Tag: Model Answer

  • [Solved] Discussion 4

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    – 2 years ago **files (1)** – ## Discussion4.docx **## Discussion4.docx** **500 word response with references/intext citations** **Posting #1 Due Wednesday 1/29/2025** Find the case that is next to the letter that matches your first letter of your last name. **Matthew v. Elderidge** [https://papers….

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    – 2 years ago

    **files (1)**

    – ## Discussion4.docx

    **## Discussion4.docx**

    **500 word response with references/intext citations**

    **Posting #1  Due Wednesday 1/29/2025**

    Find the case that is next to the letter that matches your first letter of your last name.

    **Matthew v. Elderidge** [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3668695](https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3668695)

    [https://www.youtube.com/watch?v=9haISi1Fwcg&list=PLDBNYJzmNnKvewkIroCtiF8zq0Wxy6NAb&index=41](https://www.youtube.com/watch?v=9haISi1Fwcg&list=PLDBNYJzmNnKvewkIroCtiF8zq0Wxy6NAb&index=41)

    Now go to that case, read it and become the “expert” on that case for the class.   You can also play the video summary and explanation of that case to help you understand it.  Note that many of our cases can be read in our textbook and they are "edited" for easier reading.   Once you have read that particular case, then you should “present” it to the class via this discussion board.   Your presentation should structured and follow the below mandatory presentation parts:

    1.
    **Style of the Case**: Type in the name of the case and the jurisdiction of the court (ie. what court rendered the decision) and date of the decision.

    2.
    **Facts of the Case**: Type in the key facts of the case

    3.
    **The Legal Issue**: Type in the primary legal questions in the case (ie. what are the legal issues that the court is  addressing)

    4.
    **The Holding**: Type in the court’s answer(s) to the question(s) (ie. the holdings of the case)

    5.
    **The Court’s Rational**: Type in the court’s reasons for the holdings

    **## Discussion4.docx**

    **500 word response with references/intext citations**

    **Posting #1  Due Wednesday 1/29/2025**

    Find the case that is next to the letter that matches your first letter of your last name.

    **Matthew v. Elderidge** [https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3668695](https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3668695)

    [https://www.youtube.com/watch?v=9haISi1Fwcg&list=PLDBNYJzmNnKvewkIroCtiF8zq0Wxy6NAb&index=41](https://www.youtube.com/watch?v=9haISi1Fwcg&list=PLDBNYJzmNnKvewkIroCtiF8zq0Wxy6NAb&index=41)

    Now go to that case, read it and become the “expert” on that case for the class.   You can also play the video summary and explanation of that case to help you understand it.  Note that many of our cases can be read in our textbook and they are "edited" for easier reading.   Once you have read that particular case, then you should “present” it to the class via this discussion board.   Your presentation should structured and follow the below mandatory presentation parts:

    1.
    **Style of the Case**: Type in the name of the case and the jurisdiction of the court (ie. what court rendered the decision) and date of the decision.

    2.
    **Facts of the Case**: Type in the key facts of the case

    3.
    **The Legal Issue**: Type in the primary legal questions in the case (ie. what are the legal issues that the court is  addressing)

    4.
    **The Holding**: Type in the court’s answer(s) to the question(s) (ie. the holdings of the case)

    5.
    **The Court’s Rational**: Type in the court’s reasons for the holdings

  • [Solved] SOP DISCUSSION 6 REPLIES

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    In-depth study guidance and analytical solution covering SOP DISCUSSION 6 REPLIES.

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    Assignment Prompt & Instructions

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

  • [Solved] Discussion

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Between franchising a physical business or operation an e-commerce small business, which one do you believe is more challenging and why? 2-3 paragraphs SOURCE TEXTBOOK ATTACHED PGS. 152-201 – [\ \ SmallBusin…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Between franchising a physical business or operation an e-commerce small business, which one do you believe is more challenging and why?

    2-3 paragraphs

    SOURCE TEXTBOOK ATTACHED

    PGS. 152-201

    – [\
    \
    SmallBusinessManagementinthe21stCentury.pdf](https://www.sweetstudy.com/files/smallbusinessmanagementinthe21stcentury-pdf-10170169 "SmallBusinessManagementinthe21stCentury.pdf")

    – 2 years ago

  • [Solved] SOAP Note 2 Comprehensive SOAP Cardio/Respiratory

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    – 2 years ago **files (4)** – ## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx – ## EvaluationandManagementEMScoreSheet8985-2-1.pdf – GroupSOAPRubricandTemplate.docx – ComprehensiveSOAPNoteExample.doc2.pdf **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx** **Please follow APA format, add cit…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx

    – ## EvaluationandManagementEMScoreSheet8985-2-1.pdf

    – GroupSOAPRubricandTemplate.docx
    – ComprehensiveSOAPNoteExample.doc2.pdf

    **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Directions: Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.**

    ·
    **Upload a copy of your completed SOAP note.**

    ·
    **Upload a copy of the evaluation & management score sheet.**

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    **## EvaluationandManagementEMScoreSheet8985-2-1.pdf**

    E/M Documentation Auditor’s Instructions

    1. History
    Refer to data section (table below) in order to quantify. After referring to data, circle the entry farthest to the RIGHT in the table, which
    best describes the HPI, ROS and PFSH. If one column contains three circles, draw a line down that column to the bottom row to
    identify the type of history. If no column contains three circles, the column containing a circle farthest to the LEFT, identifies the type
    of history.

    After completing this table which classifies the history, circle the type of history within the appropriate grid in Section 5.

    HPI: Status of chronic conditions:
    q 1 condition q 2 conditions q 3 conditions

    q
    Status of
    1-2 chronic

    Status of 3
    chronic

    conditions conditionsOR

    HPI (history of present illness) elements:
    q Location q Severity q Timing q Modifying factors

    q Quality q Duration q Context q Associated signs and symptoms

    q
    Brief
    (1-3)

    Extended
    (4 or more)

    ROS (review of systems):

    q Constitutional q Ears,nose, q GI q Integumentaryq Endo
    (wt loss, etc) mouth, throat q GU (skin, breast) q Hem/lymph

    q Eyes q Card/vasc q Musculo q Neuro q All/immuno
    q Resp q Psych q All others negative

    q
    None

    q
    Pertinent to
    problem

    (1 system)

    q

    Extended
    (2-9 systems)

    *Complete

    PFSH (past medical, family, social history) areas:
    q Past history ( the patient's past experiences with illnesses, operation, injuries and treatments)
    q Family history (a review of medical events in the patient's family, including diseases which may be

    hereditary or place the patient at risk)
    q Social history (an age appropriate review of past and current activities)

    plete ROS: 10 or more systems or the pertinent positives and/or negatives of

    q
    None

    q
    Pertinent

    (1 history area)
    e**Complet
    y(2 or 3 histor

    areas)

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED -COMPRE

    HENSIVE

    q

    T
    O

    R
    Y

    I
    S

    H

    *Com
    some systems with a statement “all others negative”.

    **Complete PFSH: 2 history areas: a) Established Patients – Office (Outpatient) Care; b) Emergency Department.

    3 history areas: a) New Patients – Office (Outpatient) Care, Domiciliary Care, Home Care; b) Initial Hospital Care;
    c) Initial Hospital Observation; d) Initial Nursing Facility Care.

    NOTE:For certain categories of E/M services that include only an interval history, it is not necessary to record
    information about the PFSH. Please refer to procedure code descriptions.

    2. Examination

    Refer to data section (table below) in order to quantify. After referring to data, identify the type of examination.
    Circle the type of examination within the appropriate grid in Section 5.

    Limited to affected body area or organ system (one body area or system related to problem) PROBLEM FOCUSED EXAM

    Affected body area or organ system and other symptomatic or related organ system(s)
    (additional systems up to total of 7)

    EXPANDED PROBLEM
    FOCUSED EXAM

    Extended exam of affected area(s) and other symptomatic or related organ system(s)
    (additional systems up to total of 7 or more depth than above) DETAILED EXAM

    General multi-system exam (8 or more systems) or complete exam of a single organ system
    (complete single exam not defined in these instructions) COMPREHENSIVE EXAM

    A
    M

    E
    X

    Body areas:
    q Head, including face q Chest, including breasts and axillae
    q Back, including spine qGenitalia, groin, buttocks

    Organ systems:

    q

    q

    Abdomen q Neck
    Each extremity

    q q q
    1 body
    area or
    system

    Up to 7
    systems

    Up to 7 8 or more
    systems systems

    q Constitutional q Ears,nose, q Resp q Musculo q Psych
    ) (e.g., vitals, gen app mouth, throat q GI q Skin

    q Eyes q Cardiovascular q GU q Neuro
    q Hem/lymph/imm

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED COMPRE-

    HENSIVE

    q

    – 1 –

    q

    q

    q

    3. Medical Decision Making

    Number of Diagnoses or Treatment Options

    Identify each problem or treatment option mentioned in the record.
    Enter the number in each of the categories in Column B in the table
    below. (There are maximum number in two categories.)

    Number of Diagnoses or Treatment Options
    A B X C = D

    Problem(s) Status Number Points Result

    Self-limited or minor
    (stable, improved or worsening) Max = 2 1
    Est. problem (to examiner); stable, improved 1

    Est. problem (to examiner); worsening 2

    New problem (to examiner); no additional
    workup planned

    Max = 1

    3

    New prob. (to examiner); add. workup planned 4

    TOTAL
    Multiply the number in columns B & C and put the product in column D.
    Enter a total for column D.

    Bring total to line A in Final Result for Complexity (table below)

    Amount and/or Complexity of Data Reviewed

    For each category of reviewed data identified, circle the number in the points
    column. Total the points.

    Amount and/or Complexity of Data Reviewed
    Reviewed Data Points

    1

    1

    1

    1

    1

    2

    2

    Review and/or order of clinical lab tests

    Review and/or order of tests in the radiology section of CPT

    Review and/or order of tests in the medicine section of CPT

    Discussion of test results with performing physician

    Decision to obtain old records and/or obtain history from
    someone other than patient

    Review and summarization of old records and/or obtaining
    history from someone other than patient and/or discussion of
    case with another health care provider

    Independent visualization of image, tracing or specimen itself
    (not simply review of report)

    TOTAL
    Bring total to line C in Final Result for Complexity (table below)

    Use the risk table below as a guide to assign risk factors. It is understood that the table below does not
    contain all specific instances of medical care; the table is intended to be used as a guide. Circle the
    most appropriate factor(s) in each category. The overall measure of risk is the highest level circled.
    Enter the level of risk identified in Final Result for Complexity (table below).Risk of Complications and/or Morbidity or Mortality

    Level of
    Risk

    Presenting Problem(s) Diagnostic Procedure(s)
    Ordered

    Management Options
    Selected

    Minimal
    • One self-limited or minor problem,

    e.g., cold, insect bite, tinea corporis

    • Laboratory tests requiring venipuncture
    • Chest x-rays
    • EKG/EEG
    • Urinalysis
    • Ultrasound, e.g., echo
    • KOH prep

    • Rest
    • Gargles
    • Elastic bandages
    • Superficial dressings

    Low

    • Two or more self-limited or minor problems
    • One stable chronic illness, e.g., well controlled

    hypertension or non-insulin dependent diabetes,
    cataract, BPH

    • Acute uncomplicated illness or injury, e.g., cystitis, allergic
    rhinitis, simple sprain

    • Physiologic tests not under stress, e.g.,pulmonary
    function tests

    • Non-cardiovascular imaging studies with contrast,
    e.g., barium enema

    • Superficial needle biopsies
    • Clincal laboratory tests requiring arterial puncture
    • Skin biopsies

    • Over-the-counter drugs
    • Minor surgery with no identified risk factors
    • Physical therapy
    • Occupational therapy
    • IV fluids without additives

    Moderate

    • One or more chronic illnesses with mild exacerbation,
    progression, or side effects of treatment

    • Two or more stable chronic illnesses
    • Undiagnosed new problem with uncertain prognosis,
    e.g., lump in breast

    • Acute illness with systemic symptoms, e.g.,
    pyelonephritis, pneumonitis, colitis

    • Acute complicated injury, e.g., head injury with brief loss
    of consciousness

    • Physiologic tests under stress, e.g., cardiac stress test,
    fetal contraction stress test

    • Diagnostic endoscopies with no identified risk factors
    • Deep needle or incisional biopsy
    • Cardiovascular imaging studies with contrast and no

    identified risk factors, e.g., arteriogram cardiac cath
    • Obtain fluid from body cavity, e.g., lumbar puncture,

    thoracentesis, culdocentesis

    • Minor surgery with identified risk factors
    • Elective major surgery (open, percutaneous or

    endoscopic) with no identified risk factors
    • Prescription drug management
    • Therapeutic nuclear medicine
    • IV fluids with addititives
    • Closed treatment of fracture or dislocation without

    manipulation

    High

    • One or more chronic illnesses with severe exacerbation,
    progression, or side effects of treatment

    • Acute or chronic illnesses or injuries that may pose a threat to
    life or bodily function, e.g., multiple trauma, acute MI,
    pulmonary embolus, severe respiratory distress, progressive
    severe rheumatoid arthritis, psychiatric illness with potential
    threat to self or others, peritonitis, acute renal failure

    • An abrupt change in neurologic status, e.g., seizure, TIA,
    weakness or sensory loss

    • Cardiovascular imaging studies with contrast with
    identified risk factors

    • Cardiac electrophysiological tests
    • Diagnostic endoscopies with identified risk factors
    • Discography

    • Elective major surgery (open, percutaneous or
    endoscopic with identified risk factors)

    • Emergency major surgery (open, percutaneous or
    endoscopic)

    • Parenteral controlled substances
    • Drug therapy requiring intensive monitoring for toxicity
    • Decision not to resuscitate or to de-escalate care

    because of poor prognosis

    Final Result for Complexity
    Draw a line down any column with 2 or 3 circles to identify the type of decision making in
    that column. Otherwise, draw a line down the column with the 2nd circle from the left.
    After completing this table, which classifies complexity, circle the type of decision
    making within the appropriate grid in Section 5.

    Final Result for Complexity

    A Number diagnoses or
    treatment options

    ≤ 1
    Minimal

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    B Highest Risk Minimal Low Moderate High

    C Amount and complexity
    of data

    ≤ 1
    Minimal
    or low

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    Type of decision making STRAIGHT-
    FORWARD

    LOW
    COMPLEX.

    MODERATE
    COMPLEX.

    HIGH
    COMPLEX.

    4. Time

    If the physician documents total time and suggests that counseling or coordinating care dominates
    (more than 50%) the encounter, time may determine level of service. Documentation may refer to:
    prognosis, differential diagnosis, risks, benefits of treatment, instructions, compliance, risk
    reduction or discussion with another health care provider.

    Face-to-face in outpatient setting
    Does documentation reveal total time? Time: Unit/floor in inpatient setting Yes No

    Does documentation describe the content of counseling or coordinating care? Yes No

    Does documentation reveal that more than half of the time was counseling or
    coordinating care? Yes No

    If all answers are "yes", select level based on time.

    – 2 –

    M
    E
    D
    I
    C
    A
    L

    D
    E
    C
    I
    S
    I
    O

    N

    M

    A
    K
    I
    N
    G

    5. L E V E L O F S E R V I C E

    New Office, Outpatient and Emergency Room
    New Office / Outpatient / ER Established Office / Outpatient
    Requires 3 components within shaded area Requires 2 components within shaded area

    History
    PF

    ER: PF
    EPF

    ER: EPF
    D

    ER: EPF
    C

    ER: D
    C

    ER: C Minimal
    problem
    that may
    not
    require
    presence
    of
    physician

    PF EPF D C

    Examination
    PF

    ER: PF

    EPF

    ER: EPF

    D

    ER: EPF

    C

    ER: D

    C

    ER: C
    PF EPF D C

    Complexity
    of medical
    decision

    SF
    ER: SF

    SF
    ER: L

    L
    ER: M

    M
    ER: M

    H
    ER: H SF L M H

    Average time
    (minutes)

    ER has no average
    time

    10 New (99201)

    ER (99281)

    20 New (99202)

    ER (99282)

    30 New (99203)

    ER (99283)

    45 New (99204)

    ER (99284)

    60 New (99205)

    ER (99285)

    5
    (99211)

    10
    (99212)

    15
    (99213)

    25
    (99214)

    40
    (99215)

    Level I II III IV V I II III IV V

    Hospital Care Initial Hospital/Observation Subsequent Hospital/Observation
    Requires 3 components within shaded area Requires 2 components within shaded area

    History D/C C C PF interval EPF interval D interval

    Examination D/C C C PF EPF D
    Complexity of medical

    decision SF/L M H SF/L M H

    Average time (minutes)
    30 Init hosp (99221)
    30 Init observ Care

    (99218)

    50 Init hosp (99222)
    50 Init observ Care

    (99219)

    70 Init hosp (99223)
    70 Init observ Care

    (99220)

    15 Sub hosp (99231)
    15 Sub observ care

    (99224)

    25 Sub hosp (99232)
    25 Sub observ care

    (99225)

    35 Sub hosp (99233)
    35 Sub observ care

    (99226)

    Level I II III I II III

    Nursing Facility
    Care Initial Nursing Facility

    Requires 3 components within shaded area
    Subsequent Nursing Facility
    Requires 2 components within shaded area

    Other Nursing Facility
    (Annual Assessment)

    Requires 3 components within shaded area

    History D/C C C PF interval EPF interval D interval C interval D interval

    Examination D/C C C PF EPF D C C

    Complexity of medical
    decision SF/L M H SF L M H L/M

    Average time (minutes) 25
    99304

    35
    99305

    45
    99306

    10
    99307

    15
    99308

    25
    99309

    35
    99310

    30
    99318

    Level I II III I II III IV

    Domiciliary, Rest Home (eg, Boarding Home), or Custodial Care Services and Home Care

    Requires 3 components within shaded area Requires 2 onents within shaded area

    History PF EPF D C C PF interval EPF interval D interval C interval

    Examination PF EPF D C C PF EPF D C
    Complexity of

    medical decision SF L M M H SF L M M/H
    Average time
    (minutes)

    20
    Domiciliary (99324)
    Home care (99341)

    30
    Domiciliary (99325)
    Home care (99342)

    45
    Domiciliary (99326)
    Home care (99343)

    60
    Domiciliary (99327)
    Home care (99344)

    75
    Domiciliary (99328)
    Home care (99345)

    15
    Domiciliary (99334)
    Home care (99347)

    25
    Domiciliary (99335)
    Home care (99348)

    40
    Domiciliary (99336)
    Home care (99349)

    60
    Domiciliary (99337)
    Home care (99350)

    Level I II III IV V I II III IV
    PF = Problem focused EPF = Expanded problem focused D = Detailed C = Comprehensive SF = Straightforward L = Low M = Moderate H = High

    – 3 –

    Establishe
    dcomp

    New

    – Novitas Solutions Documentation Worksheet
    – History Section
    – Examination Section
    – Medical Decision Making Section
    – Time Section
    – Level of Service Grids

    **GroupSOAPRubricandTemplate.docx**

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    **ComprehensiveSOAPNoteExample.doc2.pdf**

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    **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Directions: Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.**

    ·
    **Upload a copy of your completed SOAP note.**

    ·
    **Upload a copy of the evaluation & management score sheet.**

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    **## EvaluationandManagementEMScoreSheet8985-2-1.pdf**

    E/M Documentation Auditor’s Instructions

    1. History
    Refer to data section (table below) in order to quantify. After referring to data, circle the entry farthest to the RIGHT in the table, which
    best describes the HPI, ROS and PFSH. If one column contains three circles, draw a line down that column to the bottom row to
    identify the type of history. If no column contains three circles, the column containing a circle farthest to the LEFT, identifies the type
    of history.

    After completing this table which classifies the history, circle the type of history within the appropriate grid in Section 5.

    HPI: Status of chronic conditions:
    q 1 condition q 2 conditions q 3 conditions

    q
    Status of
    1-2 chronic

    Status of 3
    chronic

    conditions conditionsOR

    HPI (history of present illness) elements:
    q Location q Severity q Timing q Modifying factors

    q Quality q Duration q Context q Associated signs and symptoms

    q
    Brief
    (1-3)

    Extended
    (4 or more)

    ROS (review of systems):

    q Constitutional q Ears,nose, q GI q Integumentaryq Endo
    (wt loss, etc) mouth, throat q GU (skin, breast) q Hem/lymph

    q Eyes q Card/vasc q Musculo q Neuro q All/immuno
    q Resp q Psych q All others negative

    q
    None

    q
    Pertinent to
    problem

    (1 system)

    q

    Extended
    (2-9 systems)

    *Complete

    PFSH (past medical, family, social history) areas:
    q Past history ( the patient's past experiences with illnesses, operation, injuries and treatments)
    q Family history (a review of medical events in the patient's family, including diseases which may be

    hereditary or place the patient at risk)
    q Social history (an age appropriate review of past and current activities)

    plete ROS: 10 or more systems or the pertinent positives and/or negatives of

    q
    None

    q
    Pertinent

    (1 history area)
    e**Complet
    y(2 or 3 histor

    areas)

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED -COMPRE

    HENSIVE

    q

    T
    O

    R
    Y

    I
    S

    H

    *Com
    some systems with a statement “all others negative”.

    **Complete PFSH: 2 history areas: a) Established Patients – Office (Outpatient) Care; b) Emergency Department.

    3 history areas: a) New Patients – Office (Outpatient) Care, Domiciliary Care, Home Care; b) Initial Hospital Care;
    c) Initial Hospital Observation; d) Initial Nursing Facility Care.

    NOTE:For certain categories of E/M services that include only an interval history, it is not necessary to record
    information about the PFSH. Please refer to procedure code descriptions.

    2. Examination

    Refer to data section (table below) in order to quantify. After referring to data, identify the type of examination.
    Circle the type of examination within the appropriate grid in Section 5.

    Limited to affected body area or organ system (one body area or system related to problem) PROBLEM FOCUSED EXAM

    Affected body area or organ system and other symptomatic or related organ system(s)
    (additional systems up to total of 7)

    EXPANDED PROBLEM
    FOCUSED EXAM

    Extended exam of affected area(s) and other symptomatic or related organ system(s)
    (additional systems up to total of 7 or more depth than above) DETAILED EXAM

    General multi-system exam (8 or more systems) or complete exam of a single organ system
    (complete single exam not defined in these instructions) COMPREHENSIVE EXAM

    A
    M

    E
    X

    Body areas:
    q Head, including face q Chest, including breasts and axillae
    q Back, including spine qGenitalia, groin, buttocks

    Organ systems:

    q

    q

    Abdomen q Neck
    Each extremity

    q q q
    1 body
    area or
    system

    Up to 7
    systems

    Up to 7 8 or more
    systems systems

    q Constitutional q Ears,nose, q Resp q Musculo q Psych
    ) (e.g., vitals, gen app mouth, throat q GI q Skin

    q Eyes q Cardiovascular q GU q Neuro
    q Hem/lymph/imm

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED COMPRE-

    HENSIVE

    q

    – 1 –

    q

    q

    q

    3. Medical Decision Making

    Number of Diagnoses or Treatment Options

    Identify each problem or treatment option mentioned in the record.
    Enter the number in each of the categories in Column B in the table
    below. (There are maximum number in two categories.)

    Number of Diagnoses or Treatment Options
    A B X C = D

    Problem(s) Status Number Points Result

    Self-limited or minor
    (stable, improved or worsening) Max = 2 1
    Est. problem (to examiner); stable, improved 1

    Est. problem (to examiner); worsening 2

    New problem (to examiner); no additional
    workup planned

    Max = 1

    3

    New prob. (to examiner); add. workup planned 4

    TOTAL
    Multiply the number in columns B & C and put the product in column D.
    Enter a total for column D.

    Bring total to line A in Final Result for Complexity (table below)

    Amount and/or Complexity of Data Reviewed

    For each category of reviewed data identified, circle the number in the points
    column. Total the points.

    Amount and/or Complexity of Data Reviewed
    Reviewed Data Points

    1

    1

    1

    1

    1

    2

    2

    Review and/or order of clinical lab tests

    Review and/or order of tests in the radiology section of CPT

    Review and/or order of tests in the medicine section of CPT

    Discussion of test results with performing physician

    Decision to obtain old records and/or obtain history from
    someone other than patient

    Review and summarization of old records and/or obtaining
    history from someone other than patient and/or discussion of
    case with another health care provider

    Independent visualization of image, tracing or specimen itself
    (not simply review of report)

    TOTAL
    Bring total to line C in Final Result for Complexity (table below)

    Use the risk table below as a guide to assign risk factors. It is understood that the table below does not
    contain all specific instances of medical care; the table is intended to be used as a guide. Circle the
    most appropriate factor(s) in each category. The overall measure of risk is the highest level circled.
    Enter the level of risk identified in Final Result for Complexity (table below).Risk of Complications and/or Morbidity or Mortality

    Level of
    Risk

    Presenting Problem(s) Diagnostic Procedure(s)
    Ordered

    Management Options
    Selected

    Minimal
    • One self-limited or minor problem,

    e.g., cold, insect bite, tinea corporis

    • Laboratory tests requiring venipuncture
    • Chest x-rays
    • EKG/EEG
    • Urinalysis
    • Ultrasound, e.g., echo
    • KOH prep

    • Rest
    • Gargles
    • Elastic bandages
    • Superficial dressings

    Low

    • Two or more self-limited or minor problems
    • One stable chronic illness, e.g., well controlled

    hypertension or non-insulin dependent diabetes,
    cataract, BPH

    • Acute uncomplicated illness or injury, e.g., cystitis, allergic
    rhinitis, simple sprain

    • Physiologic tests not under stress, e.g.,pulmonary
    function tests

    • Non-cardiovascular imaging studies with contrast,
    e.g., barium enema

    • Superficial needle biopsies
    • Clincal laboratory tests requiring arterial puncture
    • Skin biopsies

    • Over-the-counter drugs
    • Minor surgery with no identified risk factors
    • Physical therapy
    • Occupational therapy
    • IV fluids without additives

    Moderate

    • One or more chronic illnesses with mild exacerbation,
    progression, or side effects of treatment

    • Two or more stable chronic illnesses
    • Undiagnosed new problem with uncertain prognosis,
    e.g., lump in breast

    • Acute illness with systemic symptoms, e.g.,
    pyelonephritis, pneumonitis, colitis

    • Acute complicated injury, e.g., head injury with brief loss
    of consciousness

    • Physiologic tests under stress, e.g., cardiac stress test,
    fetal contraction stress test

    • Diagnostic endoscopies with no identified risk factors
    • Deep needle or incisional biopsy
    • Cardiovascular imaging studies with contrast and no

    identified risk factors, e.g., arteriogram cardiac cath
    • Obtain fluid from body cavity, e.g., lumbar puncture,

    thoracentesis, culdocentesis

    • Minor surgery with identified risk factors
    • Elective major surgery (open, percutaneous or

    endoscopic) with no identified risk factors
    • Prescription drug management
    • Therapeutic nuclear medicine
    • IV fluids with addititives
    • Closed treatment of fracture or dislocation without

    manipulation

    High

    • One or more chronic illnesses with severe exacerbation,
    progression, or side effects of treatment

    • Acute or chronic illnesses or injuries that may pose a threat to
    life or bodily function, e.g., multiple trauma, acute MI,
    pulmonary embolus, severe respiratory distress, progressive
    severe rheumatoid arthritis, psychiatric illness with potential
    threat to self or others, peritonitis, acute renal failure

    • An abrupt change in neurologic status, e.g., seizure, TIA,
    weakness or sensory loss

    • Cardiovascular imaging studies with contrast with
    identified risk factors

    • Cardiac electrophysiological tests
    • Diagnostic endoscopies with identified risk factors
    • Discography

    • Elective major surgery (open, percutaneous or
    endoscopic with identified risk factors)

    • Emergency major surgery (open, percutaneous or
    endoscopic)

    • Parenteral controlled substances
    • Drug therapy requiring intensive monitoring for toxicity
    • Decision not to resuscitate or to de-escalate care

    because of poor prognosis

    Final Result for Complexity
    Draw a line down any column with 2 or 3 circles to identify the type of decision making in
    that column. Otherwise, draw a line down the column with the 2nd circle from the left.
    After completing this table, which classifies complexity, circle the type of decision
    making within the appropriate grid in Section 5.

    Final Result for Complexity

    A Number diagnoses or
    treatment options

    ≤ 1
    Minimal

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    B Highest Risk Minimal Low Moderate High

    C Amount and complexity
    of data

    ≤ 1
    Minimal
    or low

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    Type of decision making STRAIGHT-
    FORWARD

    LOW
    COMPLEX.

    MODERATE
    COMPLEX.

    HIGH
    COMPLEX.

    4. Time

    If the physician documents total time and suggests that counseling or coordinating care dominates
    (more than 50%) the encounter, time may determine level of service. Documentation may refer to:
    prognosis, differential diagnosis, risks, benefits of treatment, instructions, compliance, risk
    reduction or discussion with another health care provider.

    Face-to-face in outpatient setting
    Does documentation reveal total time? Time: Unit/floor in inpatient setting Yes No

    Does documentation describe the content of counseling or coordinating care? Yes No

    Does documentation reveal that more than half of the time was counseling or
    coordinating care? Yes No

    If all answers are "yes", select level based on time.

    – 2 –

    M
    E
    D
    I
    C
    A
    L

    D
    E
    C
    I
    S
    I
    O

    N

    M

    A
    K
    I
    N
    G

    5. L E V E L O F S E R V I C E

    New Office, Outpatient and Emergency Room
    New Office / Outpatient / ER Established Office / Outpatient
    Requires 3 components within shaded area Requires 2 components within shaded area

    History
    PF

    ER: PF
    EPF

    ER: EPF
    D

    ER: EPF
    C

    ER: D
    C

    ER: C Minimal
    problem
    that may
    not
    require
    presence
    of
    physician

    PF EPF D C

    Examination
    PF

    ER: PF

    EPF

    ER: EPF

    D

    ER: EPF

    C

    ER: D

    C

    ER: C
    PF EPF D C

    Complexity
    of medical
    decision

    SF
    ER: SF

    SF
    ER: L

    L
    ER: M

    M
    ER: M

    H
    ER: H SF L M H

    Average time
    (minutes)

    ER has no average
    time

    10 New (99201)

    ER (99281)

    20 New (99202)

    ER (99282)

    30 New (99203)

    ER (99283)

    45 New (99204)

    ER (99284)

    60 New (99205)

    ER (99285)

    5
    (99211)

    10
    (99212)

    15
    (99213)

    25
    (99214)

    40
    (99215)

    Level I II III IV V I II III IV V

    Hospital Care Initial Hospital/Observation Subsequent Hospital/Observation
    Requires 3 components within shaded area Requires 2 components within shaded area

    History D/C C C PF interval EPF interval D interval

    Examination D/C C C PF EPF D
    Complexity of medical

    decision SF/L M H SF/L M H

    Average time (minutes)
    30 Init hosp (99221)
    30 Init observ Care

    (99218)

    50 Init hosp (99222)
    50 Init observ Care

    (99219)

    70 Init hosp (99223)
    70 Init observ Care

    (99220)

    15 Sub hosp (99231)
    15 Sub observ care

    (99224)

    25 Sub hosp (99232)
    25 Sub observ care

    (99225)

    35 Sub hosp (99233)
    35 Sub observ care

    (99226)

    Level I II III I II III

    Nursing Facility
    Care Initial Nursing Facility

    Requires 3 components within shaded area
    Subsequent Nursing Facility
    Requires 2 components within shaded area

    Other Nursing Facility
    (Annual Assessment)

    Requires 3 components within shaded area

    History D/C C C PF interval EPF interval D interval C interval D interval

    Examination D/C C C PF EPF D C C

    Complexity of medical
    decision SF/L M H SF L M H L/M

    Average time (minutes) 25
    99304

    35
    99305

    45
    99306

    10
    99307

    15
    99308

    25
    99309

    35
    99310

    30
    99318

    Level I II III I II III IV

    Domiciliary, Rest Home (eg, Boarding Home), or Custodial Care Services and Home Care

    Requires 3 components within shaded area Requires 2 onents within shaded area

    History PF EPF D C C PF interval EPF interval D interval C interval

    Examination PF EPF D C C PF EPF D C
    Complexity of

    medical decision SF L M M H SF L M M/H
    Average time
    (minutes)

    20
    Domiciliary (99324)
    Home care (99341)

    30
    Domiciliary (99325)
    Home care (99342)

    45
    Domiciliary (99326)
    Home care (99343)

    60
    Domiciliary (99327)
    Home care (99344)

    75
    Domiciliary (99328)
    Home care (99345)

    15
    Domiciliary (99334)
    Home care (99347)

    25
    Domiciliary (99335)
    Home care (99348)

    40
    Domiciliary (99336)
    Home care (99349)

    60
    Domiciliary (99337)
    Home care (99350)

    Level I II III IV V I II III IV
    PF = Problem focused EPF = Expanded problem focused D = Detailed C = Comprehensive SF = Straightforward L = Low M = Moderate H = High

    – 3 –

    Establishe
    dcomp

    New

    – Novitas Solutions Documentation Worksheet
    – History Section
    – Examination Section
    – Medical Decision Making Section
    – Time Section
    – Level of Service Grids

    **GroupSOAPRubricandTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/groupsoaprubricandtemplate-docx-10170163)

    **ComprehensiveSOAPNoteExample.doc2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensivesoapnoteexample-doc2-pdf-10170161)

    **## SOAPNote2ComprehensiveSOAPCardioRespiratory.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    **Directions: Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.**

    ·
    **Upload a copy of your completed SOAP note.**

    ·
    **Upload a copy of the evaluation & management score sheet.**

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    **## EvaluationandManagementEMScoreSheet8985-2-1.pdf**

    E/M Documentation Auditor’s Instructions

    1. History
    Refer to data section (table below) in order to quantify. After referring to data, circle the entry farthest to the RIGHT in the table, which
    best describes the HPI, ROS and PFSH. If one column contains three circles, draw a line down that column to the bottom row to
    identify the type of history. If no column contains three circles, the column containing a circle farthest to the LEFT, identifies the type
    of history.

    After completing this table which classifies the history, circle the type of history within the appropriate grid in Section 5.

    HPI: Status of chronic conditions:
    q 1 condition q 2 conditions q 3 conditions

    q
    Status of
    1-2 chronic

    Status of 3
    chronic

    conditions conditionsOR

    HPI (history of present illness) elements:
    q Location q Severity q Timing q Modifying factors

    q Quality q Duration q Context q Associated signs and symptoms

    q
    Brief
    (1-3)

    Extended
    (4 or more)

    ROS (review of systems):

    q Constitutional q Ears,nose, q GI q Integumentaryq Endo
    (wt loss, etc) mouth, throat q GU (skin, breast) q Hem/lymph

    q Eyes q Card/vasc q Musculo q Neuro q All/immuno
    q Resp q Psych q All others negative

    q
    None

    q
    Pertinent to
    problem

    (1 system)

    q

    Extended
    (2-9 systems)

    *Complete

    PFSH (past medical, family, social history) areas:
    q Past history ( the patient's past experiences with illnesses, operation, injuries and treatments)
    q Family history (a review of medical events in the patient's family, including diseases which may be

    hereditary or place the patient at risk)
    q Social history (an age appropriate review of past and current activities)

    plete ROS: 10 or more systems or the pertinent positives and/or negatives of

    q
    None

    q
    Pertinent

    (1 history area)
    e**Complet
    y(2 or 3 histor

    areas)

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED -COMPRE

    HENSIVE

    q

    T
    O

    R
    Y

    I
    S

    H

    *Com
    some systems with a statement “all others negative”.

    **Complete PFSH: 2 history areas: a) Established Patients – Office (Outpatient) Care; b) Emergency Department.

    3 history areas: a) New Patients – Office (Outpatient) Care, Domiciliary Care, Home Care; b) Initial Hospital Care;
    c) Initial Hospital Observation; d) Initial Nursing Facility Care.

    NOTE:For certain categories of E/M services that include only an interval history, it is not necessary to record
    information about the PFSH. Please refer to procedure code descriptions.

    2. Examination

    Refer to data section (table below) in order to quantify. After referring to data, identify the type of examination.
    Circle the type of examination within the appropriate grid in Section 5.

    Limited to affected body area or organ system (one body area or system related to problem) PROBLEM FOCUSED EXAM

    Affected body area or organ system and other symptomatic or related organ system(s)
    (additional systems up to total of 7)

    EXPANDED PROBLEM
    FOCUSED EXAM

    Extended exam of affected area(s) and other symptomatic or related organ system(s)
    (additional systems up to total of 7 or more depth than above) DETAILED EXAM

    General multi-system exam (8 or more systems) or complete exam of a single organ system
    (complete single exam not defined in these instructions) COMPREHENSIVE EXAM

    A
    M

    E
    X

    Body areas:
    q Head, including face q Chest, including breasts and axillae
    q Back, including spine qGenitalia, groin, buttocks

    Organ systems:

    q

    q

    Abdomen q Neck
    Each extremity

    q q q
    1 body
    area or
    system

    Up to 7
    systems

    Up to 7 8 or more
    systems systems

    q Constitutional q Ears,nose, q Resp q Musculo q Psych
    ) (e.g., vitals, gen app mouth, throat q GI q Skin

    q Eyes q Cardiovascular q GU q Neuro
    q Hem/lymph/imm

    PROBLEM
    FOCUSED

    EXP.PROB.
    FOCUSED DETAILED COMPRE-

    HENSIVE

    q

    – 1 –

    q

    q

    q

    3. Medical Decision Making

    Number of Diagnoses or Treatment Options

    Identify each problem or treatment option mentioned in the record.
    Enter the number in each of the categories in Column B in the table
    below. (There are maximum number in two categories.)

    Number of Diagnoses or Treatment Options
    A B X C = D

    Problem(s) Status Number Points Result

    Self-limited or minor
    (stable, improved or worsening) Max = 2 1
    Est. problem (to examiner); stable, improved 1

    Est. problem (to examiner); worsening 2

    New problem (to examiner); no additional
    workup planned

    Max = 1

    3

    New prob. (to examiner); add. workup planned 4

    TOTAL
    Multiply the number in columns B & C and put the product in column D.
    Enter a total for column D.

    Bring total to line A in Final Result for Complexity (table below)

    Amount and/or Complexity of Data Reviewed

    For each category of reviewed data identified, circle the number in the points
    column. Total the points.

    Amount and/or Complexity of Data Reviewed
    Reviewed Data Points

    1

    1

    1

    1

    1

    2

    2

    Review and/or order of clinical lab tests

    Review and/or order of tests in the radiology section of CPT

    Review and/or order of tests in the medicine section of CPT

    Discussion of test results with performing physician

    Decision to obtain old records and/or obtain history from
    someone other than patient

    Review and summarization of old records and/or obtaining
    history from someone other than patient and/or discussion of
    case with another health care provider

    Independent visualization of image, tracing or specimen itself
    (not simply review of report)

    TOTAL
    Bring total to line C in Final Result for Complexity (table below)

    Use the risk table below as a guide to assign risk factors. It is understood that the table below does not
    contain all specific instances of medical care; the table is intended to be used as a guide. Circle the
    most appropriate factor(s) in each category. The overall measure of risk is the highest level circled.
    Enter the level of risk identified in Final Result for Complexity (table below).Risk of Complications and/or Morbidity or Mortality

    Level of
    Risk

    Presenting Problem(s) Diagnostic Procedure(s)
    Ordered

    Management Options
    Selected

    Minimal
    • One self-limited or minor problem,

    e.g., cold, insect bite, tinea corporis

    • Laboratory tests requiring venipuncture
    • Chest x-rays
    • EKG/EEG
    • Urinalysis
    • Ultrasound, e.g., echo
    • KOH prep

    • Rest
    • Gargles
    • Elastic bandages
    • Superficial dressings

    Low

    • Two or more self-limited or minor problems
    • One stable chronic illness, e.g., well controlled

    hypertension or non-insulin dependent diabetes,
    cataract, BPH

    • Acute uncomplicated illness or injury, e.g., cystitis, allergic
    rhinitis, simple sprain

    • Physiologic tests not under stress, e.g.,pulmonary
    function tests

    • Non-cardiovascular imaging studies with contrast,
    e.g., barium enema

    • Superficial needle biopsies
    • Clincal laboratory tests requiring arterial puncture
    • Skin biopsies

    • Over-the-counter drugs
    • Minor surgery with no identified risk factors
    • Physical therapy
    • Occupational therapy
    • IV fluids without additives

    Moderate

    • One or more chronic illnesses with mild exacerbation,
    progression, or side effects of treatment

    • Two or more stable chronic illnesses
    • Undiagnosed new problem with uncertain prognosis,
    e.g., lump in breast

    • Acute illness with systemic symptoms, e.g.,
    pyelonephritis, pneumonitis, colitis

    • Acute complicated injury, e.g., head injury with brief loss
    of consciousness

    • Physiologic tests under stress, e.g., cardiac stress test,
    fetal contraction stress test

    • Diagnostic endoscopies with no identified risk factors
    • Deep needle or incisional biopsy
    • Cardiovascular imaging studies with contrast and no

    identified risk factors, e.g., arteriogram cardiac cath
    • Obtain fluid from body cavity, e.g., lumbar puncture,

    thoracentesis, culdocentesis

    • Minor surgery with identified risk factors
    • Elective major surgery (open, percutaneous or

    endoscopic) with no identified risk factors
    • Prescription drug management
    • Therapeutic nuclear medicine
    • IV fluids with addititives
    • Closed treatment of fracture or dislocation without

    manipulation

    High

    • One or more chronic illnesses with severe exacerbation,
    progression, or side effects of treatment

    • Acute or chronic illnesses or injuries that may pose a threat to
    life or bodily function, e.g., multiple trauma, acute MI,
    pulmonary embolus, severe respiratory distress, progressive
    severe rheumatoid arthritis, psychiatric illness with potential
    threat to self or others, peritonitis, acute renal failure

    • An abrupt change in neurologic status, e.g., seizure, TIA,
    weakness or sensory loss

    • Cardiovascular imaging studies with contrast with
    identified risk factors

    • Cardiac electrophysiological tests
    • Diagnostic endoscopies with identified risk factors
    • Discography

    • Elective major surgery (open, percutaneous or
    endoscopic with identified risk factors)

    • Emergency major surgery (open, percutaneous or
    endoscopic)

    • Parenteral controlled substances
    • Drug therapy requiring intensive monitoring for toxicity
    • Decision not to resuscitate or to de-escalate care

    because of poor prognosis

    Final Result for Complexity
    Draw a line down any column with 2 or 3 circles to identify the type of decision making in
    that column. Otherwise, draw a line down the column with the 2nd circle from the left.
    After completing this table, which classifies complexity, circle the type of decision
    making within the appropriate grid in Section 5.

    Final Result for Complexity

    A Number diagnoses or
    treatment options

    ≤ 1
    Minimal

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    B Highest Risk Minimal Low Moderate High

    C Amount and complexity
    of data

    ≤ 1
    Minimal
    or low

    2
    Limited

    3
    Multiple

    ≥ 4
    Extensive

    Type of decision making STRAIGHT-
    FORWARD

    LOW
    COMPLEX.

    MODERATE
    COMPLEX.

    HIGH
    COMPLEX.

    4. Time

    If the physician documents total time and suggests that counseling or coordinating care dominates
    (more than 50%) the encounter, time may determine level of service. Documentation may refer to:
    prognosis, differential diagnosis, risks, benefits of treatment, instructions, compliance, risk
    reduction or discussion with another health care provider.

    Face-to-face in outpatient setting
    Does documentation reveal total time? Time: Unit/floor in inpatient setting Yes No

    Does documentation describe the content of counseling or coordinating care? Yes No

    Does documentation reveal that more than half of the time was counseling or
    coordinating care? Yes No

    If all answers are "yes", select level based on time.

    – 2 –

    M
    E
    D
    I
    C
    A
    L

    D
    E
    C
    I
    S
    I
    O

    N

    M

    A
    K
    I
    N
    G

    5. L E V E L O F S E R V I C E

    New Office, Outpatient and Emergency Room
    New Office / Outpatient / ER Established Office / Outpatient
    Requires 3 components within shaded area Requires 2 components within shaded area

    History
    PF

    ER: PF
    EPF

    ER: EPF
    D

    ER: EPF
    C

    ER: D
    C

    ER: C Minimal
    problem
    that may
    not
    require
    presence
    of
    physician

    PF EPF D C

    Examination
    PF

    ER: PF

    EPF

    ER: EPF

    D

    ER: EPF

    C

    ER: D

    C

    ER: C
    PF EPF D C

    Complexity
    of medical
    decision

    SF
    ER: SF

    SF
    ER: L

    L
    ER: M

    M
    ER: M

    H
    ER: H SF L M H

    Average time
    (minutes)

    ER has no average
    time

    10 New (99201)

    ER (99281)

    20 New (99202)

    ER (99282)

    30 New (99203)

    ER (99283)

    45 New (99204)

    ER (99284)

    60 New (99205)

    ER (99285)

    5
    (99211)

    10
    (99212)

    15
    (99213)

    25
    (99214)

    40
    (99215)

    Level I II III IV V I II III IV V

    Hospital Care Initial Hospital/Observation Subsequent Hospital/Observation
    Requires 3 components within shaded area Requires 2 components within shaded area

    History D/C C C PF interval EPF interval D interval

    Examination D/C C C PF EPF D
    Complexity of medical

    decision SF/L M H SF/L M H

    Average time (minutes)
    30 Init hosp (99221)
    30 Init observ Care

    (99218)

    50 Init hosp (99222)
    50 Init observ Care

    (99219)

    70 Init hosp (99223)
    70 Init observ Care

    (99220)

    15 Sub hosp (99231)
    15 Sub observ care

    (99224)

    25 Sub hosp (99232)
    25 Sub observ care

    (99225)

    35 Sub hosp (99233)
    35 Sub observ care

    (99226)

    Level I II III I II III

    Nursing Facility
    Care Initial Nursing Facility

    Requires 3 components within shaded area
    Subsequent Nursing Facility
    Requires 2 components within shaded area

    Other Nursing Facility
    (Annual Assessment)

    Requires 3 components within shaded area

    History D/C C C PF interval EPF interval D interval C interval D interval

    Examination D/C C C PF EPF D C C

    Complexity of medical
    decision SF/L M H SF L M H L/M

    Average time (minutes) 25
    99304

    35
    99305

    45
    99306

    10
    99307

    15
    99308

    25
    99309

    35
    99310

    30
    99318

    Level I II III I II III IV

    Domiciliary, Rest Home (eg, Boarding Home), or Custodial Care Services and Home Care

    Requires 3 components within shaded area Requires 2 onents within shaded area

    History PF EPF D C C PF interval EPF interval D interval C interval

    Examination PF EPF D C C PF EPF D C
    Complexity of

    medical decision SF L M M H SF L M M/H
    Average time
    (minutes)

    20
    Domiciliary (99324)
    Home care (99341)

    30
    Domiciliary (99325)
    Home care (99342)

    45
    Domiciliary (99326)
    Home care (99343)

    60
    Domiciliary (99327)
    Home care (99344)

    75
    Domiciliary (99328)
    Home care (99345)

    15
    Domiciliary (99334)
    Home care (99347)

    25
    Domiciliary (99335)
    Home care (99348)

    40
    Domiciliary (99336)
    Home care (99349)

    60
    Domiciliary (99337)
    Home care (99350)

    Level I II III IV V I II III IV
    PF = Problem focused EPF = Expanded problem focused D = Detailed C = Comprehensive SF = Straightforward L = Low M = Moderate H = High

    – 3 –

    Establishe
    dcomp

    New

    – Novitas Solutions Documentation Worksheet
    – History Section
    – Examination Section
    – Medical Decision Making Section
    – Time Section
    – Level of Service Grids

    **GroupSOAPRubricandTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/groupsoaprubricandtemplate-docx-10170163)

    **ComprehensiveSOAPNoteExample.doc2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensivesoapnoteexample-doc2-pdf-10170161)

  • [Solved] Cultural Competence

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## MultiAsgn.docx **## MultiAsgn.docx** Evaluate a human services agency (this can be an agency you work for) and respond to the following questions. The response should be 500 words or longer. APA 7 style required for formatting and any references used. 1. Appraise wh…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## MultiAsgn.docx

    **## MultiAsgn.docx**

    Evaluate a human services agency (this can be an agency you work for) and respond to the following questions. The response should be 500 words or longer. APA 7 style required for formatting and any references used.

    1. Appraise where the agency falls on the Continuum of Cultural Competence (cultural destructiveness, cultural incapacity, cultural blindness, cultural pre-competence, basic cultural competence, cultural proficiency)?

    2. Describe the agency’s practices and attitudes that place it at its current place on the continuum.

    3. What changes do you recommend the agency make in order to become more culturally competent?

    All questions must be answered.

    The paper should be written as an agency that works with undocumented immigrants. Some of the topics can be on language barriers, unwilling to share information due to legal status, lack of resources for undocumented immigrants in Miami-Dade County Human Services Department.

    **## MultiAsgn.docx**

    Evaluate a human services agency (this can be an agency you work for) and respond to the following questions. The response should be 500 words or longer. APA 7 style required for formatting and any references used.

    1. Appraise where the agency falls on the Continuum of Cultural Competence (cultural destructiveness, cultural incapacity, cultural blindness, cultural pre-competence, basic cultural competence, cultural proficiency)?

    2. Describe the agency’s practices and attitudes that place it at its current place on the continuum.

    3. What changes do you recommend the agency make in order to become more culturally competent?

    All questions must be answered.

    The paper should be written as an agency that works with undocumented immigrants. Some of the topics can be on language barriers, unwilling to share information due to legal status, lack of resources for undocumented immigrants in Miami-Dade County Human Services Department.

  • [Solved] leadership

    ✓ Verified Academic Solution Available

    Executive Solution Overview

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

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## leadership.docx

    **## leadership.docx**

    Change Implementation and Management Plan

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

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

    Resources

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

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

    **To Prepare:**

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

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

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

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

    **Change Implementation and Management Plan**

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

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

    Your Change Implementation and Management Plan should include the following:

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

    · A description of the change being proposed

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

    · Details about the type and scope of the proposed change

    · Identification of the stakeholders impacted by the change

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

    · A plan for communicating the change you propose

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

    **Alternate Submission Method**

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

    By Day 2 of Week 11

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

    submission information – Narrated PowerPOint

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

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

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

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

    submission information – Kaltura Personal Capture

    To submit your Kaltura media:

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

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

    3. Select your recorded video under My Media.

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

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

    Rubric

    **NURS_6053_Module05_Week11_Assignment_Rubric**

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

    [Previous](https://waldenu.instructure.com/courses/147149/modules/items/5667977) [Next](https://waldenu.instructure.com/courses/147149/modules/items/5667991)

    **## leadership.docx**

    Change Implementation and Management Plan

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

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

    Resources

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

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

    **To Prepare:**

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

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

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

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

    **Change Implementation and Management Plan**

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

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

    Your Change Implementation and Management Plan should include the following:

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

    · A description of the change being proposed

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

    · Details about the type and scope of the proposed change

    · Identification of the stakeholders impacted by the change

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

    · A plan for communicating the change you propose

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

    **Alternate Submission Method**

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

    By Day 2 of Week 11

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

    submission information – Narrated PowerPOint

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

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

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

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

    submission information – Kaltura Personal Capture

    To submit your Kaltura media:

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

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

    3. Select your recorded video under My Media.

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

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

    Rubric

    **NURS_6053_Module05_Week11_Assignment_Rubric**

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

    [Previous](https://waldenu.instructure.com/courses/147149/modules/items/5667977) [Next](https://waldenu.instructure.com/courses/147149/modules/items/5667991)

  • [Solved] WK 8-10 RESP HEALTH 2

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

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK8RESPONSE2HEALTHElectedOffice.docx

    **## WK8RESPONSE2HEALTHElectedOffice.docx**

    Elected Office

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

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

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

    Resources

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

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

    Learning Resources

    Required Resources

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    To Prepare:

    · Review resources about running for elected office.

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

    · Research nurses who have become elected officials.

    · Consider why nurses might consider running for office.

    By Day 3 of Week 10

    **Post** a response detailing the following:

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

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

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

    By Day 6 of Week 10

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

    RESPOND TO THIS DISCUSSION POST

    **Casey**

    **Elected Office**

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

    **Resources Required**

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

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

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

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

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

    **Importance of Nurses Running for Elected Positions**

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

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

    **Summary**

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

    **References**

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

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

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

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

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

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

    **Reply**

    ## image2.png

    ## image1.jpeg

    **## WK8RESPONSE2HEALTHElectedOffice.docx**

    Elected Office

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

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

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

    Resources

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

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

    Learning Resources

    Required Resources

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    To Prepare:

    · Review resources about running for elected office.

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

    · Research nurses who have become elected officials.

    · Consider why nurses might consider running for office.

    By Day 3 of Week 10

    **Post** a response detailing the following:

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

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

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

    By Day 6 of Week 10

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

    RESPOND TO THIS DISCUSSION POST

    **Casey**

    **Elected Office**

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

    **Resources Required**

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

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

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

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

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

    **Importance of Nurses Running for Elected Positions**

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

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

    **Summary**

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

    **References**

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

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

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

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

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

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

    **Reply**

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    ## image1.jpeg

  • [Solved] Discussion 1

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) In a minimum of 300 words, discuss the implications of U.S. Supreme Court justices only serving for a fixed term of 10 years instead of a life appointment. Your assignment must reflect at least five reference sources: your tex…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    In a minimum of 300 words, discuss the implications of U.S. Supreme Court justices only serving for a fixed term of 10 years instead of a life appointment. Your assignment must reflect at least five reference sources: your textbook and other scholarly materials (i.e., journal articles, magazines, newspaper articles, webpage, dictionaries, thesauruses, or encyclopedias.), APA formatted paragraphs with in-text citations, and an APA formatted reference list to receive full credit. References must be material within five years of the date of this class.

    – 2 years ago

  • [Solved] health administration

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    **Discussion-1: Quality of a Good Administrator** Healthcare administration roles include: – Hospital administration – Medical practice administration – Nursing Administration – Healthcare financial management – Healthcare information management To be an effective healthcare administrator in the abo…

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    **Discussion-1: Quality of a Good Administrator**

    Healthcare administration roles include:

    – Hospital administration
    – Medical practice administration
    – Nursing Administration
    – Healthcare financial management
    – Healthcare information management

    To be an effective healthcare administrator in the above-listed work settings you must develop or

    possess the following key competencies:

    1. Communication and relationship management skills- ability to communicate clearly and concisely with internal and external customers.
    2. Leadership skills- ability to inspire individual and organizational excellence to create and attain a shared vision
    3. Professionalism- Ability to align personal and organizational conduct with ethical and professional standards and commitment to lifelong learning and improvement
    4. Knowledge of the healthcare system- knowledge of the environment that healthcare Managers’ and providers’ function
    5. Business skills and knowledge- ability to apply business principles including system thinking to the healthcare environment.

    Now, focus on the first three competencies (communication, leadership, and professionalism)

    **A: For each individual competence**

    Please share with the class how you would describe/ assess your skill level for each

    competence. Explain exactly what your style is and how/what you actually do in each of

    the 3 highlighted areas and

    i What do you feel are still your shortcomings and need to improve (list those areas)

    ii How will you go about improving such a competence (explain each) [e.g.in

    communication if you say, “my problem is I yell a lot”; to improve this I will seek

    counseling, take communication training, etc.)

    **B: Consider your current workplace:**

    iii. Provide an analysis of how well your manager/supervisor/administrator is performing on each of the three first listed competencies above? (List the competence and explain what

    exactly your boss does or doesn’t do)

    **Requirements**

    Answer each component of the question in its own separate paragraph. Use similar numbering by listing the question first followed by a detailed answer

    Make your **initial** post to the discussion question by **11:59 pm on Sunday February 02, 2025.** Do not post a reply on the same day as your original post.

    Reply to two of your classmates' posts as well.

    – Your replies need to be substantive and add value to your classmates' posts. Do not reply with "I agree" without explaining why you agree or disagree.

    If you have a reference list for information obtained from any source apart from your personal experience. Remember, if you include a reference, you need to have a citation in your work that corresponds to the reference. See pg. 257 in the APA manual.

    For example, if you name any workplace (e.g. St Elizabeth Hospital or Chick-fil-A, etc.) the reference should be:

    Chick-fil-A (n.d.). Chick-fil-A corporate office. Online available. Retrieved February 3, 2021, from: [https://www.chick-fil-a.com/about/history](https://www.chick-fil-a.com/about/history).

    CHRISTUS Health (n.d.). CHRISTUS Southeast Texas St. Elizabeth. Online available. Retrieved on February 3, 2021, from: https://www.christushealth.org/southeast-texas/st-elizabeth

    – 2 years ago
    – 28.01.2025
    – 20

  • [Solved] LITERATURE REVIEW

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

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    – 2 years ago

    **files (7)**

    – ## WK10Assignment8114.docx

    – ## WK10Assignment8114RequiredAppendixBEFGH.docx

    – ## _AppendixG_IndividualEvidenceSummaryGeraldine.docx

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

    **## WK10Assignment8114.docx**

    LITERATURE REVIEW

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

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

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

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

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146995/modules/items/5647185)

    To Prepare

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

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

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

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

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

    · Why is it a problem?

    · What has been done about it?

    · What is the gap in practice?

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

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

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

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

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

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

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

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

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

    **The Assignment**

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

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

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

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

    By Day 7 of Week 10

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

    ## image1.jpeg

    **## WK10Assignment8114RequiredAppendixBEFGH.docx**

    **Required Readings: Literature Review Assignment Resources**

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    **## _AppendixG_IndividualEvidenceSummaryGeraldine.docx**

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

    Individual Evidence Summary Tool

    Appendix G

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

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

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

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

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

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

    **Reviewer name(s):**

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

    **Article number:**

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

    **Author, date, and title:**

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

    **Type of evidence:**

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

    **Population, size, and setting:**

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

    **Intervention:**

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

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

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

    **Measures used**:

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

    **Limitations:**

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

    **Evidence level and quality:**

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

    **Notes to team:**

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

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

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

    ## image1.jpeg

    **_AppendixH_SynthesisAndRecommendationsGeraldine.docx**

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

    **_AppendixB_QuestionDevelopmentGeraldine.docx**

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

    **AppendixF_NonresearchEvidenceAppraisalGeraldine.docx**

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

    **_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

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

    **_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

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

    **## WK10Assignment8114.docx**

    LITERATURE REVIEW

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

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

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

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

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146995/modules/items/5647185)

    To Prepare

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

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

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

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

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

    · Why is it a problem?

    · What has been done about it?

    · What is the gap in practice?

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

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

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

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

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

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

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

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

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

    **The Assignment**

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

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

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

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

    By Day 7 of Week 10

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

    ## image1.jpeg

    **## WK10Assignment8114RequiredAppendixBEFGH.docx**

    **Required Readings: Literature Review Assignment Resources**

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    **## _AppendixG_IndividualEvidenceSummaryGeraldine.docx**

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

    Individual Evidence Summary Tool

    Appendix G

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

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

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

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

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

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

    **Reviewer name(s):**

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

    **Article number:**

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

    **Author, date, and title:**

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

    **Type of evidence:**

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

    **Population, size, and setting:**

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

    **Intervention:**

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

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

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

    **Measures used**:

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

    **Limitations:**

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

    **Evidence level and quality:**

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

    **Notes to team:**

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

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

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

    ## image1.jpeg

    **_AppendixH_SynthesisAndRecommendationsGeraldine.docx**

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

    **_AppendixB_QuestionDevelopmentGeraldine.docx**

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

    **AppendixF_NonresearchEvidenceAppraisalGeraldine.docx**

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

    **_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

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

    **## WK10Assignment8114.docx**

    LITERATURE REVIEW

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

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

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

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

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/146995/modules/items/5647185)

    To Prepare

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

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

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

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

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

    · Why is it a problem?

    · What has been done about it?

    · What is the gap in practice?

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

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

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

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

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

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

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

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

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

    **The Assignment**

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

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

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

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

    By Day 7 of Week 10

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

    ## image1.jpeg

    **## WK10Assignment8114RequiredAppendixBEFGH.docx**

    **Required Readings: Literature Review Assignment Resources**

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    **## _AppendixG_IndividualEvidenceSummaryGeraldine.docx**

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

    Individual Evidence Summary Tool

    Appendix G

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

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

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

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

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

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

    **Reviewer name(s):**

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

    **Article number:**

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

    **Author, date, and title:**

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

    **Type of evidence:**

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

    **Population, size, and setting:**

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

    **Intervention:**

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

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

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

    **Measures used**:

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

    **Limitations:**

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

    **Evidence level and quality:**

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

    **Notes to team:**

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

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
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    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
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    ## image1.jpeg

    **_AppendixH_SynthesisAndRecommendationsGeraldine.docx**

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    **_AppendixB_QuestionDevelopmentGeraldine.docx**

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    **AppendixF_NonresearchEvidenceAppraisalGeraldine.docx**

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

    **_AppendixE_ResearchEvidenceAppraisalGeraldine.docx**

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