in correctional settings: Overcoming barriers to change.
    _Journal of Correctional Health Care_, 26(4), 305-312.
    [https://doi.org/10.1177/1078345820912829Links to an external site.](https://doi.org/10.1177/1078345820912829)

    Tait, J., & Yapa, H. (2021). Overcoming barriers to chronic disease management in correctional facilities: The role of healthcare teams.
    _Journal of Correctional Nursing_, 34(3), 165-172.
    [https://doi.org/10.1016/j.jocn.2021.05.004Links to an external site.](https://doi.org/10.1016/j.jocn.2021.05.004)

    ## image1.jpeg

  • [Solved] WK 5 DIS HEAL 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK5DIS2Health.docx **## WK5DIS2Health.docx** Muddiest Point and Peer Feedback ![A hand holding a light bulb Description automatically generated](https://www.sweetstudy.com/questions/wk-5-dis-heal-2) Feedback and guidance are an integral part of any successful plan. A…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK5DIS2Health.docx

    **## WK5DIS2Health.docx**

    Muddiest Point and Peer Feedback

    ![A hand holding a light bulb Description automatically generated](https://www.sweetstudy.com/questions/wk-5-dis-heal-2)

    Feedback and guidance are an integral part of any successful plan. Accessing the expertise, experience, and ideas of others allows us to fully examine topics and plans to ensure no stone is left unturned.

    For this Discussion, you will utilize the expertise of your colleagues to assist you in developing your Personal Legislative Agenda. You will construct 1-2 questions regarding any areas of concerns or guidance for colleague support and suggestion.

    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/5624048)

    [Readings](https://waldenu.instructure.com/courses/148513/pages/week-5-7-learning-resources?module_item_id=5624048)

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

    · Chapter 5, “Wining the Game That Never Ends: Success Means Continuous Employment of the Political Determinants of Health” (pp. 112–130)

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

    · Chapter 12, “Evidence Informing Policymaking ” (pp. 175–183)

    · Chapter 15, “Politics: Theory and Practice” (pp. 201–237)

    ·
    **Document:** [Personal Legislative Agenda and Action Plan Exemplar (Word Document)](https://waldenu.instructure.com/courses/148513/files/11127206?wrap=1) [Download Personal Legislative Agenda and Action Plan Exemplar (Word Document)](https://waldenu.instructure.com/courses/148513/files/11127206/download?download_frd=1)

    · Association of Public Health Nurses Public Health Policy Committee. (2021).
    [_Public health policy advocacy guidebook and tool kit_ Links to an external site.](https://www.phnurse.org/assets/docs/APHN%20Public%20Health%20Policy%20Advocacy%20Guidebook%20and%20Toolkit%20_May%202021.pdf). https://www.phnurse.org/assets/docs/APHN%20Public%20Health%20Policy%20Advocacy%20Guidebook%20and%20Toolkit%20_May%202021.pdf

    ·
    [Congress.govLinks to an external site.](https://www.congress.gov/). (2022). https://www.congress.gov/

    · Congress.gov. (2022).
    [_State legislative websites_ Links to an external site.](https://www.congress.gov/state-legislature-websites) [Interactive media]. https://www.congress.gov/state-legislature-websites

    · Gustafson, A. (2017, December 12). How to be a political influence—as an average citizen.
    [_Currents_ Links to an external site.](https://smea.uw.edu/currents/how-to-be-a-political-influence-as-an-average-citizen/). https://smea.uw.edu/currents/how-to-be-a-political-influence-as-an-average-citizen/

    · Rees, A. (2013, August 6).
    [_Digital and online activism_ Links to an external site.](https://en.reset.org/digital-and-online-activism/). Reset: Digital for Good. https://en.reset.org/digital-and-online-activism/

    · Social Current. (n.d.).
    [_Policy, advocacy, and communications toolkit_ Links to an external site.](https://www.social-current.org/reports/policy-advocacy-communications-toolkits/). https://alliance1.org/web/resources/pubs/policy-advocacy-communications-toolkit.aspx

    · White, N. (2018). Introduction: Why read the
    _Effective Activist Guide._ In
    [_Effective activist: An evidence-based guide to progressive social changeLinks to an external site._](https://effectiveactivist.com/intro/)(pp. 6–10). Effective Activist. https://effectiveactivist.com/intro/

    [Previous](https://waldenu.instructure.com/courses/148513/modules/items/5624041) [Next](https://waldenu.instructure.com/courses/148513/modules/items/5624053)

    To Prepare:

    · Begin work on the Personal Legislative Agenda.

    · Consider questions or concerns you have about the plan.

    By Day 3 of Week 6

    **Post** a response detailing the following:

    Construct one to two (1–2) questions for your colleagues detailing any questions or concerns you may have regarding the Personal Legislative Agenda. Your questions should clearly describe areas you may need clarification and/or guidance for the continuation of your work on the Personal Legislative Agenda.

    RERSPOND TO THIS DISCUSSION POST

    **JAN FU**

    **Personal Legislative Agenda**

    As I develop my Personal Legislative Agenda, I recognize the importance of ensuring that my plan is comprehensive, actionable, and aligned with both evidence-based practices and the needs of the populations I aim to serve. However, there are specific areas where I would benefit from your insights and expertise to refine my approach.

    1.
    **What strategies can I use to align my legislative priorities with the political determinants of health while ensuring they are grounded in evidence-based practice?**

    · As Dawes (2020) emphasizes, the political determinants of health influence the creation of health policies that address systemic inequities. I want to ensure my legislative agenda not only focuses on addressing these inequities but also gains traction with policymakers. How can I ensure that my policy recommendations are compelling enough to secure bipartisan support while remaining grounded in evidence and addressing key social determinants of health (SDOH)?

    2.
    **How can I effectively use evidence to overcome resistance or skepticism from stakeholders when advocating for my legislative agenda?**

    · Porche (2023) notes that evidence is a cornerstone of policymaking, yet resistance often stems from differing perspectives or competing priorities. What strategies can I use to frame my agenda in a way that addresses potential opposition and highlights the benefits of my proposals? Are there specific techniques for presenting data or narratives that have been particularly successful in your advocacy work?

    I hope your feedback can guide these challenges, enabling me to refine my legislative agenda and ensure its success. I look forward to learning from your experiences and strategies.

    **References**

    Association of Public Health Nurses Public Health Policy Committee. (2021).
    _Public health policy advocacy guidebook and toolkit._ [https://www.phnurse.org/assets/docs/APHN%20Public%20Health%20Policy%20Advocacy%20Guidebook%20and%20Toolkit%20_May%202021.pdfLinks to an external site.](https://www.phnurse.org/assets/docs/APHN%20Public%20Health%20Policy%20Advocacy%20Guidebook%20and%20Toolkit%20_May%202021.pdf)

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

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

    ## image1.jpeg

    **## WK5DIS2Health.docx**

    Muddiest Point and Peer Feedback

    ![A hand holding a light bulb Description automatically generated](https://www.sweetstudy.com/questions/wk-5-dis-heal-2)

    Feedback and guidance are an integral part of any successful plan. Accessing the expertise, experience, and ideas of others allows us to fully examine topics and plans to ensure no stone is left unturned.

    For this Discussion, you will utilize the expertise of your colleagues to assist you in developing your Personal Legislative Agenda. You will construct 1-2 questions regarding any areas of concerns or guidance for colleague support and suggestion.

    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/5624048)

    [Readings](https://waldenu.instructure.com/courses/148513/pages/week-5-7-learning-resources?module_item_id=5624048)

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

    · Chapter 5, “Wining the Game That Never Ends: Success Means Continuous Employment of the Political Determinants of Health” (pp. 112–130)

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

    · Chapter 12, “Evidence Informing Policymaking ” (pp. 175–183)

    · Chapter 15, “Politics: Theory and Practice” (pp. 201–237)

    ·
    **Document:** [Personal Legislative Agenda and Action Plan Exemplar (Word Document)](https://waldenu.instructure.com/courses/148513/files/11127206?wrap=1) [Download Personal Legislative Agenda and Action Plan Exemplar (Word Document)](https://waldenu.instructure.com/courses/148513/files/11127206/download?download_frd=1)

    · Association of Public Health Nurses Public Health Policy Committee. (2021).
    [_Public health policy advocacy guidebook and tool kit_ Links to an external site.](https://www.phnurse.org/assets/docs/APHN%20Public%20Health%20Policy%20Advocacy%20Guidebook%20and%20Toolkit%20_May%202021.pdf). https://www.phnurse.org/assets/docs/APHN%20Public%20Health%20Policy%20Advocacy%20Guidebook%20and%20Toolkit%20_May%202021.pdf

    ·
    [Congress.govLinks to an external site.](https://www.congress.gov/). (2022). https://www.congress.gov/

    · Congress.gov. (2022).
    [_State legislative websites_ Links to an external site.](https://www.congress.gov/state-legislature-websites) [Interactive media]. https://www.congress.gov/state-legislature-websites

    · Gustafson, A. (2017, December 12). How to be a political influence—as an average citizen.
    [_Currents_ Links to an external site.](https://smea.uw.edu/currents/how-to-be-a-political-influence-as-an-average-citizen/). https://smea.uw.edu/currents/how-to-be-a-political-influence-as-an-average-citizen/

    · Rees, A. (2013, August 6).
    [_Digital and online activism_ Links to an external site.](https://en.reset.org/digital-and-online-activism/). Reset: Digital for Good. https://en.reset.org/digital-and-online-activism/

    · Social Current. (n.d.).
    [_Policy, advocacy, and communications toolkit_ Links to an external site.](https://www.social-current.org/reports/policy-advocacy-communications-toolkits/). https://alliance1.org/web/resources/pubs/policy-advocacy-communications-toolkit.aspx

    · White, N. (2018). Introduction: Why read the
    _Effective Activist Guide._ In
    [_Effective activist: An evidence-based guide to progressive social changeLinks to an external site._](https://effectiveactivist.com/intro/)(pp. 6–10). Effective Activist. https://effectiveactivist.com/intro/

    [Previous](https://waldenu.instructure.com/courses/148513/modules/items/5624041) [Next](https://waldenu.instructure.com/courses/148513/modules/items/5624053)

    To Prepare:

    · Begin work on the Personal Legislative Agenda.

    · Consider questions or concerns you have about the plan.

    By Day 3 of Week 6

    **Post** a response detailing the following:

    Construct one to two (1–2) questions for your colleagues detailing any questions or concerns you may have regarding the Personal Legislative Agenda. Your questions should clearly describe areas you may need clarification and/or guidance for the continuation of your work on the Personal Legislative Agenda.

    RERSPOND TO THIS DISCUSSION POST

    **JAN FU**

    **Personal Legislative Agenda**

    As I develop my Personal Legislative Agenda, I recognize the importance of ensuring that my plan is comprehensive, actionable, and aligned with both evidence-based practices and the needs of the populations I aim to serve. However, there are specific areas where I would benefit from your insights and expertise to refine my approach.

    1.
    **What strategies can I use to align my legislative priorities with the political determinants of health while ensuring they are grounded in evidence-based practice?**

    · As Dawes (2020) emphasizes, the political determinants of health influence the creation of health policies that address systemic inequities. I want to ensure my legislative agenda not only focuses on addressing these inequities but also gains traction with policymakers. How can I ensure that my policy recommendations are compelling enough to secure bipartisan support while remaining grounded in evidence and addressing key social determinants of health (SDOH)?

    2.
    **How can I effectively use evidence to overcome resistance or skepticism from stakeholders when advocating for my legislative agenda?**

    · Porche (2023) notes that evidence is a cornerstone of policymaking, yet resistance often stems from differing perspectives or competing priorities. What strategies can I use to frame my agenda in a way that addresses potential opposition and highlights the benefits of my proposals? Are there specific techniques for presenting data or narratives that have been particularly successful in your advocacy work?

    I hope your feedback can guide these challenges, enabling me to refine my legislative agenda and ensure its success. I look forward to learning from your experiences and strategies.

    **References**

    Association of Public Health Nurses Public Health Policy Committee. (2021).
    _Public health policy advocacy guidebook and toolkit._ [https://www.phnurse.org/assets/docs/APHN%20Public%20Health%20Policy%20Advocacy%20Guidebook%20and%20Toolkit%20_May%202021.pdfLinks to an external site.](https://www.phnurse.org/assets/docs/APHN%20Public%20Health%20Policy%20Advocacy%20Guidebook%20and%20Toolkit%20_May%202021.pdf)

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

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

    ## image1.jpeg

  • [Solved] Topic 1 Week 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This project is comprised of related assignments. This week, you will identify a client-focused clinical problem for which a nurse practitioner (NP) could advocate for an evidence-based practice (EBP) change. You will conduct a literature review to determine what is currently known about the problem…

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    Assignment Prompt & Instructions

    This project is comprised of related assignments. This week, you will identify a client-focused clinical problem for which a nurse practitioner (NP) could advocate for an evidence-based practice (EBP) change. You will conduct a literature review to determine what is currently known about the problem so that you will be able to develop a concise question for next week’s assignment.

    **Include the following sections**:

    Address the discussion questions below by using your self-appraisal proficiency/competency skill ratings identified on the TANIC survey.

    1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.

    – Identify a clinical problem for which an NP could advocate for an evidence-based change that is client-focused. Avoid topics that are related to full practice authority, staffing, or burnout. The problem should be centered around clients and the care nurse practitioners provide for the population.
    – Describe the scope and impact of the problem.
    – Discuss the role of the NP in addressing the problem.
    – Explain why the problem is of interest to you.

    – **2. Integration of Evidence**: Integrate relevant scholarly sources as defined by [program expectationsLinks to an external site.](https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/Shared%20Documents/Forms/AllItems.aspx?id=%2Fsites%2FStudentResourceCenter%2FShared%20Documents%2FProgram%20Page%20Documents%2FNP%2FNP%20Program%20Expectations%20for%20Scholarly%20Resources%2012%2D2023%2Epdf&parent=%2Fsites%2FStudentResourceCenter%2FShared%20Documents%2FProgram%20Page%20Documents%2FNP):
    – Cite a scholarly source in the initial post.
    – Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.
    –  Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.

    – 2 years ago

  • [Solved] Interview and Interdisciplinary Issue Identification

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue. Introductio…

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    Assignment Prompt & Instructions

    For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue.

    Introduction:

    As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare Improvement describes it thus:

    > _The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a smaller scale before evaluating the results and making adjustments before potentially launching into a somewhat larger scale project (n.d.)._

    You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining experience with this model of project design is that it provides nurses with an opportunity to ideate and lead improvements. For this assessment, you will not be implementing all of the PDSA cycle. Instead, you are being asked to interview a health care professional of your choice to determine what kind of interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview, in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary collaboration in Assessment 3.

    It would be an excellent choice to complete the PDSA Cycle activity prior to developing the report. The activity consists of four questions that create the opportunity to check your understanding of best practices related to each stage of the PDSA cycle. The information gained from completing this formative will promote your success with the Interview and Interdisciplinary Issue Identification report. This will take just a few minutes of your time and is not graded.

    #### **Reference**

    Institute for Healthcare Improvement. (n.d.). _How to improve_. http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx

    Demonstration of profiency :

    – Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    – Summarize an interview focused on past or current issues at a health care organization.
    – Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
    – Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
    – Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
    – Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
    – Describe change theories and a leadership strategy that could help develop an interdisciplinary solution to an organizational issue.
    – Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    – Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    – Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    ## **Professional Context**

    This assessment will introduce the Plan-Do-Study-Act (PDSA) Model to create change in an organization. By interviewing a colleague of your choice, you will begin gathering information about an interprofessional collaboration problem that your colleague is experiencing or has experienced. You will identify a change theory and leadership strategies to help solve this problem.

    For this assessment, you will report on the information that you collected in your interview, analyzing the interview data and identifying a past or current issue that would benefit from an interdisciplinary approach. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently being used. You will discuss the interview strategy that you used to collect information. Your interview strategy should be supported by citations from the literature. Additionally, you will start laying the foundation for your Interdisciplinary Plan Proposal (Assessment 3) by researching potential change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified. Please be certain to review the scoring guide to confirm specific required elements of this assessment. Note that there are differences between basic, proficient and distinguished scores.

    When submitting your plan, use the [Interview and Issue Identification Template [DOCX],](https://courseroom.capella.edu/courses/32898/files/5385320?wrap=1 "cf_interview_issue_id_template.docx") [Download Interview and Issue Identification Template [DOCX],](https://courseroom.capella.edu/courses/32898/files/5385320/download?download_frd=1) which will help you to stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end.

    Additionally, be sure to address the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

    – Summarize an interview focused on past or current issues at a health care organization.
    – Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
    – Describe potential change theories and leadership strategies that could inform an interdisciplinary solution to an organizational issue.
    – Describe collaboration approaches from the literature that could facilitate establishing or improving an interdisciplinary team to address an organizational issue.
    – Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, and using current APA style.

    This assessment is the first of three related assessments in which you will gather interview information (Assessment 2); design a proposal for interdisciplinary problem-solving, (Assessment 3); and report on how an interdisciplinary improvement plan could be implemented in a place of practice (Assessment 4). At the end of the course, your interviewee will have a proposal plan based on the PDSA cycle that he or she could present to stakeholders to address an interdisciplinary problem in the workplace.

    For this assessment, you will need to interview a health care professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem that he or she is experiencing or has experienced, or an area where they are seeking improvements. Consult the [Interview Guide [DOCX]](https://courseroom.capella.edu/courses/32898/files/5385333?wrap=1 "cf_interview_guide.docx") [Download Interview Guide [DOCX]](https://courseroom.capella.edu/courses/32898/files/5385333/download?download_frd=1) for an outline of how to prepare and the types of information you will need to complete this project successfully.

    Remember: this is just the first in a series of three assessments.

    – 2 years ago

  • [Solved] Week 1 discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Discussion pt scenario – 2 years ago

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    Assignment Prompt & Instructions

    Discussion pt scenario

    – 2 years ago

  • [Solved] WK7

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    Executive Solution Overview

    Please no plagiarism, 5 references needed scholarly.… use info provided – [\ \ 6635WK7.doc](https://www.sweetstudy.com/files/6635wk7-doc "6635WK7.doc") – [\ \ IMG_8947.jpeg](https://www.sweetstudy.com/files/img-8947-jpeg "IMG_8947.jpeg") – 2 years ago

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    Assignment Prompt & Instructions

    Please no plagiarism, 5 references needed scholarly.… use info provided

    – [\
    \
    6635WK7.doc](https://www.sweetstudy.com/files/6635wk7-doc "6635WK7.doc")
    – [\
    \
    IMG_8947.jpeg](https://www.sweetstudy.com/files/img-8947-jpeg "IMG_8947.jpeg")

    – 2 years ago

  • [Solved] Discussion Post

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    In-depth study guidance and analytical solution covering Discussion Post.

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    Assignment Prompt & Instructions

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

  • [Solved] Discussion Post

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Discussion Post.

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    Assignment Prompt & Instructions

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

  • [Solved] Mindmap

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    Mindmap neurological disorder – 2 years ago **files (1)** – ## MindmapNeurologicalDisorders.docx **## MindmapNeurologicalDisorders.docx** **Neurological Disorders** In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics pro…

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    Assignment Prompt & Instructions

    Mindmap neurological disorder

    – 2 years ago

    **files (1)**

    – ## MindmapNeurologicalDisorders.docx

    **## MindmapNeurologicalDisorders.docx**

    **Neurological Disorders**

    In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap assignment.

    · Stroke

    · Multiple sclerosis

    · Transient Ischemic Attack

    · Myasthenia gravis

    · Headache: May choose — migraine, cluster, tension

    · Seizure disorders: Adults or Children

    · Brain injury

    · Alzheimer Disease

    · Neuroblastoma

    · Parkinson's Disease

    · Amyotrophic lateral sclerosis (ALS)

    · Degenerative Disorders of the Spine: May choose — Low back pain, Degenerative Disc Disease

    Select one of the possible topics provided and complete the MindMap.

    GRADING CRITERIA

    Describe the Pathophysiology and Etiology of the primary diagnosis. List risk factors related to the primary diagnosis.

    · A thoroughly completed MindMap with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology at the cellular level and shows understanding of the primary diagnosis. The response accurately and thoroughly identifies etiology for the diagnosis and lists appropriate risk factors.

    What are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications?

    · The response accurately and thoroughly describes in detail the patient's signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications.

    What diagnostic tests or labs would you order to confirm the primary diagnosis?

    · The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis and are appropriately linked within the Mind map.

    What treatment options would you consider? Include possible referrals and medications.

    · The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications.

    Resources and Mind map formatting/writing

    · The response is articulate with demonstration of advanced terms and knowledge in writing style with no grammatical or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least three research articles that are within last 5 years. Research articles are also cited and linked within mind map.

    **## MindmapNeurologicalDisorders.docx**

    **Neurological Disorders**

    In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap assignment.

    · Stroke

    · Multiple sclerosis

    · Transient Ischemic Attack

    · Myasthenia gravis

    · Headache: May choose — migraine, cluster, tension

    · Seizure disorders: Adults or Children

    · Brain injury

    · Alzheimer Disease

    · Neuroblastoma

    · Parkinson's Disease

    · Amyotrophic lateral sclerosis (ALS)

    · Degenerative Disorders of the Spine: May choose — Low back pain, Degenerative Disc Disease

    Select one of the possible topics provided and complete the MindMap.

    GRADING CRITERIA

    Describe the Pathophysiology and Etiology of the primary diagnosis. List risk factors related to the primary diagnosis.

    · A thoroughly completed MindMap with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology at the cellular level and shows understanding of the primary diagnosis. The response accurately and thoroughly identifies etiology for the diagnosis and lists appropriate risk factors.

    What are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications?

    · The response accurately and thoroughly describes in detail the patient's signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications.

    What diagnostic tests or labs would you order to confirm the primary diagnosis?

    · The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis and are appropriately linked within the Mind map.

    What treatment options would you consider? Include possible referrals and medications.

    · The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications.

    Resources and Mind map formatting/writing

    · The response is articulate with demonstration of advanced terms and knowledge in writing style with no grammatical or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least three research articles that are within last 5 years. Research articles are also cited and linked within mind map.

  • [Solved] NIH Protecting Human Research Participants Reflection

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    Executive Solution Overview

    Review the Frequently Asked Questions on Requirements for Education at the National Institutes of Health (NIH) : [https://humansubjects.nih.gov/requirement-education](https://humansubjects.nih.gov/requirement-education) Read the detailed document by the NIH: https://grants.nih.gov/sites/default/file…

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    Assignment Prompt & Instructions

    Review the Frequently Asked Questions on Requirements for Education at the National Institutes of Health (NIH) : [https://humansubjects.nih.gov/requirement-education](https://humansubjects.nih.gov/requirement-education)

    Read the detailed document by the NIH:

    https://grants.nih.gov/sites/default/files/PHRP_Archived_Course_Materials_English.pdf

    Reflect on what you learned from the NIH materials about protecting the rights of human research participants.

    Discuss at least **two** of the following:

    – Describe the circumstances that influenced the need for a policy to protect human research subjects. Give examples of specific ways human research subjects can be harmed by researchers.
    – Identify three vulnerable populations and the special restrictions associated with human research among these groups. Evaluate the requirements and restrictions. Do you think they are adequate? Why or why not?
    – The Belmont Report summarizes the ethical principles and guidelines for research involving human subjects. Three core principles are identified: respect for persons, beneficence, and justice. Even though these principles are considered equal, prioritize them in order of importance to you. Explain your decisions.
    – Although you are not implementing a change project at this time, and you may not be directly involved in research as part of your professional responsibilities, explain the reasons why it is important for you to know about these rights and protections.

    Your reflection should be two pages and written in current APA Style.

    – 2 years ago
    – 12.5