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  • [Solved] module 2 discussion PICO

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    must have 5 sources attached is pico question from previous week, for added help – ## module1discussion.docx – Screenshot2025-09-02at22.37.16.png **## module1discussion.docx** 2 **Module 1 Discussion** Jachai Littlejohn St. Thomas University NUR-670-AP3 Dr. Mesa August 28, 2025 **Real-world Problem …

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    Assignment Prompt & Instructions

    must have 5 sources
    attached is pico question from previous week, for added help

    – ## module1discussion.docx

    – Screenshot2025-09-02at22.37.16.png

    **## module1discussion.docx**

    2

    **Module 1 Discussion**

    Jachai Littlejohn

    St. Thomas University

    NUR-670-AP3

    Dr. Mesa

    August 28, 2025

    **Real-world Problem in U.S. Psychiatric Care**

    One of the most pressing current issues in U.S. psychiatric care is the profound shortage and unequal distribution of mental health providers, especially across rural and underserved urban areas. As of late 2024, over one-third of Americans, 122 million people live in federally designated Mental Health Professional Shortage Areas (HPSAs), with rural counties disproportionately affected (Mental Health America, 2025). Less than one-third of the U.S. population lives in areas with enough psychiatric providers, and more than half of the counties have none (Modi et al., 2022). These gaps delay diagnosis, limit follow-up care, and worsen symptoms, especially for serious mental diseases such as schizophrenia, bipolar disorder, and major depression. When individuals cannot access timely care, it increases psychiatric hospitalizations, emergency room visits, incarceration, and suicide.

    Moreover, access problems are exacerbated by insurance inadequacies and persistent systemic fragmentation. The Mental Health Parity and Addiction Equity Act of 2008 requires equal coverage of mental and physical health services, but insurance limitations like arbitrary "medical necessity" standards, restricted provider networks, denials, and "phantom" provider listings prevent true parity (Modi et al., 2022). Patients often stop therapy due to these hurdles, especially if out-of-pocket expenditures are substantial. In addition, psychiatric services are commonly reserved from primary care, creating fragmented and poorly coordinated treatment. Patients with diabetes or heart disease may receive physical health treatment in one location but struggle to get mental health care in another. Over half of U.S. adults with mental illness go untreated, causing public health and economic issues.

    **PICO Question**

    P (Population/Patient Problem): Adults living in the U.S. Mental Health Professional Shortage Areas (HPSAs) who have untreated or undertreated mental illness

    I (Intervention): Implementation of integrated telepsychiatry services

    C (Comparison): Usual care (limited or in-person psychiatric referral only)

    O (Outcome): Increased treatment engagement and reduced symptom severity at 6 months

    **PICO question:** _In adults with mental illness residing in U.S. Mental Health Professional Shortage Areas (P), does offering integrated telepsychiatry services through primary care clinics (I), compared with usual care (limited in-person referral only) (C), increase treatment engagement and reduce symptom severity at 6 months (O)?_

    **Why This PICO Question Is Important to Advanced Practice Nursing**

    This PICO question is critically important for advanced practice registered nurses (APRN) because nurse practitioners and psychiatric nurse practitioners are poised to be frontline providers in models of integrated and technology enabled mental health care. The nationwide mental health provider deficit disproportionately impacts marginalized and rural communities, who commonly use primary care providers for psychiatric needs (Omiyefa, 2025). Telepsychiatry solutions in primary care use existing access points, clinics where patients receive physical health care to increase the APRN's ability to provide specialized psychiatric support remotely. Telepsychiatry integration must be tested to see if it improves efficiency, reduces delays, and improves patient outcomes since primary care professionals provide most U.S. mental health treatments (Calderone et al., 2021). This concept could reduce professional isolation and increase interdisciplinary collaboration for rural and marginalized nurse practitioners by connecting them with psychiatric specialists.

    Furthermore, this PICO question addresses systemic barriers beyond workforce scarcity, including insurance limitations, fragmentation of care, and stigma associated with seeking psychiatric services. Integrated telepsychiatry can reduce fragmentation by coordinating physical and mental health treatment in one location (Olawade et al., 2024). Normalizing psychiatric care in primary care may reduce stigma. Advanced practice nurses can use this research to advocate for better reimbursement policies, best practices for integrating telepsychiatry into routine care, and evidence for scaling effective programs nationwide. This PICO question highlights the APRN's unique position in mental health equity, innovation, and quality by emphasizing measurable outcomes like treatment engagement and symptom reduction. Ultimately, answering this question empowers APRNs to expand access to psychiatric care and to directly address disparities that affect millions of Americans.

    **References**

    Calderone, J., Lopez, A., Schwenk, S., Yager, J., & Shore, J. H. (2021). Telepsychiatry and integrated primary care: setting expectations and creating an effective process for success.
    _MHealth_,
    _6_, 29–29. https://doi.org/10.21037/mhealth.2020.02.01

    Mental Health America. (2025).
    _MHA Releases 2024 State of Mental Health in America Report | Mental Health America_. Mental Health America. https://mhanational.org/news/mha-releases-2024-state-of-mental-health-in-america-report/

    Modi, H., Orgera, K., & Grover, A. (2022).
    _Exploring Barriers to Mental Health Care in the U.S._ AAMC. https://www.aamc.org/about-us/mission-areas/health-care/exploring-barriers-mental-health-care-us

    Olawade, A. C. D., Olawade, D. B., Ojo, I. O., Famujimi, M. E., Olawumi, T. T., & Esan, D. T. (2024). Nursing in the Digital Age: Harnessing telemedicine for enhanced patient care.
    _Informatics and Health_,
    _1_(2), 100–110. https://doi.org/10.1016/j.infoh.2024.07.003

    Omiyefa, S. (2025). Mental Healthcare Disparities in Low-Income U.S. Populations: Barriers, Policy Challenges, and Intervention Strategies.
    _International Journal of Research Publication and Reviews_,
    _6_(3), 2277–2290. https://doi.org/10.55248/gengpi.6.0325.1186

    **Screenshot2025-09-02at22.37.16.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-02at22-37-16-png)

    **Screenshot2025-09-02at22.37.16.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-02at22-37-16-png)

    **## module1discussion.docx**

    2

    **Module 1 Discussion**

    Jachai Littlejohn

    St. Thomas University

    NUR-670-AP3

    Dr. Mesa

    August 28, 2025

    **Real-world Problem in U.S. Psychiatric Care**

    One of the most pressing current issues in U.S. psychiatric care is the profound shortage and unequal distribution of mental health providers, especially across rural and underserved urban areas. As of late 2024, over one-third of Americans, 122 million people live in federally designated Mental Health Professional Shortage Areas (HPSAs), with rural counties disproportionately affected (Mental Health America, 2025). Less than one-third of the U.S. population lives in areas with enough psychiatric providers, and more than half of the counties have none (Modi et al., 2022). These gaps delay diagnosis, limit follow-up care, and worsen symptoms, especially for serious mental diseases such as schizophrenia, bipolar disorder, and major depression. When individuals cannot access timely care, it increases psychiatric hospitalizations, emergency room visits, incarceration, and suicide.

    Moreover, access problems are exacerbated by insurance inadequacies and persistent systemic fragmentation. The Mental Health Parity and Addiction Equity Act of 2008 requires equal coverage of mental and physical health services, but insurance limitations like arbitrary "medical necessity" standards, restricted provider networks, denials, and "phantom" provider listings prevent true parity (Modi et al., 2022). Patients often stop therapy due to these hurdles, especially if out-of-pocket expenditures are substantial. In addition, psychiatric services are commonly reserved from primary care, creating fragmented and poorly coordinated treatment. Patients with diabetes or heart disease may receive physical health treatment in one location but struggle to get mental health care in another. Over half of U.S. adults with mental illness go untreated, causing public health and economic issues.

    **PICO Question**

    P (Population/Patient Problem): Adults living in the U.S. Mental Health Professional Shortage Areas (HPSAs) who have untreated or undertreated mental illness

    I (Intervention): Implementation of integrated telepsychiatry services

    C (Comparison): Usual care (limited or in-person psychiatric referral only)

    O (Outcome): Increased treatment engagement and reduced symptom severity at 6 months

    **PICO question:** _In adults with mental illness residing in U.S. Mental Health Professional Shortage Areas (P), does offering integrated telepsychiatry services through primary care clinics (I), compared with usual care (limited in-person referral only) (C), increase treatment engagement and reduce symptom severity at 6 months (O)?_

    **Why This PICO Question Is Important to Advanced Practice Nursing**

    This PICO question is critically important for advanced practice registered nurses (APRN) because nurse practitioners and psychiatric nurse practitioners are poised to be frontline providers in models of integrated and technology enabled mental health care. The nationwide mental health provider deficit disproportionately impacts marginalized and rural communities, who commonly use primary care providers for psychiatric needs (Omiyefa, 2025). Telepsychiatry solutions in primary care use existing access points, clinics where patients receive physical health care to increase the APRN's ability to provide specialized psychiatric support remotely. Telepsychiatry integration must be tested to see if it improves efficiency, reduces delays, and improves patient outcomes since primary care professionals provide most U.S. mental health treatments (Calderone et al., 2021). This concept could reduce professional isolation and increase interdisciplinary collaboration for rural and marginalized nurse practitioners by connecting them with psychiatric specialists.

    Furthermore, this PICO question addresses systemic barriers beyond workforce scarcity, including insurance limitations, fragmentation of care, and stigma associated with seeking psychiatric services. Integrated telepsychiatry can reduce fragmentation by coordinating physical and mental health treatment in one location (Olawade et al., 2024). Normalizing psychiatric care in primary care may reduce stigma. Advanced practice nurses can use this research to advocate for better reimbursement policies, best practices for integrating telepsychiatry into routine care, and evidence for scaling effective programs nationwide. This PICO question highlights the APRN's unique position in mental health equity, innovation, and quality by emphasizing measurable outcomes like treatment engagement and symptom reduction. Ultimately, answering this question empowers APRNs to expand access to psychiatric care and to directly address disparities that affect millions of Americans.

    **References**

    Calderone, J., Lopez, A., Schwenk, S., Yager, J., & Shore, J. H. (2021). Telepsychiatry and integrated primary care: setting expectations and creating an effective process for success.
    _MHealth_,
    _6_, 29–29. https://doi.org/10.21037/mhealth.2020.02.01

    Mental Health America. (2025).
    _MHA Releases 2024 State of Mental Health in America Report | Mental Health America_. Mental Health America. https://mhanational.org/news/mha-releases-2024-state-of-mental-health-in-america-report/

    Modi, H., Orgera, K., & Grover, A. (2022).
    _Exploring Barriers to Mental Health Care in the U.S._ AAMC. https://www.aamc.org/about-us/mission-areas/health-care/exploring-barriers-mental-health-care-us

    Olawade, A. C. D., Olawade, D. B., Ojo, I. O., Famujimi, M. E., Olawumi, T. T., & Esan, D. T. (2024). Nursing in the Digital Age: Harnessing telemedicine for enhanced patient care.
    _Informatics and Health_,
    _1_(2), 100–110. https://doi.org/10.1016/j.infoh.2024.07.003

    Omiyefa, S. (2025). Mental Healthcare Disparities in Low-Income U.S. Populations: Barriers, Policy Challenges, and Intervention Strategies.
    _International Journal of Research Publication and Reviews_,
    _6_(3), 2277–2290. https://doi.org/10.55248/gengpi.6.0325.1186

    **Screenshot2025-09-02at22.37.16.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-02at22-37-16-png)

    **## module1discussion.docx**

    2

    **Module 1 Discussion**

    Jachai Littlejohn

    St. Thomas University

    NUR-670-AP3

    Dr. Mesa

    August 28, 2025

    **Real-world Problem in U.S. Psychiatric Care**

    One of the most pressing current issues in U.S. psychiatric care is the profound shortage and unequal distribution of mental health providers, especially across rural and underserved urban areas. As of late 2024, over one-third of Americans, 122 million people live in federally designated Mental Health Professional Shortage Areas (HPSAs), with rural counties disproportionately affected (Mental Health America, 2025). Less than one-third of the U.S. population lives in areas with enough psychiatric providers, and more than half of the counties have none (Modi et al., 2022). These gaps delay diagnosis, limit follow-up care, and worsen symptoms, especially for serious mental diseases such as schizophrenia, bipolar disorder, and major depression. When individuals cannot access timely care, it increases psychiatric hospitalizations, emergency room visits, incarceration, and suicide.

    Moreover, access problems are exacerbated by insurance inadequacies and persistent systemic fragmentation. The Mental Health Parity and Addiction Equity Act of 2008 requires equal coverage of mental and physical health services, but insurance limitations like arbitrary "medical necessity" standards, restricted provider networks, denials, and "phantom" provider listings prevent true parity (Modi et al., 2022). Patients often stop therapy due to these hurdles, especially if out-of-pocket expenditures are substantial. In addition, psychiatric services are commonly reserved from primary care, creating fragmented and poorly coordinated treatment. Patients with diabetes or heart disease may receive physical health treatment in one location but struggle to get mental health care in another. Over half of U.S. adults with mental illness go untreated, causing public health and economic issues.

    **PICO Question**

    P (Population/Patient Problem): Adults living in the U.S. Mental Health Professional Shortage Areas (HPSAs) who have untreated or undertreated mental illness

    I (Intervention): Implementation of integrated telepsychiatry services

    C (Comparison): Usual care (limited or in-person psychiatric referral only)

    O (Outcome): Increased treatment engagement and reduced symptom severity at 6 months

    **PICO question:** _In adults with mental illness residing in U.S. Mental Health Professional Shortage Areas (P), does offering integrated telepsychiatry services through primary care clinics (I), compared with usual care (limited in-person referral only) (C), increase treatment engagement and reduce symptom severity at 6 months (O)?_

    **Why This PICO Question Is Important to Advanced Practice Nursing**

    This PICO question is critically important for advanced practice registered nurses (APRN) because nurse practitioners and psychiatric nurse practitioners are poised to be frontline providers in models of integrated and technology enabled mental health care. The nationwide mental health provider deficit disproportionately impacts marginalized and rural communities, who commonly use primary care providers for psychiatric needs (Omiyefa, 2025). Telepsychiatry solutions in primary care use existing access points, clinics where patients receive physical health care to increase the APRN's ability to provide specialized psychiatric support remotely. Telepsychiatry integration must be tested to see if it improves efficiency, reduces delays, and improves patient outcomes since primary care professionals provide most U.S. mental health treatments (Calderone et al., 2021). This concept could reduce professional isolation and increase interdisciplinary collaboration for rural and marginalized nurse practitioners by connecting them with psychiatric specialists.

    Furthermore, this PICO question addresses systemic barriers beyond workforce scarcity, including insurance limitations, fragmentation of care, and stigma associated with seeking psychiatric services. Integrated telepsychiatry can reduce fragmentation by coordinating physical and mental health treatment in one location (Olawade et al., 2024). Normalizing psychiatric care in primary care may reduce stigma. Advanced practice nurses can use this research to advocate for better reimbursement policies, best practices for integrating telepsychiatry into routine care, and evidence for scaling effective programs nationwide. This PICO question highlights the APRN's unique position in mental health equity, innovation, and quality by emphasizing measurable outcomes like treatment engagement and symptom reduction. Ultimately, answering this question empowers APRNs to expand access to psychiatric care and to directly address disparities that affect millions of Americans.

    **References**

    Calderone, J., Lopez, A., Schwenk, S., Yager, J., & Shore, J. H. (2021). Telepsychiatry and integrated primary care: setting expectations and creating an effective process for success.
    _MHealth_,
    _6_, 29–29. https://doi.org/10.21037/mhealth.2020.02.01

    Mental Health America. (2025).
    _MHA Releases 2024 State of Mental Health in America Report | Mental Health America_. Mental Health America. https://mhanational.org/news/mha-releases-2024-state-of-mental-health-in-america-report/

    Modi, H., Orgera, K., & Grover, A. (2022).
    _Exploring Barriers to Mental Health Care in the U.S._ AAMC. https://www.aamc.org/about-us/mission-areas/health-care/exploring-barriers-mental-health-care-us

    Olawade, A. C. D., Olawade, D. B., Ojo, I. O., Famujimi, M. E., Olawumi, T. T., & Esan, D. T. (2024). Nursing in the Digital Age: Harnessing telemedicine for enhanced patient care.
    _Informatics and Health_,
    _1_(2), 100–110. https://doi.org/10.1016/j.infoh.2024.07.003

    Omiyefa, S. (2025). Mental Healthcare Disparities in Low-Income U.S. Populations: Barriers, Policy Challenges, and Intervention Strategies.
    _International Journal of Research Publication and Reviews_,
    _6_(3), 2277–2290. https://doi.org/10.55248/gengpi.6.0325.1186

    **Screenshot2025-09-02at22.37.16.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-02at22-37-16-png)

    – 1
    – 2

  • [Solved] OL 665 Discussions

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  • [Solved] Help

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  • [Solved] Testing and Evaluation

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    APA Format Please view attachment!!! – ## TestingandEvaluationESOLIdentificationPlacementMonitoringandExitProcess.docx **## TestingandEvaluationESOLIdentificationPlacementMonitoringandExitProcess.docx** **Testing and Evaluation ESOL Identification, Placement, Monitoring, and Exit Process** ESOL stud…

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    APA Format
    Please view attachment!!!

    – ## TestingandEvaluationESOLIdentificationPlacementMonitoringandExitProcess.docx

    **## TestingandEvaluationESOLIdentificationPlacementMonitoringandExitProcess.docx**

    **Testing and Evaluation ESOL Identification, Placement, Monitoring, and Exit Process**

    ESOL students must be identified and tested for English language proficiency to be placed in an ESOL program. Each state has procedures and guidelines for the identification, testing, monitoring, and exiting of English Language Learners (ELLs) in the ESOL program. For this assignment you will create a presentation on the placement, identification, monitoring, and exit processes for ELLs in the ESOL program. Using technology for presenting information can enhance learning for the stakeholders, including parents, teachers, and colleagues. Presentation technologies can be in the form of PowerPoint, Prezi, Canva, or google slides for this assignment.  Follow all elements of the rubric to be successful with this assignment.

    Complete the following steps:

    1. Describe the
    **purpose** and the
    **audience** of the presentation.

    2. Select the
    **presentation technology** of your choice to communicate information on the placement, identification, monitoring, and exit criteria for ELL students in your state or school district.

    3. Provide accurate
    **content** for your presentation that is linked to the topic and assessments used for the identification, placement, monitoring, and exit process for ELLs in the ESOL program in your school district or state.

    4. Include motivating
    **questions** and an opportunity for audience participation in your presentation.

    5. Make the presentation
    **visually appealing** and integrate animation, graphics, and sound.

    For further information review the ESOL information from:

    [http://fldoe.org/accountability/assessments/k-12-student-assessment/access-for-ells.stml](http://fldoe.org/accountability/assessments/k-12-student-assessment/access-for-ells.stml)

    [https://wida.wisc.edu/memberships/consortium/fl](https://wida.wisc.edu/memberships/consortium/fl)

    [https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/13673/ACCESS-Parent-Handout-English.pdf](https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/13673/ACCESS-Parent-Handout-English.pdf)

    Good examples:
    [https://www.canva.com/design/DAE4vPa42Gg/NSdyM1KXq46GGMRNqRSJ8A/view?utm_content=DAE4vPa42Gg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink](https://www.canva.com/design/DAE4vPa42Gg/NSdyM1KXq46GGMRNqRSJ8A/view?utm_content=DAE4vPa42Gg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink)

    [https://www.canva.com/design/DAEnLhlJnuY/i1g6y1D2cqUv6kj3MXXIOg/view?utm_content=DAEnLhlJnuY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton#21](https://www.canva.com/design/DAEnLhlJnuY/i1g6y1D2cqUv6kj3MXXIOg/view?utm_content=DAEnLhlJnuY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton)

    **Rubric**

    **Testing and Evaluation ESOL Identification, Placement, Monitoring, and Exit Process**

    **(20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 13 points** | **Met**<br>**14 – 18 points** | **Exceeded**<br>**19 – 20 points** |
    | **Introduction**<br>(2 points) | An introduction that describes the purpose and audience of the presentation was not provided. | The candidate developed an introduction that describes the purpose and audience of the presentation. | The candidate developed an introduction that clearly describes the purpose and audience of the presentation, and for the technology selected for the presentation. |
    | **Content of Presentation**<br>(10 points) | The candidate provided content that was vague or not concisely written. The content lacked accuracy. The content was not provided in an organized format. Assessments were not listed for the identification, placement, monitoring and exit for ELLs in ESOL. | The candidate provided content that was accurate and linked to the assessments for the identification, placement, monitoring, and exit process for ELLs in the ESOL program in the school district or state. Supporting information may be provided.  There may be some minor writing errors. | The candidate provided content that was accurate, current, logically organized, and linked to the assessments for identification, placement, monitoring, and exit for ELLs in the ESOL program in their school district or state. Supporting information was provided in the form of references. The presentation was free of all written errors. |
    | **Questions**<br>(3 points) | The candidate did not involve the audience with questions or other means in the presentation. | The candidate included less than 3 motivating questions and an opportunity for audience participation. | The candidate included 3 or more motivating questions for audience participation. Specific questions related to the content were asked. |
    | **Appearance,**<br>**Animation, Graphics, and Sound**<br>(5 points) | The candidate did not provide text elements that were easily viewed and appropriate for presentation. Little or no animation and graphics were used to support the overall theme of the presentation. | The candidate provided text elements (typeface, font, background) and layout that were easily viewed and appropriate for the presentation.<br>Some animation or graphics were used to support the overall theme of the presentation. The assignment may not be submitted on time. | The candidate provided text elements and layout that were easily viewed and appropriate for the presentation.  The text elements and layout were consistent throughout the presentation and supported the presentation content.  <br>Animation, graphics, and or sound were used to support the content. The assignment was submitted on time. |

    **## TestingandEvaluationESOLIdentificationPlacementMonitoringandExitProcess.docx**

    **Testing and Evaluation ESOL Identification, Placement, Monitoring, and Exit Process**

    ESOL students must be identified and tested for English language proficiency to be placed in an ESOL program. Each state has procedures and guidelines for the identification, testing, monitoring, and exiting of English Language Learners (ELLs) in the ESOL program. For this assignment you will create a presentation on the placement, identification, monitoring, and exit processes for ELLs in the ESOL program. Using technology for presenting information can enhance learning for the stakeholders, including parents, teachers, and colleagues. Presentation technologies can be in the form of PowerPoint, Prezi, Canva, or google slides for this assignment.  Follow all elements of the rubric to be successful with this assignment.

    Complete the following steps:

    1. Describe the
    **purpose** and the
    **audience** of the presentation.

    2. Select the
    **presentation technology** of your choice to communicate information on the placement, identification, monitoring, and exit criteria for ELL students in your state or school district.

    3. Provide accurate
    **content** for your presentation that is linked to the topic and assessments used for the identification, placement, monitoring, and exit process for ELLs in the ESOL program in your school district or state.

    4. Include motivating
    **questions** and an opportunity for audience participation in your presentation.

    5. Make the presentation
    **visually appealing** and integrate animation, graphics, and sound.

    For further information review the ESOL information from:

    [http://fldoe.org/accountability/assessments/k-12-student-assessment/access-for-ells.stml](http://fldoe.org/accountability/assessments/k-12-student-assessment/access-for-ells.stml)

    [https://wida.wisc.edu/memberships/consortium/fl](https://wida.wisc.edu/memberships/consortium/fl)

    [https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/13673/ACCESS-Parent-Handout-English.pdf](https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/13673/ACCESS-Parent-Handout-English.pdf)

    Good examples:
    [https://www.canva.com/design/DAE4vPa42Gg/NSdyM1KXq46GGMRNqRSJ8A/view?utm_content=DAE4vPa42Gg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink](https://www.canva.com/design/DAE4vPa42Gg/NSdyM1KXq46GGMRNqRSJ8A/view?utm_content=DAE4vPa42Gg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink)

    [https://www.canva.com/design/DAEnLhlJnuY/i1g6y1D2cqUv6kj3MXXIOg/view?utm_content=DAEnLhlJnuY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton#21](https://www.canva.com/design/DAEnLhlJnuY/i1g6y1D2cqUv6kj3MXXIOg/view?utm_content=DAEnLhlJnuY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton)

    **Rubric**

    **Testing and Evaluation ESOL Identification, Placement, Monitoring, and Exit Process**

    **(20 points)**

    | | | | |
    | — | — | — | — |
    | **Element** | **Not Met**<br>**0 – 13 points** | **Met**<br>**14 – 18 points** | **Exceeded**<br>**19 – 20 points** |
    | **Introduction**<br>(2 points) | An introduction that describes the purpose and audience of the presentation was not provided. | The candidate developed an introduction that describes the purpose and audience of the presentation. | The candidate developed an introduction that clearly describes the purpose and audience of the presentation, and for the technology selected for the presentation. |
    | **Content of Presentation**<br>(10 points) | The candidate provided content that was vague or not concisely written. The content lacked accuracy. The content was not provided in an organized format. Assessments were not listed for the identification, placement, monitoring and exit for ELLs in ESOL. | The candidate provided content that was accurate and linked to the assessments for the identification, placement, monitoring, and exit process for ELLs in the ESOL program in the school district or state. Supporting information may be provided.  There may be some minor writing errors. | The candidate provided content that was accurate, current, logically organized, and linked to the assessments for identification, placement, monitoring, and exit for ELLs in the ESOL program in their school district or state. Supporting information was provided in the form of references. The presentation was free of all written errors. |
    | **Questions**<br>(3 points) | The candidate did not involve the audience with questions or other means in the presentation. | The candidate included less than 3 motivating questions and an opportunity for audience participation. | The candidate included 3 or more motivating questions for audience participation. Specific questions related to the content were asked. |
    | **Appearance,**<br>**Animation, Graphics, and Sound**<br>(5 points) | The candidate did not provide text elements that were easily viewed and appropriate for presentation. Little or no animation and graphics were used to support the overall theme of the presentation. | The candidate provided text elements (typeface, font, background) and layout that were easily viewed and appropriate for the presentation.<br>Some animation or graphics were used to support the overall theme of the presentation. The assignment may not be submitted on time. | The candidate provided text elements and layout that were easily viewed and appropriate for the presentation.  The text elements and layout were consistent throughout the presentation and supported the presentation content.  <br>Animation, graphics, and or sound were used to support the content. The assignment was submitted on time. |

  • [Solved] Psychology ABA 502- Assignment 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Assignment2Instructions.docx – ## ABA502Assignment2GradingRubric-StudentVersion.pdf **## Assignment2Instructions.docx** **Assignment 2** **Choose an example of a sequence of behaviors that can be taught as a chain.** Use your example to answer the following questions in a paper that is at least…

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    Assignment Prompt & Instructions

    – ## Assignment2Instructions.docx

    – ## ABA502Assignment2GradingRubric-StudentVersion.pdf

    **## Assignment2Instructions.docx**

    **Assignment 2**

    **Choose an example of a sequence of behaviors that can be taught as a chain.**

    Use your example to answer the following questions in a paper that is at least 3 pages and no more than 5 pages. Graphs, flow charts, and tables can be used to illustrate the chain.

    1. Define chaining and how it is used in behavior analysis.

    2. Describe your example of a chain by writing out the steps in the chain.

    3. What are the two functions of each of the intermediate steps in the chain? Use examples from your chain when you answer the question.

    4. What is the function of the final step in the chain?

    5. Pick one method of chaining to train the sequence of steps and describe in general how you would do this.

    6. Use at least 3 references to support your answer, and use them as in-text citations.

    Please note: Your assignment should be submitted in a Word Document format using Times New Roman 12. The assignment must use APA format (See link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references to support methods or procedures used.

    **Please be sure to save your work using the naming convention:**

    **Student last name, first name, ABA 502 Assignment 2**

    **## ABA502Assignment2GradingRubric-StudentVersion.pdf**

    Rubric for ABA 502 Assignment 2
    Grading item

    Completely accurate in

    content and clearly

    articulated

    Partially inaccurate in

    content OR somewhat

    unclear in articulation

    Partially inaccurate in

    content AND unclear in

    articulation

    Item is missing or

    completely inaccurate

    in content

    Define chaining and how it is used

    15 10 5 0

    Write out steps in chain

    20 14 7 0

    State 2 functions of intermediate

    steps

    10

    (5 per function)

    7 (if unclear)

    5 (if only one function)

    3

    0

    Give examples of 2 functions

    using examples from chain

    10

    (5 per example)

    7 (if unclear)

    5 (if only one example)

    3 0

    Function of final step

    10 7 3 0

    Pick method to train chain and

    describe process

    20 14 7 0

    Overall writing (clarity, APA style

    formatting)

    15 10 5 0

    Final Grade Max. 100 pts.

    APA Style Links:

    1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf

    2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf

    3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf

    4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf

    5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)

    [https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)

    [https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)

    **## ABA502Assignment2GradingRubric-StudentVersion.pdf**

    Rubric for ABA 502 Assignment 2
    Grading item

    Completely accurate in

    content and clearly

    articulated

    Partially inaccurate in

    content OR somewhat

    unclear in articulation

    Partially inaccurate in

    content AND unclear in

    articulation

    Item is missing or

    completely inaccurate

    in content

    Define chaining and how it is used

    15 10 5 0

    Write out steps in chain

    20 14 7 0

    State 2 functions of intermediate

    steps

    10

    (5 per function)

    7 (if unclear)

    5 (if only one function)

    3

    0

    Give examples of 2 functions

    using examples from chain

    10

    (5 per example)

    7 (if unclear)

    5 (if only one example)

    3 0

    Function of final step

    10 7 3 0

    Pick method to train chain and

    describe process

    20 14 7 0

    Overall writing (clarity, APA style

    formatting)

    15 10 5 0

    Final Grade Max. 100 pts.

    APA Style Links:

    1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf

    2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf

    3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf

    4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf

    5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)

    [https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)

    [https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)

    **## Assignment2Instructions.docx**

    **Assignment 2**

    **Choose an example of a sequence of behaviors that can be taught as a chain.**

    Use your example to answer the following questions in a paper that is at least 3 pages and no more than 5 pages. Graphs, flow charts, and tables can be used to illustrate the chain.

    1. Define chaining and how it is used in behavior analysis.

    2. Describe your example of a chain by writing out the steps in the chain.

    3. What are the two functions of each of the intermediate steps in the chain? Use examples from your chain when you answer the question.

    4. What is the function of the final step in the chain?

    5. Pick one method of chaining to train the sequence of steps and describe in general how you would do this.

    6. Use at least 3 references to support your answer, and use them as in-text citations.

    Please note: Your assignment should be submitted in a Word Document format using Times New Roman 12. The assignment must use APA format (See link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references to support methods or procedures used.

    **Please be sure to save your work using the naming convention:**

    **Student last name, first name, ABA 502 Assignment 2**

    **## ABA502Assignment2GradingRubric-StudentVersion.pdf**

    Rubric for ABA 502 Assignment 2
    Grading item

    Completely accurate in

    content and clearly

    articulated

    Partially inaccurate in

    content OR somewhat

    unclear in articulation

    Partially inaccurate in

    content AND unclear in

    articulation

    Item is missing or

    completely inaccurate

    in content

    Define chaining and how it is used

    15 10 5 0

    Write out steps in chain

    20 14 7 0

    State 2 functions of intermediate

    steps

    10

    (5 per function)

    7 (if unclear)

    5 (if only one function)

    3

    0

    Give examples of 2 functions

    using examples from chain

    10

    (5 per example)

    7 (if unclear)

    5 (if only one example)

    3 0

    Function of final step

    10 7 3 0

    Pick method to train chain and

    describe process

    20 14 7 0

    Overall writing (clarity, APA style

    formatting)

    15 10 5 0

    Final Grade Max. 100 pts.

    APA Style Links:

    1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf

    2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf

    3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf

    4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf

    5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)

    [https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)

    [https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)

    **## Assignment2Instructions.docx**

    **Assignment 2**

    **Choose an example of a sequence of behaviors that can be taught as a chain.**

    Use your example to answer the following questions in a paper that is at least 3 pages and no more than 5 pages. Graphs, flow charts, and tables can be used to illustrate the chain.

    1. Define chaining and how it is used in behavior analysis.

    2. Describe your example of a chain by writing out the steps in the chain.

    3. What are the two functions of each of the intermediate steps in the chain? Use examples from your chain when you answer the question.

    4. What is the function of the final step in the chain?

    5. Pick one method of chaining to train the sequence of steps and describe in general how you would do this.

    6. Use at least 3 references to support your answer, and use them as in-text citations.

    Please note: Your assignment should be submitted in a Word Document format using Times New Roman 12. The assignment must use APA format (See link to APA publication style in the course site resources.)  Please include an appropriate heading on your paper and references to support methods or procedures used.

    **Please be sure to save your work using the naming convention:**

    **Student last name, first name, ABA 502 Assignment 2**

    **## ABA502Assignment2GradingRubric-StudentVersion.pdf**

    Rubric for ABA 502 Assignment 2
    Grading item

    Completely accurate in

    content and clearly

    articulated

    Partially inaccurate in

    content OR somewhat

    unclear in articulation

    Partially inaccurate in

    content AND unclear in

    articulation

    Item is missing or

    completely inaccurate

    in content

    Define chaining and how it is used

    15 10 5 0

    Write out steps in chain

    20 14 7 0

    State 2 functions of intermediate

    steps

    10

    (5 per function)

    7 (if unclear)

    5 (if only one function)

    3

    0

    Give examples of 2 functions

    using examples from chain

    10

    (5 per example)

    7 (if unclear)

    5 (if only one example)

    3 0

    Function of final step

    10 7 3 0

    Pick method to train chain and

    describe process

    20 14 7 0

    Overall writing (clarity, APA style

    formatting)

    15 10 5 0

    Final Grade Max. 100 pts.

    APA Style Links:

    1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf

    2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf

    3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf

    4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf

    5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples

    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)

    [https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)

    [https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)

    [https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)

    – 1
    – 2

  • [Solved] Evaluation on Emerging Technology

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## EvaluationonEmergingTechnology.docx **## EvaluationonEmergingTechnology.docx** Evaluation on Emerging Technology Earlier in the course we looked at mobile application. New health care innovations offer the advanced registered nurse an opportunity to apply emerging technologies in practice to im…

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    Assignment Prompt & Instructions

    – ## EvaluationonEmergingTechnology.docx

    **## EvaluationonEmergingTechnology.docx**

    Evaluation on Emerging Technology

    Earlier in the course we looked at mobile application. New health care innovations offer the advanced registered nurse an opportunity to apply emerging technologies in practice to improve quality and patient outcomes. The purpose of this assignment is to evaluate the impact of emerging technology and related regulations and policies on health care delivery and equitable care.

    Think of the mobile application you researched earlier in class. You may use that same application or find a clinically based technology, if it is physically used by a person.

    Complete Parts I-IV, as indicated below. Be concise but use complete sentences representative of APA format and scholarly writing. You may use the
    [Evaluation of an Emerging Technoloy Template](https://webcourses.ucf.edu/courses/1493411/files/116445691?verifier=oemVYbGFhh38ELstAjg6D8iywGhtNyHi703dIDRN&wrap=1) [Download Evaluation of an Emerging Technoloy Template](https://webcourses.ucf.edu/courses/1493411/files/116445691/download?verifier=oemVYbGFhh38ELstAjg6D8iywGhtNyHi703dIDRN&download_frd=1) as a Guideline

    Part I: Evaluation of an Emerging Technology

    The learner will select healthcare technology
    **_used in patient care_**, such as wearable blood glucose monitors, telehealth technology, INR home monitoring, portable cardiac monitors, or patient information portals. The experience will focus upon exploring satisfaction with the selected technology with all users, including patients, families, nurses, providers, and other members of the interprofessional team. The learner will observe users while they are actively engaged with the technology and collect stakeholder feedback, analyze it, and share it, along with quality improvement recommendations for improving the user experience with the selected technology.

    Provide an overview of emerging technology and its role/function in health care by completing the information. (Use the chart below)

    | | | | |
    | — | — | — | — |
    | Evaluation of an Emerging Technology |
    | **_Describe an emerging technology. What is the current competition for this technology?_** | **_Explain how this technology would enhance value, quality, and cost-effectiveness in health care._** | **_Explain how a nurse’s role incorporates informatics technology._** | **_Quality Improvement recommendations_** |
    | | | | |

    Part II: Policies and Regulation

    Analyze current policies and regulation governing informatic and communication technologies. Explain how you would advocate for policies and regulations that support the appropriate use of technologies impacting health care. (Use the chart below)

    Part III: Equitable Care

    Select an underserved population. Using an ethical framework, evaluate the health policy and the emerging technology you selected and determine if they will achieve equitable care in an underserved population. Consider access, cost-effectiveness, care outcomes, and mitigating factors specific to your selected population in your analysis. (Use the chart below)

    | | | | | |
    | — | — | — | — | — |
    | Equitable Care |
    | **Present your selected population and explain**<br>**_why it is considered an underserved population._** | **Analyze the policy you identified and discuss to**<br>**_what degree it advances equitable care for your selected population._** | **Evaluate the emerging technology you selected and discuss what aspects must be considered to ensure equitable care for this population.** | **Based on your overall analysis, describe which aspect would be the most critical priority for the population you selected (access, cost-effectiveness, care outcomes, and mitigating factors). Why is this the most critical priority?** | **Propose one or two advocacy strategies that you can engage in to influence a change in policy, or the policy process, to better support equitable care.** |
    | | | | | |
    | | | | | |

    Part IV: Ethical Implications

    In 250-350 words, the learner will include a description of ethical implications associated with the use of selected technology and the impact of the social determinants of health on the accessibility and use of the selected technology for the stakeholders and explain how you would advocate for policies and regulations that support the appropriate use of technologies impacting health care.

    AACN Domains 2, 3, 4, 8

    _Competencies:_ 1.1, 1.2, 1.3; 2.1, 2.4; 4.1, 4.2, 5.1; 8.1, 8.4, 8.5.

    _Sub-Competencies_: 1.1a, 1.1b, 1.1d; 1.2a, 1.2b, 1.2c, 1.2d, 1.2e; 1.3a, 1.3b, 1.3c; 2.1c; 2.4b, 2.4c; 2.4d, 2.5c, 2.8a, 2.8d, 2.9d,

    3.3a, 4.1b, 4.2f, 5.1a, 5.1b, 5.1c, 5.1d, 5.1e, 5.1f, 5.1g, 5.1h; 8.1a, 8.1b, 8.1c, 8.1d, 8.1e, 8.1f, 8.4d, 8.5a, 8.5b, 8.5c, 8.5e

    **## EvaluationonEmergingTechnology.docx**

    Evaluation on Emerging Technology

    Earlier in the course we looked at mobile application. New health care innovations offer the advanced registered nurse an opportunity to apply emerging technologies in practice to improve quality and patient outcomes. The purpose of this assignment is to evaluate the impact of emerging technology and related regulations and policies on health care delivery and equitable care.

    Think of the mobile application you researched earlier in class. You may use that same application or find a clinically based technology, if it is physically used by a person.

    Complete Parts I-IV, as indicated below. Be concise but use complete sentences representative of APA format and scholarly writing. You may use the
    [Evaluation of an Emerging Technoloy Template](https://webcourses.ucf.edu/courses/1493411/files/116445691?verifier=oemVYbGFhh38ELstAjg6D8iywGhtNyHi703dIDRN&wrap=1) [Download Evaluation of an Emerging Technoloy Template](https://webcourses.ucf.edu/courses/1493411/files/116445691/download?verifier=oemVYbGFhh38ELstAjg6D8iywGhtNyHi703dIDRN&download_frd=1) as a Guideline

    Part I: Evaluation of an Emerging Technology

    The learner will select healthcare technology
    **_used in patient care_**, such as wearable blood glucose monitors, telehealth technology, INR home monitoring, portable cardiac monitors, or patient information portals. The experience will focus upon exploring satisfaction with the selected technology with all users, including patients, families, nurses, providers, and other members of the interprofessional team. The learner will observe users while they are actively engaged with the technology and collect stakeholder feedback, analyze it, and share it, along with quality improvement recommendations for improving the user experience with the selected technology.

    Provide an overview of emerging technology and its role/function in health care by completing the information. (Use the chart below)

    | | | | |
    | — | — | — | — |
    | Evaluation of an Emerging Technology |
    | **_Describe an emerging technology. What is the current competition for this technology?_** | **_Explain how this technology would enhance value, quality, and cost-effectiveness in health care._** | **_Explain how a nurse’s role incorporates informatics technology._** | **_Quality Improvement recommendations_** |
    | | | | |

    Part II: Policies and Regulation

    Analyze current policies and regulation governing informatic and communication technologies. Explain how you would advocate for policies and regulations that support the appropriate use of technologies impacting health care. (Use the chart below)

    Part III: Equitable Care

    Select an underserved population. Using an ethical framework, evaluate the health policy and the emerging technology you selected and determine if they will achieve equitable care in an underserved population. Consider access, cost-effectiveness, care outcomes, and mitigating factors specific to your selected population in your analysis. (Use the chart below)

    | | | | | |
    | — | — | — | — | — |
    | Equitable Care |
    | **Present your selected population and explain**<br>**_why it is considered an underserved population._** | **Analyze the policy you identified and discuss to**<br>**_what degree it advances equitable care for your selected population._** | **Evaluate the emerging technology you selected and discuss what aspects must be considered to ensure equitable care for this population.** | **Based on your overall analysis, describe which aspect would be the most critical priority for the population you selected (access, cost-effectiveness, care outcomes, and mitigating factors). Why is this the most critical priority?** | **Propose one or two advocacy strategies that you can engage in to influence a change in policy, or the policy process, to better support equitable care.** |
    | | | | | |
    | | | | | |

    Part IV: Ethical Implications

    In 250-350 words, the learner will include a description of ethical implications associated with the use of selected technology and the impact of the social determinants of health on the accessibility and use of the selected technology for the stakeholders and explain how you would advocate for policies and regulations that support the appropriate use of technologies impacting health care.

    AACN Domains 2, 3, 4, 8

    _Competencies:_ 1.1, 1.2, 1.3; 2.1, 2.4; 4.1, 4.2, 5.1; 8.1, 8.4, 8.5.

    _Sub-Competencies_: 1.1a, 1.1b, 1.1d; 1.2a, 1.2b, 1.2c, 1.2d, 1.2e; 1.3a, 1.3b, 1.3c; 2.1c; 2.4b, 2.4c; 2.4d, 2.5c, 2.8a, 2.8d, 2.9d,

    3.3a, 4.1b, 4.2f, 5.1a, 5.1b, 5.1c, 5.1d, 5.1e, 5.1f, 5.1g, 5.1h; 8.1a, 8.1b, 8.1c, 8.1d, 8.1e, 8.1f, 8.4d, 8.5a, 8.5b, 8.5c, 8.5e

  • [Solved] Enhancing Patient Safety #1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    For this assessment, you will develop a 3–5 page paper that examines a safety quality issue in a healthcare setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the …

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    Assignment Prompt & Instructions

    For this assessment, you will develop a 3–5 page paper that examines a safety quality issue in a healthcare setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.

  • [Solved] CF D2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering CF D2.

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    Assignment Prompt & Instructions

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

  • [Solved] CF CL D2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering CF CL D2.

    Instant Solution Download

    $6.99

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  • [Solved] Enhancing Patient Safety #2

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    Executive Solution Overview

    For this assessment, you must use the supplied template to conduct a root-cause analysis. The completed assessment will be the template, focusing on the specific safety concern identified in your previous assessment.

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

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    Assignment Prompt & Instructions

    For this assessment, you must use the supplied template to conduct a root-cause analysis. The completed assessment will be the template, focusing on the specific safety concern identified in your previous assessment.