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Tag: Model Answer

  • [Solved] webpage

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    read wellllllllllllllllllllllllllllllllllllllll – ## Untitleddocument.docx **## Untitleddocument.docx** **READ WELL, THIS IS CHALLENGING TO ME (I have added little notes throughout okay)** **How can we do this? Do we need to create an email account? I cannot give my personal information tho…. Please…

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    read wellllllllllllllllllllllllllllllllllllllll

    – ## Untitleddocument.docx

    **## Untitleddocument.docx**

    **READ WELL, THIS IS CHALLENGING TO ME (I have added little notes throughout okay)**

    **How can we do this? Do we need to create an email account? I cannot give my personal information tho…. Please read this and see if you can do it…. Is it possible to do it with a tutor? I will also edit it and add my personal information, just tell me where and what.**

    1.
    **Webpage Creation** – Create a webpage to implement with students/stakeholders to communicate information, including a Web Quest activity. If you have the website previously created, you may use that for this assignment. You want it to include information about your classroom – expectations, future events, helpful tips for parents, etc. You may want to add a classroom calendar, or a place where parents can ask questions – (Just some thoughts).

    I have researched free webpage sites and WiX seems like the best one. It is easy to follow and work in.
    [https://www.wix.com/mystunningwebsites/illustration?utm_source=affiliate&utm_medium=paid_referral&utm_campaign=af_vergleichsieger.de&experiment_id=cake_92853447^486](https://www.wix.com/mystunningwebsites/illustration?utm_source=affiliate&utm_medium=paid_referral&utm_campaign=af_vergleichsieger.de&experiment_id=cake_92853447%5E486)

    I have created a simple page that is below the instruction tab (I cannot add it because it contain the professor and the school information)

    2.
    **Web Quest –** Create a Web Quest and post it on your webpage. (I also have to submit this separately) so i need as well

    What is a Web Quest?

    A Web Quest is
    **an assignment students complete using the Internet to research a specific topic**. A Web Quest can be printed on paper, presented in a PowerPoint, or on the Internet itself.

    Here is a website that explains how to create a Web Quest:
    [https://www.educationworld.com/a_tech/tech/tech011.shtml](https://www.educationworld.com/a_tech/tech/tech011.shtml)

    Use an existing lesson plan (if you have one) – create the Web Quest activity that you can use as part of that lesson plan. This activity DOES NOT need to be elaborate or complex.

    Include:

    1. The Topic – (Make it what the lesson plan is about if that is easiest).

    2. The task – (Make this a simple task that doesn’t require much set up by you).

    3. The Process – (Include the role your students will take to complete the quest – Or the instructions if they are doing it by themselves).

    4. The Resources – (You only need to include 3 resources. You can do more, but 3 will be enough for this assignment).

    5. The Evaluation – (Create a simple rubric).

    Put the Web Quest onto your webpage. If you already have a webpage – upload the Web Quest onto that. Share the site with others in the discussion forum.
    **Upload a simple explanation(1-2 paragraphs) of the Web Quest on a word doc along with the URL onto the Assignment tab (please do this part as well)**

    **And write three comments of other students assignment i will review (4-5 sentences) just pretend as if you are commenting on my work you just did, no write or wrong answer**

    **## Untitleddocument.docx**

    **READ WELL, THIS IS CHALLENGING TO ME (I have added little notes throughout okay)**

    **How can we do this? Do we need to create an email account? I cannot give my personal information tho…. Please read this and see if you can do it…. Is it possible to do it with a tutor? I will also edit it and add my personal information, just tell me where and what.**

    1.
    **Webpage Creation** – Create a webpage to implement with students/stakeholders to communicate information, including a Web Quest activity. If you have the website previously created, you may use that for this assignment. You want it to include information about your classroom – expectations, future events, helpful tips for parents, etc. You may want to add a classroom calendar, or a place where parents can ask questions – (Just some thoughts).

    I have researched free webpage sites and WiX seems like the best one. It is easy to follow and work in.
    [https://www.wix.com/mystunningwebsites/illustration?utm_source=affiliate&utm_medium=paid_referral&utm_campaign=af_vergleichsieger.de&experiment_id=cake_92853447^486](https://www.wix.com/mystunningwebsites/illustration?utm_source=affiliate&utm_medium=paid_referral&utm_campaign=af_vergleichsieger.de&experiment_id=cake_92853447%5E486)

    I have created a simple page that is below the instruction tab (I cannot add it because it contain the professor and the school information)

    2.
    **Web Quest –** Create a Web Quest and post it on your webpage. (I also have to submit this separately) so i need as well

    What is a Web Quest?

    A Web Quest is
    **an assignment students complete using the Internet to research a specific topic**. A Web Quest can be printed on paper, presented in a PowerPoint, or on the Internet itself.

    Here is a website that explains how to create a Web Quest:
    [https://www.educationworld.com/a_tech/tech/tech011.shtml](https://www.educationworld.com/a_tech/tech/tech011.shtml)

    Use an existing lesson plan (if you have one) – create the Web Quest activity that you can use as part of that lesson plan. This activity DOES NOT need to be elaborate or complex.

    Include:

    1. The Topic – (Make it what the lesson plan is about if that is easiest).

    2. The task – (Make this a simple task that doesn’t require much set up by you).

    3. The Process – (Include the role your students will take to complete the quest – Or the instructions if they are doing it by themselves).

    4. The Resources – (You only need to include 3 resources. You can do more, but 3 will be enough for this assignment).

    5. The Evaluation – (Create a simple rubric).

    Put the Web Quest onto your webpage. If you already have a webpage – upload the Web Quest onto that. Share the site with others in the discussion forum.
    **Upload a simple explanation(1-2 paragraphs) of the Web Quest on a word doc along with the URL onto the Assignment tab (please do this part as well)**

    **And write three comments of other students assignment i will review (4-5 sentences) just pretend as if you are commenting on my work you just did, no write or wrong answer**

  • [Solved] Hi

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    In-depth study guidance and analytical solution covering Hi.

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  • [Solved] Assigment .Apa seven . All instructions attached.

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    – ## ResearchCritique3.docx **## ResearchCritique3.docx** **Research Critique 3** **Assignment Overview** This assignment is designed for nurse practitioner (NP) students to enhance skills in evidence-based practice by critically evaluating quantitative research. You will select and critique a prima…

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    – ## ResearchCritique3.docx

    **## ResearchCritique3.docx**

    **Research Critique 3**

    **Assignment Overview**

    This assignment is designed for nurse practitioner (NP) students to enhance skills in evidence-based practice by critically evaluating quantitative research. You will select and critique a primary quantitative research article (not a review, meta-analysis, or qualitative study) on a primary care topic of your interest. Primary care topics may include, but are not limited to, chronic disease management (e.g., hypertension, diabetes), preventive health screenings, patient education interventions, or acute care in outpatient settings. The goal is to assess the article's credibility, methodological rigor, and applicability to NP clinical practice.

    **Learning Objectives**

    · Demonstrate the ability to locate and select appropriate quantitative primary research.

    · Apply a systematic framework to critique research elements, identifying strengths, limitations, and biases.

    · Evaluate the clinical significance of findings for primary care and NP decision-making.

    · Practice scholarly writing in APA format, integrating critical analysis with evidence-based insights.

    **Instructions**

    1.
    **Article Selection**:

    · Choose a peer-reviewed, quantitative primary research article published within the last 10 years (2015 or later) from a reputable nursing or medical journal (e.g., Journal of the American Association of Nurse Practitioners, Primary Care: Clinics in Office Practice).

    · The article must report original data collection and analysis (e.g., experimental, quasi-experimental, or observational designs like RCTs, cohort studies, or surveys). Exclude systematic reviews, meta-analyses, editorials, or qualitative studies.

    · Ensure the topic aligns with primary care and is of personal interest to you—justify your choice in the introduction.

    · Submit a PDF copy of the full article with your critique (do not summarize or paraphrase the article without attaching it).

    2.
    **Critique Format and Length**:

    · Write a 3-4 page paper (excluding title page, references, and the attached article).

    · Use APA 7th edition formatting: Double-spaced, 12-point Times New Roman font, 1-inch margins.

    · Structure the paper with the following sections (use headings). Base your critique on a systematic approach, drawing from established guidelines for evaluating quantitative research.

    3.
    **Required Sections of the Critique**: Use the following structure to organize your paper. For each section, incorporate specific questions to guide your analysis (adapted from critiquing frameworks).

    ·
    **Introduction (up to 0.5 page)**:

    · Briefly summarize the article's purpose, research question/hypothesis, methods, key findings, and conclusions.

    · Explain why you selected this article and topic (e.g., relevance to your future NP practice in primary care).

    · State the article's overall believability based on initial impressions (e.g., author credentials, journal quality).

    _Guiding Questions_: Is the title clear and accurate? Does the abstract provide a concise overview? Do the authors have relevant qualifications?

    ·
    **Critique of Research Problem and Literature Review (up to 0.5 page)**:

    · Evaluate the clarity and significance of the research problem or purpose.

    · Assess the literature review: Is it comprehensive, balanced, and recent? Does it justify the need for the study?

    _Guiding Questions_: Is the problem logically consistent with the literature? Are primary sources used? Is a theoretical framework identified and appropriate?

    ·
    **Critique of Methods (0.5-1 pages)**:

    · Describe and evaluate the research design (e.g., experimental vs. non-experimental), sample (size, selection, inclusion/exclusion criteria), data collection instruments, and ethical considerations.

    · Discuss validity, reliability, and potential biases (e.g., sampling bias, measurement error).

    _Guiding Questions_: Is the design appropriate for the research question? Was the sample adequate and representative? Were ethical permissions obtained? Was a pilot study conducted?

    ·
    **Critique of Results and Data Analysis (0.5-1 page)**:

    · Summarize the statistical methods used and key results (e.g., p-values, confidence intervals, effect sizes).

    · Evaluate appropriateness of analyses and whether results support the hypothesis.

    _Guiding Questions_: Was the data analysis suitable (e.g., parametric vs. non-parametric tests)? Are findings significant and linked back to the literature? What is the risk of Type I/II errors?

    ·
    **Critique of Discussion, Conclusions, and Implications (0.5-1 page)**:

    · Assess how findings are interpreted, including strengths, limitations, and generalizability.

    · Discuss clinical significance: How do the results apply to primary care? What are the implications for NP practice (e.g., changing protocols, patient education)?

    · Suggest recommendations for future research or practice.

    _Guiding Questions_: Do conclusions flow logically from the data? Are limitations honestly addressed? Is clinical relevance explored beyond statistical significance?

    ·
    **Overall Evaluation and References**:

    · Provide a balanced summary of the article's strengths and weaknesses.

    · Conclude with your recommendation: Is this research credible and useful for evidence-based NP practice in primary care?

    **## ResearchCritique3.docx**

    **Research Critique 3**

    **Assignment Overview**

    This assignment is designed for nurse practitioner (NP) students to enhance skills in evidence-based practice by critically evaluating quantitative research. You will select and critique a primary quantitative research article (not a review, meta-analysis, or qualitative study) on a primary care topic of your interest. Primary care topics may include, but are not limited to, chronic disease management (e.g., hypertension, diabetes), preventive health screenings, patient education interventions, or acute care in outpatient settings. The goal is to assess the article's credibility, methodological rigor, and applicability to NP clinical practice.

    **Learning Objectives**

    · Demonstrate the ability to locate and select appropriate quantitative primary research.

    · Apply a systematic framework to critique research elements, identifying strengths, limitations, and biases.

    · Evaluate the clinical significance of findings for primary care and NP decision-making.

    · Practice scholarly writing in APA format, integrating critical analysis with evidence-based insights.

    **Instructions**

    1.
    **Article Selection**:

    · Choose a peer-reviewed, quantitative primary research article published within the last 10 years (2015 or later) from a reputable nursing or medical journal (e.g., Journal of the American Association of Nurse Practitioners, Primary Care: Clinics in Office Practice).

    · The article must report original data collection and analysis (e.g., experimental, quasi-experimental, or observational designs like RCTs, cohort studies, or surveys). Exclude systematic reviews, meta-analyses, editorials, or qualitative studies.

    · Ensure the topic aligns with primary care and is of personal interest to you—justify your choice in the introduction.

    · Submit a PDF copy of the full article with your critique (do not summarize or paraphrase the article without attaching it).

    2.
    **Critique Format and Length**:

    · Write a 3-4 page paper (excluding title page, references, and the attached article).

    · Use APA 7th edition formatting: Double-spaced, 12-point Times New Roman font, 1-inch margins.

    · Structure the paper with the following sections (use headings). Base your critique on a systematic approach, drawing from established guidelines for evaluating quantitative research.

    3.
    **Required Sections of the Critique**: Use the following structure to organize your paper. For each section, incorporate specific questions to guide your analysis (adapted from critiquing frameworks).

    ·
    **Introduction (up to 0.5 page)**:

    · Briefly summarize the article's purpose, research question/hypothesis, methods, key findings, and conclusions.

    · Explain why you selected this article and topic (e.g., relevance to your future NP practice in primary care).

    · State the article's overall believability based on initial impressions (e.g., author credentials, journal quality).

    _Guiding Questions_: Is the title clear and accurate? Does the abstract provide a concise overview? Do the authors have relevant qualifications?

    ·
    **Critique of Research Problem and Literature Review (up to 0.5 page)**:

    · Evaluate the clarity and significance of the research problem or purpose.

    · Assess the literature review: Is it comprehensive, balanced, and recent? Does it justify the need for the study?

    _Guiding Questions_: Is the problem logically consistent with the literature? Are primary sources used? Is a theoretical framework identified and appropriate?

    ·
    **Critique of Methods (0.5-1 pages)**:

    · Describe and evaluate the research design (e.g., experimental vs. non-experimental), sample (size, selection, inclusion/exclusion criteria), data collection instruments, and ethical considerations.

    · Discuss validity, reliability, and potential biases (e.g., sampling bias, measurement error).

    _Guiding Questions_: Is the design appropriate for the research question? Was the sample adequate and representative? Were ethical permissions obtained? Was a pilot study conducted?

    ·
    **Critique of Results and Data Analysis (0.5-1 page)**:

    · Summarize the statistical methods used and key results (e.g., p-values, confidence intervals, effect sizes).

    · Evaluate appropriateness of analyses and whether results support the hypothesis.

    _Guiding Questions_: Was the data analysis suitable (e.g., parametric vs. non-parametric tests)? Are findings significant and linked back to the literature? What is the risk of Type I/II errors?

    ·
    **Critique of Discussion, Conclusions, and Implications (0.5-1 page)**:

    · Assess how findings are interpreted, including strengths, limitations, and generalizability.

    · Discuss clinical significance: How do the results apply to primary care? What are the implications for NP practice (e.g., changing protocols, patient education)?

    · Suggest recommendations for future research or practice.

    _Guiding Questions_: Do conclusions flow logically from the data? Are limitations honestly addressed? Is clinical relevance explored beyond statistical significance?

    ·
    **Overall Evaluation and References**:

    · Provide a balanced summary of the article's strengths and weaknesses.

    · Conclude with your recommendation: Is this research credible and useful for evidence-based NP practice in primary care?

  • [Solved] Chapter 7 questions

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    Minimum 5 sentences per reply \ IMG_2670.png](https://www.sweetstudy.com/files/img-2670-png "IMG_2670.png")

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    Minimum 5 sentences per reply
    \
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  • [Solved] Networking and Social Capital 401

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  • [Solved] Sub law quest

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  • [Solved] week 5 case study ins

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    – ## obgynweek5casestudyinstructions.docx **## obgynweek5casestudyinstructions.docx** Common Gynecologic Conditions, Part 2 ![A person showing a model of uterus to a person Description automatically generated](https://www.sweetstudy.com/questions/week-5-case-study-ins) Case studies provide the oppor…

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    Assignment Prompt & Instructions

    – ## obgynweek5casestudyinstructions.docx

    **## obgynweek5casestudyinstructions.docx**

    Common Gynecologic Conditions, Part 2

    ![A person showing a model of uterus to a person Description automatically generated](https://www.sweetstudy.com/questions/week-5-case-study-ins)

    Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, diagnostic approaches, as well as to the development of treatment plans.

    For this Case Study Assignment, you will choose from four case studies to identify a challenging gynecological disease process. You will then explore this case study to determine the diagnosis, diagnostic tests, and treatment options for the patient.

    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/185284/modules/items/7613005)

    **To prepare:**

    · Review the 4 case studies under this week’s learning resources. Select one of the cases to prepare your written assignment.

    · Review the Learning Resources for this week.

    **Assignment Instructions:**

    · Use the Case Study Template from the Learning Resources to complete the assignment. Your submission must include a brief case write-up, followed by the fully completed template, which must be integrated into the document rather than submitted separately.

    · Include a title page, a case summary in your own words, the completed template, and a reference page formatted in APA style.

    · Ensure your submission meets all criteria outlined in the template and rubric for completeness and accuracy.

    By Day 7 of Week 5

    **Submit** your case study assignment by
    **Day 7 of Week 5**.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **Wk5Assgn_LastName_Firstinitial**

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

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

    Rubric

    **NRNP_6552_Week5_Case_Study_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6552_Week5_Case_Study_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAnalyzes subjective and objective data and outlines applicable diagnostic tests related to case studies. | **30 to >26.7 ptsExcellent** The response provides clear, complete, and comprehensive descriptions of subjective and objective case data, appropriately outlining all diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**26.7 to >23.7 ptsGood** The response provides clear, complete partial descriptions of the components of the subjective and objective case data, appropriately outlining most of the diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**23.7 to >20.7 ptsFair** The response provides some components of the subjective and objective case data, but they are incomplete, vague or inaccurate, outlining some of the diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**20.7 to >0 ptsPoor** The response provides unclear or incomplete components of subjective and objective case data. The diagnostic tests, clinical procedures and pharmacological interventions are missing, incorrect, or inappropriately applied. | 30 pts |
    | This criterion is linked to a Learning OutcomeIdentifies differential diagnoses related to case studies. | **30 to >26.76 ptsExcellent** The response contains at least 3 differential diagnoses relevant and applicable to the case.<br> <br>**26.76 to >23.7 ptsGood** The response contains at least 2 differential diagnoses relevant and applicable to the case.<br> <br>**23.7 to >20.7 ptsFair** The response contains at least 1 differential diagnosis relevant and applicable to the case.<br> <br>**20.7 to >0 ptsPoor** The response contains few or no differential diagnoses and/or diagnoses are not relevant and applicable to the case. | 30 pts |
    | This criterion is linked to a Learning OutcomeFormulates a treatment plan related to case studies based on scientific rationale, evidence- based standards of care, and practice guidelines. Integrates ethical, psychological, physical, financial issues and Social Determinants of Health in plan. | **30 to >26.76 ptsExcellent** Formulates a thorough treatment plan including explanations of appropriate diagnostic tests and treatment options. Fully incorporates syntheses representative of knowledge gained from the resources for the module and current credible sources, with no less than 75% of the treatment plan having exceptional depth and breadth. Supported by at least 3 current peer- reviewed, references or professional practice guidelines.<br> <br>**26.76 to >23.7 ptsGood** Formulates a partially complete treatment plan including partial explanations of appropriate diagnostic tests and treatment options. Somewhat incorporates syntheses representative of knowledge gained from the resources for the module and current credible sources with no less than 50% of the treatment plan having exceptional depth and breadth. Supported by at least 3 current peer- reviewed, references or professional practice guidelines.<br> <br>**23.7 to >20.7 ptsFair** Formulates a minimally complete treatment plan including incomplete or vague explanations of appropriate diagnostic tests and treatment options. Lacking in synthesis of knowledge gained from the resources for the module and current credible sources. Supported by at least 2 current peer- reviewed, references or professional practice guidelines.<br> <br>**20.7 to >0 ptsPoor** Formulates a treatment plan that contains incomplete explanations of appropriate diagnostic tests and treatment options and/ or explanations are missing. Lacks synthesis gained from the resources for the module and current credible sources. Supported by 1 or no current peer- reviewed, references or professional practice guidelines. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards:<br>Correct grammar, mechanics, and proper punctuation | **5 to >4.45 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4.45 to >3.95 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.95 to >3.45 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3.45 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4.45 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4.45 to >3.95 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3.95 to >3.45 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**3.45 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |

    **Barbara.**
    **History of Present Illness (HPI): Barbara is a 73-year-old Caucasian G2P2002. She is a retired**
    **schoolteacher, lives alone. She complains of 2-year history of ten episodes of daytime frequency with**
    **small frequent voids, a constant desire to urinate, and nocturia x 3 every night, resulting in poor sleep.**
    **More recently, symptoms have worsened and now include a sudden urge to void and occasional urinary**
    **incontinence with structured physical activity. She changes pads three times a day and complains of**
    **superficial dyspareunia. She denies OAB meds or hormone replacement therapy in the past. She**
    **complains of mild constipation and has had three lower urinary tract infections (UTIs) in the last 12**
    **months.**
    **Prior medical history: HTN, UTI. Prior surgical history: Appendectomy (1998)**

    **Current medications: Cardura 2mg daily, furosemide 20mg daily. Allergies: Penicillin**
    **OB- GYN History: Forceps-assisted VD x 2. Menarche age 14, normal throughout life. No history of**
    **sexually transmitted infections (STDs). Last pap smear age 67 years, normal.**
    **Social history: Lives alone. Retired schoolteacher. ETOH: 1-2 glasses red wine nightly. No recreational**
    **drug use. Never smoked. Plays bingo 3 times weekly and participates in structured physical activity**
    **(pickle ball and Pilates) 3-4 times weekly.**
    **Family history: Mother (deceased age 79)- CVA. Father (deceased age 72) – MI/ASHD**
    **Review of Systems (ROS): As noted in HPI.**
    **Physical Exam (PE)**
    **VS: BP: 133/68, P: 68, RR: 16, T: 97.3, Weight 134lbs, Height 64 inches, BMI 23 kg/m2**
    **On physical exam, marked urogenital atrophy is noted, no ulcerations noted. Positive urine leakage when**
    **asked to cough. There is uterine descent into vagina up to the introitus, bladder is noted just at the**
    **opening of the vagina, and rectum noted halfway to hymen.**

    ## image1.jpeg

    **## obgynweek5casestudyinstructions.docx**

    Common Gynecologic Conditions, Part 2

    ![A person showing a model of uterus to a person Description automatically generated](https://www.sweetstudy.com/questions/week-5-case-study-ins)

    Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, diagnostic approaches, as well as to the development of treatment plans.

    For this Case Study Assignment, you will choose from four case studies to identify a challenging gynecological disease process. You will then explore this case study to determine the diagnosis, diagnostic tests, and treatment options for the patient.

    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/185284/modules/items/7613005)

    **To prepare:**

    · Review the 4 case studies under this week’s learning resources. Select one of the cases to prepare your written assignment.

    · Review the Learning Resources for this week.

    **Assignment Instructions:**

    · Use the Case Study Template from the Learning Resources to complete the assignment. Your submission must include a brief case write-up, followed by the fully completed template, which must be integrated into the document rather than submitted separately.

    · Include a title page, a case summary in your own words, the completed template, and a reference page formatted in APA style.

    · Ensure your submission meets all criteria outlined in the template and rubric for completeness and accuracy.

    By Day 7 of Week 5

    **Submit** your case study assignment by
    **Day 7 of Week 5**.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **Wk5Assgn_LastName_Firstinitial**

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

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

    Rubric

    **NRNP_6552_Week5_Case_Study_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NRNP_6552_Week5_Case_Study_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAnalyzes subjective and objective data and outlines applicable diagnostic tests related to case studies. | **30 to >26.7 ptsExcellent** The response provides clear, complete, and comprehensive descriptions of subjective and objective case data, appropriately outlining all diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**26.7 to >23.7 ptsGood** The response provides clear, complete partial descriptions of the components of the subjective and objective case data, appropriately outlining most of the diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**23.7 to >20.7 ptsFair** The response provides some components of the subjective and objective case data, but they are incomplete, vague or inaccurate, outlining some of the diagnostic tests, clinical procedures and pharmacological interventions.<br> <br>**20.7 to >0 ptsPoor** The response provides unclear or incomplete components of subjective and objective case data. The diagnostic tests, clinical procedures and pharmacological interventions are missing, incorrect, or inappropriately applied. | 30 pts |
    | This criterion is linked to a Learning OutcomeIdentifies differential diagnoses related to case studies. | **30 to >26.76 ptsExcellent** The response contains at least 3 differential diagnoses relevant and applicable to the case.<br> <br>**26.76 to >23.7 ptsGood** The response contains at least 2 differential diagnoses relevant and applicable to the case.<br> <br>**23.7 to >20.7 ptsFair** The response contains at least 1 differential diagnosis relevant and applicable to the case.<br> <br>**20.7 to >0 ptsPoor** The response contains few or no differential diagnoses and/or diagnoses are not relevant and applicable to the case. | 30 pts |
    | This criterion is linked to a Learning OutcomeFormulates a treatment plan related to case studies based on scientific rationale, evidence- based standards of care, and practice guidelines. Integrates ethical, psychological, physical, financial issues and Social Determinants of Health in plan. | **30 to >26.76 ptsExcellent** Formulates a thorough treatment plan including explanations of appropriate diagnostic tests and treatment options. Fully incorporates syntheses representative of knowledge gained from the resources for the module and current credible sources, with no less than 75% of the treatment plan having exceptional depth and breadth. Supported by at least 3 current peer- reviewed, references or professional practice guidelines.<br> <br>**26.76 to >23.7 ptsGood** Formulates a partially complete treatment plan including partial explanations of appropriate diagnostic tests and treatment options. Somewhat incorporates syntheses representative of knowledge gained from the resources for the module and current credible sources with no less than 50% of the treatment plan having exceptional depth and breadth. Supported by at least 3 current peer- reviewed, references or professional practice guidelines.<br> <br>**23.7 to >20.7 ptsFair** Formulates a minimally complete treatment plan including incomplete or vague explanations of appropriate diagnostic tests and treatment options. Lacking in synthesis of knowledge gained from the resources for the module and current credible sources. Supported by at least 2 current peer- reviewed, references or professional practice guidelines.<br> <br>**20.7 to >0 ptsPoor** Formulates a treatment plan that contains incomplete explanations of appropriate diagnostic tests and treatment options and/ or explanations are missing. Lacks synthesis gained from the resources for the module and current credible sources. Supported by 1 or no current peer- reviewed, references or professional practice guidelines. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards:<br>Correct grammar, mechanics, and proper punctuation | **5 to >4.45 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4.45 to >3.95 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.95 to >3.45 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3.45 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4.45 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4.45 to >3.95 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3.95 to >3.45 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**3.45 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |

    **Barbara.**
    **History of Present Illness (HPI): Barbara is a 73-year-old Caucasian G2P2002. She is a retired**
    **schoolteacher, lives alone. She complains of 2-year history of ten episodes of daytime frequency with**
    **small frequent voids, a constant desire to urinate, and nocturia x 3 every night, resulting in poor sleep.**
    **More recently, symptoms have worsened and now include a sudden urge to void and occasional urinary**
    **incontinence with structured physical activity. She changes pads three times a day and complains of**
    **superficial dyspareunia. She denies OAB meds or hormone replacement therapy in the past. She**
    **complains of mild constipation and has had three lower urinary tract infections (UTIs) in the last 12**
    **months.**
    **Prior medical history: HTN, UTI. Prior surgical history: Appendectomy (1998)**

    **Current medications: Cardura 2mg daily, furosemide 20mg daily. Allergies: Penicillin**
    **OB- GYN History: Forceps-assisted VD x 2. Menarche age 14, normal throughout life. No history of**
    **sexually transmitted infections (STDs). Last pap smear age 67 years, normal.**
    **Social history: Lives alone. Retired schoolteacher. ETOH: 1-2 glasses red wine nightly. No recreational**
    **drug use. Never smoked. Plays bingo 3 times weekly and participates in structured physical activity**
    **(pickle ball and Pilates) 3-4 times weekly.**
    **Family history: Mother (deceased age 79)- CVA. Father (deceased age 72) – MI/ASHD**
    **Review of Systems (ROS): As noted in HPI.**
    **Physical Exam (PE)**
    **VS: BP: 133/68, P: 68, RR: 16, T: 97.3, Weight 134lbs, Height 64 inches, BMI 23 kg/m2**
    **On physical exam, marked urogenital atrophy is noted, no ulcerations noted. Positive urine leakage when**
    **asked to cough. There is uterine descent into vagina up to the introitus, bladder is noted just at the**
    **opening of the vagina, and rectum noted halfway to hymen.**

    ## image1.jpeg

  • [Solved] Health

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  • [Solved] journal#1

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    – ## journal1.docx **## journal1.docx** Journal Entry #1 ![A close up of a pen on a book Description automatically generated](https://www.sweetstudy.com/questions/journal1-20940817) On any given day, a nurse can play a pivotal role in someone’s life. Experienced nurses often share stories of previou…

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    – ## journal1.docx

    **## journal1.docx**

    Journal Entry #1

    ![A close up of a pen on a book Description automatically generated](https://www.sweetstudy.com/questions/journal1-20940817)

    On any given day, a nurse can play a pivotal role in someone’s life. Experienced nurses often share stories of previous experiences and draw upon these experiences when circumstances warrant.

    Hence, reflection can be a valuable tool. It serves as a tool for not only recalling experiences but also for applying lessons learned from those experiences. Keeping a nursing journal provides these benefits and more.

    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/185329/modules/items/7634308)

    **To prepare:**

    · Refer to the current Clinical Guidelines found in this week’s Learning Resources and consider how these guidelines inform your clinical experience.

    · Refer to your FNP or AGPCNP Clinical Skills and Procedures Self-Assessment Form you submitted in Week 1, and consider how your self-assessment might inform your Assignment.

    · Refer to your Patient Log in Meditrek and reflect on Weeks 1–5 of your clinical experience. Consider your observations and experiences with patients during this time.

    **Journal Entry #1 (450–500 words):**

    In your journal entry, answer the following questions:

    **Learning from Experiences**

    · Reflect on the 3 most challenging patient encounters and discuss what was most challenging for each.

    · What did you learn from this experience?

    · What resources did you have available?

    · What evidence-based practice did you use for this patient?

    · What new skills are you learning?

    · What would you do differently?

    · How are you managing patient flow and volume?

    **Communicating and Feedback**

    Respond to the following reflective questions:

    · How might I improve on my skills and knowledge, and how to communicate that back to my Preceptor?

    · How am I doing? What is missing?

    · What type of feedback am I receiving from my Preceptor?

    By Day 7

    Submit your Journal Entry Assignment.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK5Journal_LastName_Firstinitial**

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

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

    Rubric

    **PRAC_6552_Week5_Journal_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6552_Week5_Journal_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection | **30 to >29.0 ptsExcellent** Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Insightful and relevant connections are made through contextual explanations and examples.<br> <br>**29 to >19.0 ptsGood** Reflection demonstrates moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Connections are made through explanations and/or examples.<br> <br>**19 to >9.0 ptsFair** Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Minimal connections made through explanations and/or examples.<br> <br>**9 to >0 ptsPoor** Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments | 30 pts |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth | **30 to >29.0 ptsExcellent** Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.<br> <br>**29 to >19.0 ptsGood** Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.<br> <br>**19 to >9.0 ptsFair** Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. Minimal thought of future implications of student’s current experience.<br> <br>**9 to >0 ptsPoor** Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked. | 30 pts |
    | This criterion is linked to a Learning OutcomeCommunication and Feedback | **20 to >17.0 ptsExcellent** Clearly and completely reflects on communication skills and communication improvement and feedback implementation strategies with Preceptor.<br> <br>**17 to >15.0 ptsGood** Clearly reflects on communication skills and explains communication improvement and feedback implementation strategies with Preceptor.<br> <br>**15 to >13.0 ptsFair** Relfection of communication skills is vague or strategies for communication improvement and feedback implementation are vague or incomplete.<br> <br>**13 to >0 ptsPoor** Relfection of communication skills is incomplete or missing, and/or strategies for communication improvement and feedback implementation are poorly developed or missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting | **15 to >14.0 ptsExcellent** Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.<br> <br>**14 to >10.0 ptsGood** Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.<br> <br>**10 to >5.0 ptsFair** Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.<br> <br>**5 to >0 ptsPoor** Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 ptsExcellent** No APA errors<br> <br>**4 to >3.0 ptsGood** Contains 1–2 APA errors<br> <br>**3 to >1.0 ptsFair** Contains 3–5 APA errors<br> <br>**1 to >0 ptsPoor** Contains >5 APA errors | 5 pts |

    ## image1.jpeg

    **## journal1.docx**

    Journal Entry #1

    ![A close up of a pen on a book Description automatically generated](https://www.sweetstudy.com/questions/journal1-20940817)

    On any given day, a nurse can play a pivotal role in someone’s life. Experienced nurses often share stories of previous experiences and draw upon these experiences when circumstances warrant.

    Hence, reflection can be a valuable tool. It serves as a tool for not only recalling experiences but also for applying lessons learned from those experiences. Keeping a nursing journal provides these benefits and more.

    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/185329/modules/items/7634308)

    **To prepare:**

    · Refer to the current Clinical Guidelines found in this week’s Learning Resources and consider how these guidelines inform your clinical experience.

    · Refer to your FNP or AGPCNP Clinical Skills and Procedures Self-Assessment Form you submitted in Week 1, and consider how your self-assessment might inform your Assignment.

    · Refer to your Patient Log in Meditrek and reflect on Weeks 1–5 of your clinical experience. Consider your observations and experiences with patients during this time.

    **Journal Entry #1 (450–500 words):**

    In your journal entry, answer the following questions:

    **Learning from Experiences**

    · Reflect on the 3 most challenging patient encounters and discuss what was most challenging for each.

    · What did you learn from this experience?

    · What resources did you have available?

    · What evidence-based practice did you use for this patient?

    · What new skills are you learning?

    · What would you do differently?

    · How are you managing patient flow and volume?

    **Communicating and Feedback**

    Respond to the following reflective questions:

    · How might I improve on my skills and knowledge, and how to communicate that back to my Preceptor?

    · How am I doing? What is missing?

    · What type of feedback am I receiving from my Preceptor?

    By Day 7

    Submit your Journal Entry Assignment.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK5Journal_LastName_Firstinitial**

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

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

    Rubric

    **PRAC_6552_Week5_Journal_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6552_Week5_Journal_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection | **30 to >29.0 ptsExcellent** Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Insightful and relevant connections are made through contextual explanations and examples.<br> <br>**29 to >19.0 ptsGood** Reflection demonstrates moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Connections are made through explanations and/or examples.<br> <br>**19 to >9.0 ptsFair** Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Minimal connections made through explanations and/or examples.<br> <br>**9 to >0 ptsPoor** Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments | 30 pts |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth | **30 to >29.0 ptsExcellent** Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.<br> <br>**29 to >19.0 ptsGood** Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.<br> <br>**19 to >9.0 ptsFair** Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. Minimal thought of future implications of student’s current experience.<br> <br>**9 to >0 ptsPoor** Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked. | 30 pts |
    | This criterion is linked to a Learning OutcomeCommunication and Feedback | **20 to >17.0 ptsExcellent** Clearly and completely reflects on communication skills and communication improvement and feedback implementation strategies with Preceptor.<br> <br>**17 to >15.0 ptsGood** Clearly reflects on communication skills and explains communication improvement and feedback implementation strategies with Preceptor.<br> <br>**15 to >13.0 ptsFair** Relfection of communication skills is vague or strategies for communication improvement and feedback implementation are vague or incomplete.<br> <br>**13 to >0 ptsPoor** Relfection of communication skills is incomplete or missing, and/or strategies for communication improvement and feedback implementation are poorly developed or missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting | **15 to >14.0 ptsExcellent** Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.<br> <br>**14 to >10.0 ptsGood** Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.<br> <br>**10 to >5.0 ptsFair** Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.<br> <br>**5 to >0 ptsPoor** Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 ptsExcellent** No APA errors<br> <br>**4 to >3.0 ptsGood** Contains 1–2 APA errors<br> <br>**3 to >1.0 ptsFair** Contains 3–5 APA errors<br> <br>**1 to >0 ptsPoor** Contains >5 APA errors | 5 pts |

    ## image1.jpeg

  • [Solved] Module 4 – Discussion

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    **Scenario** – There is a new Board running the hospital, and they are aggressive about the hospital being the best in the State. They have decided that you are best suited to lead the nurses in the hospital so that they will initially get status. From there, they are planning on having the nurses …

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    Assignment Prompt & Instructions

    **Scenario** – There is a new Board running the hospital, and they are aggressive about the hospital being the best in the State. They have decided that you are best suited to lead the nurses in the hospital so that they will initially get status. From there, they are planning on having the nurses lead the way by having every nurse be a leader in their field. Your knowledge of how to reach these milestones is the reason that you were selected to lead the nurses in the hospital.
    **Instructions:**
    1. Read the scenario above, and then answer the following questions:
    1. What will the nurses need to do so that the hospital will become magnet status and be respected in the industry?
    2. What other certifications and awards, etc., will the nurses need to obtain so that the hospital will be named a magnet institution?
    3. What types of organizational designs and structures will need to happen for magnet status?
    Be sure to reference any works that you utilize in answering the questions (Be sure that references are in APA format).