Tag: Nursing

[Solved] select A model

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Please see instruction. – 2 years ago **files (2)** – ## Instruction-a2.pdf – selectamodel.pdf **## Instruction-a2.pdf** Develop a 3 page scholarly paper in which you describe the diagnosis you researched for the previous assessment, and then identify and analyze credible evidence that could be used…

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Assignment Prompt & Instructions

Please see instruction.

– 2 years ago

**files (2)**

– ## Instruction-a2.pdf

– selectamodel.pdf

**## Instruction-a2.pdf**

Develop a 3 page scholarly paper in which you describe the diagnosis you researched
for the previous assessment, and then identify and analyze credible evidence that could
be used as the basis for applying EBP to the issue.

The goal of using evidence-based research findings is to enhance safety and quality of
patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a
nurse say, "why change it as we've always done it this way." However, this is no longer
acceptable in today's practice environment. The profession of nursing has evolved, and
the expectation is that the professional nurse has a scientific foundation to support the
care that is provided. As the profession of nursing continues to evolve and engage in
health care transformation, baccalaureate-prepared nurses are expanding taking on
leadership roles that include incorporating EBPs. To be able to do this, the nurse needs
to understand the criteria and makes a resource credible, as this is crucial when
deciding if the research is valid and reliable for implementation into health care settings.
The nurse will need to incorporate the use of evidence-based practice models. EBP
models are designed to assist the nurse in developing a plan to gather evidence to
answer a practice problem or question. It is a systematic approach to direct the user to
incorporate scholarly findings into current practice. These EBP models lead the nurse
through the decision-making process of evaluating the literature to determine the best
practice evidence for the practice issue or question.

It would be an excellent choice to complete the Vila Health Determining the Credibility of
Evidence activity prior to developing the report. The activity is a media simulation that
offers an opportunity to review a scenario and work on determining the credibility of
presented evidence. These skills will be necessary to complete Assessment 2
successfully. This media simulation is one potential source of context on which to base
your assessment submission. This will take just a few minutes of your time and is not
graded.

Instruction:
The purpose of this analysis is to better understand what constitutes credibility of journal
articles as well as websites. The role of the baccalaureate-prepared nurse in
incorporating evidence-based research continues to growth in clinical practice. As
quality improvement (QI) measures to reduce safety risks continue to be emphasized,
the need for evidence-based models and evidence-based templates is growing. This
type of systematic approach to incorporating evidence-based findings allows nurses to
make clinical and operational decisions based upon the best available evidence. When
the most up-to-date evidence-based findings are utilized, patient-centered care
improves outcomes and enhances the patient experience.

Below is a quick review table of several well-known Evidence-Based Practice Models
used to guide exploration:

Iowa Model of Evidence-Based Practice

Stetler Model

Ottawa Model

PARiHS (Promoting Action on Research Implementation in Health Services)
Model

ACE (Academic Center for Evidence-Based Practice) Star Model

ARCC (Advancing Research and Clinical Practice Through Close
Collaboration) Mode

John Hopkins Model

KTA (Knowledge-to-Action) Model

For this assessment:

● Explain the criteria that should be used when determining the credibility of
journal articles as well as websites.

● Support your explanations with references to the literature or research
articles that describe criteria that should be used to determine credibility.

○ Your identification and determination of credibility should be
done within the context of your chosen diagnosis for this
assessment. Your initial identification of resources should be of
resources that will best help address the presented diagnosis
you selected. Since you are locating resources to help provide
evidence-based care for the diagnosis/health care issue you
identified in the first assessment, you may want to begin your
literature and evidence search from the databases that were
identified.

Be sure to address the following in this assessment, which correspond to the grading
criteria in the scoring guide. Please study the scoring guide carefully so that you will
know what is needed for a distinguished score.

● Describe a chosen diagnosis that could benefit from an evidence-based
approach.

● Explain criteria that should be considered when determining credibility of
resources such as journal articles and websites.

● Analyze the credibility and relevance of evidence and resources within the
context of a chosen diagnosis.

○ This is where you are selecting the specific resources to help
address the diagnosis you selected for the first assessment.

● Identify the Evidence-Based Practice model and explain the importance of
incorporating credible evidence into the EBP model used to address a
chosen diagnosis. Review the literature below and choose the appropriate
model for your diagnosis.

○ Selecting a model for evidence-based practice changes. [PDF]
and Evidence-Based Practice Models help explain the various
evidence-based nursing models.

● Communicate using writing that is clear, logical, and professional with
correct grammar and spelling using current APA style.

● Number of references: Cite 3-5 sources of scholarly or professional evidence that
support your findings and considerations. Resources should be no more than five
years old.

● APA formatting: References and citations are formatted according to current APA
style.

scoring guide criteria:

● Competency 2: Analyze the relevance and potential effectiveness of
evidence when making a decision.

○ Explain criteria that should be considered when determining
credibility of resources such as journal articles and websites.

○ Analyze the credibility and relevance of evidence and
resources within the context of a quality or safety issue, or a
chosen diagnosis.

● Competency 3: Apply an evidence-based practice model to address a
practice issue.

○ Identify an evidence-based practice model (such as Iowa,
Stetler, John Hopkins, etc.) and explain the importance of

[https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf](https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf)

[https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1](https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1)

incorporating credible evidence into an EBP model used to
address a quality or safety issue, or a chosen diagnosis/health
care issue.

● Competency 4: Plan care based on the best available evidence.
○ Describe a quality or safety issue, or a chosen diagnosis, that

could benefit from an evidence-based approach.
● Competency 5: Apply professional, scholarly communication strategies to

lead practice changes based on evidence.
○ Organize content so ideas flow logically with smooth

transitions; contains few errors in grammar/punctuation, word
choice, and spelling.

○ Apply APA formatting to in-text citations and references
exhibiting nearly flawless adherence to APA format.

**selectamodel.pdf**

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

**selectamodel.pdf**

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

**## Instruction-a2.pdf**

Develop a 3 page scholarly paper in which you describe the diagnosis you researched
for the previous assessment, and then identify and analyze credible evidence that could
be used as the basis for applying EBP to the issue.

The goal of using evidence-based research findings is to enhance safety and quality of
patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a
nurse say, "why change it as we've always done it this way." However, this is no longer
acceptable in today's practice environment. The profession of nursing has evolved, and
the expectation is that the professional nurse has a scientific foundation to support the
care that is provided. As the profession of nursing continues to evolve and engage in
health care transformation, baccalaureate-prepared nurses are expanding taking on
leadership roles that include incorporating EBPs. To be able to do this, the nurse needs
to understand the criteria and makes a resource credible, as this is crucial when
deciding if the research is valid and reliable for implementation into health care settings.
The nurse will need to incorporate the use of evidence-based practice models. EBP
models are designed to assist the nurse in developing a plan to gather evidence to
answer a practice problem or question. It is a systematic approach to direct the user to
incorporate scholarly findings into current practice. These EBP models lead the nurse
through the decision-making process of evaluating the literature to determine the best
practice evidence for the practice issue or question.

It would be an excellent choice to complete the Vila Health Determining the Credibility of
Evidence activity prior to developing the report. The activity is a media simulation that
offers an opportunity to review a scenario and work on determining the credibility of
presented evidence. These skills will be necessary to complete Assessment 2
successfully. This media simulation is one potential source of context on which to base
your assessment submission. This will take just a few minutes of your time and is not
graded.

Instruction:
The purpose of this analysis is to better understand what constitutes credibility of journal
articles as well as websites. The role of the baccalaureate-prepared nurse in
incorporating evidence-based research continues to growth in clinical practice. As
quality improvement (QI) measures to reduce safety risks continue to be emphasized,
the need for evidence-based models and evidence-based templates is growing. This
type of systematic approach to incorporating evidence-based findings allows nurses to
make clinical and operational decisions based upon the best available evidence. When
the most up-to-date evidence-based findings are utilized, patient-centered care
improves outcomes and enhances the patient experience.

Below is a quick review table of several well-known Evidence-Based Practice Models
used to guide exploration:

Iowa Model of Evidence-Based Practice

Stetler Model

Ottawa Model

PARiHS (Promoting Action on Research Implementation in Health Services)
Model

ACE (Academic Center for Evidence-Based Practice) Star Model

ARCC (Advancing Research and Clinical Practice Through Close
Collaboration) Mode

John Hopkins Model

KTA (Knowledge-to-Action) Model

For this assessment:

● Explain the criteria that should be used when determining the credibility of
journal articles as well as websites.

● Support your explanations with references to the literature or research
articles that describe criteria that should be used to determine credibility.

○ Your identification and determination of credibility should be
done within the context of your chosen diagnosis for this
assessment. Your initial identification of resources should be of
resources that will best help address the presented diagnosis
you selected. Since you are locating resources to help provide
evidence-based care for the diagnosis/health care issue you
identified in the first assessment, you may want to begin your
literature and evidence search from the databases that were
identified.

Be sure to address the following in this assessment, which correspond to the grading
criteria in the scoring guide. Please study the scoring guide carefully so that you will
know what is needed for a distinguished score.

● Describe a chosen diagnosis that could benefit from an evidence-based
approach.

● Explain criteria that should be considered when determining credibility of
resources such as journal articles and websites.

● Analyze the credibility and relevance of evidence and resources within the
context of a chosen diagnosis.

○ This is where you are selecting the specific resources to help
address the diagnosis you selected for the first assessment.

● Identify the Evidence-Based Practice model and explain the importance of
incorporating credible evidence into the EBP model used to address a
chosen diagnosis. Review the literature below and choose the appropriate
model for your diagnosis.

○ Selecting a model for evidence-based practice changes. [PDF]
and Evidence-Based Practice Models help explain the various
evidence-based nursing models.

● Communicate using writing that is clear, logical, and professional with
correct grammar and spelling using current APA style.

● Number of references: Cite 3-5 sources of scholarly or professional evidence that
support your findings and considerations. Resources should be no more than five
years old.

● APA formatting: References and citations are formatted according to current APA
style.

scoring guide criteria:

● Competency 2: Analyze the relevance and potential effectiveness of
evidence when making a decision.

○ Explain criteria that should be considered when determining
credibility of resources such as journal articles and websites.

○ Analyze the credibility and relevance of evidence and
resources within the context of a quality or safety issue, or a
chosen diagnosis.

● Competency 3: Apply an evidence-based practice model to address a
practice issue.

○ Identify an evidence-based practice model (such as Iowa,
Stetler, John Hopkins, etc.) and explain the importance of

[https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf](https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf)

[https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1](https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1)

incorporating credible evidence into an EBP model used to
address a quality or safety issue, or a chosen diagnosis/health
care issue.

● Competency 4: Plan care based on the best available evidence.
○ Describe a quality or safety issue, or a chosen diagnosis, that

could benefit from an evidence-based approach.
● Competency 5: Apply professional, scholarly communication strategies to

lead practice changes based on evidence.
○ Organize content so ideas flow logically with smooth

transitions; contains few errors in grammar/punctuation, word
choice, and spelling.

○ Apply APA formatting to in-text citations and references
exhibiting nearly flawless adherence to APA format.

**selectamodel.pdf**

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

**## Instruction-a2.pdf**

Develop a 3 page scholarly paper in which you describe the diagnosis you researched
for the previous assessment, and then identify and analyze credible evidence that could
be used as the basis for applying EBP to the issue.

The goal of using evidence-based research findings is to enhance safety and quality of
patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a
nurse say, "why change it as we've always done it this way." However, this is no longer
acceptable in today's practice environment. The profession of nursing has evolved, and
the expectation is that the professional nurse has a scientific foundation to support the
care that is provided. As the profession of nursing continues to evolve and engage in
health care transformation, baccalaureate-prepared nurses are expanding taking on
leadership roles that include incorporating EBPs. To be able to do this, the nurse needs
to understand the criteria and makes a resource credible, as this is crucial when
deciding if the research is valid and reliable for implementation into health care settings.
The nurse will need to incorporate the use of evidence-based practice models. EBP
models are designed to assist the nurse in developing a plan to gather evidence to
answer a practice problem or question. It is a systematic approach to direct the user to
incorporate scholarly findings into current practice. These EBP models lead the nurse
through the decision-making process of evaluating the literature to determine the best
practice evidence for the practice issue or question.

It would be an excellent choice to complete the Vila Health Determining the Credibility of
Evidence activity prior to developing the report. The activity is a media simulation that
offers an opportunity to review a scenario and work on determining the credibility of
presented evidence. These skills will be necessary to complete Assessment 2
successfully. This media simulation is one potential source of context on which to base
your assessment submission. This will take just a few minutes of your time and is not
graded.

Instruction:
The purpose of this analysis is to better understand what constitutes credibility of journal
articles as well as websites. The role of the baccalaureate-prepared nurse in
incorporating evidence-based research continues to growth in clinical practice. As
quality improvement (QI) measures to reduce safety risks continue to be emphasized,
the need for evidence-based models and evidence-based templates is growing. This
type of systematic approach to incorporating evidence-based findings allows nurses to
make clinical and operational decisions based upon the best available evidence. When
the most up-to-date evidence-based findings are utilized, patient-centered care
improves outcomes and enhances the patient experience.

Below is a quick review table of several well-known Evidence-Based Practice Models
used to guide exploration:

Iowa Model of Evidence-Based Practice

Stetler Model

Ottawa Model

PARiHS (Promoting Action on Research Implementation in Health Services)
Model

ACE (Academic Center for Evidence-Based Practice) Star Model

ARCC (Advancing Research and Clinical Practice Through Close
Collaboration) Mode

John Hopkins Model

KTA (Knowledge-to-Action) Model

For this assessment:

● Explain the criteria that should be used when determining the credibility of
journal articles as well as websites.

● Support your explanations with references to the literature or research
articles that describe criteria that should be used to determine credibility.

○ Your identification and determination of credibility should be
done within the context of your chosen diagnosis for this
assessment. Your initial identification of resources should be of
resources that will best help address the presented diagnosis
you selected. Since you are locating resources to help provide
evidence-based care for the diagnosis/health care issue you
identified in the first assessment, you may want to begin your
literature and evidence search from the databases that were
identified.

Be sure to address the following in this assessment, which correspond to the grading
criteria in the scoring guide. Please study the scoring guide carefully so that you will
know what is needed for a distinguished score.

● Describe a chosen diagnosis that could benefit from an evidence-based
approach.

● Explain criteria that should be considered when determining credibility of
resources such as journal articles and websites.

● Analyze the credibility and relevance of evidence and resources within the
context of a chosen diagnosis.

○ This is where you are selecting the specific resources to help
address the diagnosis you selected for the first assessment.

● Identify the Evidence-Based Practice model and explain the importance of
incorporating credible evidence into the EBP model used to address a
chosen diagnosis. Review the literature below and choose the appropriate
model for your diagnosis.

○ Selecting a model for evidence-based practice changes. [PDF]
and Evidence-Based Practice Models help explain the various
evidence-based nursing models.

● Communicate using writing that is clear, logical, and professional with
correct grammar and spelling using current APA style.

● Number of references: Cite 3-5 sources of scholarly or professional evidence that
support your findings and considerations. Resources should be no more than five
years old.

● APA formatting: References and citations are formatted according to current APA
style.

scoring guide criteria:

● Competency 2: Analyze the relevance and potential effectiveness of
evidence when making a decision.

○ Explain criteria that should be considered when determining
credibility of resources such as journal articles and websites.

○ Analyze the credibility and relevance of evidence and
resources within the context of a quality or safety issue, or a
chosen diagnosis.

● Competency 3: Apply an evidence-based practice model to address a
practice issue.

○ Identify an evidence-based practice model (such as Iowa,
Stetler, John Hopkins, etc.) and explain the importance of

[https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf](https://www.kau.edu.sa/Files/0004020/Subjects/EBP%20Changes%20project.pdf)

[https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1](https://connect.springerpub.com/content/book/978-0-8261-2759-4/back-matter/bmatter1)

incorporating credible evidence into an EBP model used to
address a quality or safety issue, or a chosen diagnosis/health
care issue.

● Competency 4: Plan care based on the best available evidence.
○ Describe a quality or safety issue, or a chosen diagnosis, that

could benefit from an evidence-based approach.
● Competency 5: Apply professional, scholarly communication strategies to

lead practice changes based on evidence.
○ Organize content so ideas flow logically with smooth

transitions; contains few errors in grammar/punctuation, word
choice, and spelling.

○ Apply APA formatting to in-text citations and references
exhibiting nearly flawless adherence to APA format.

**selectamodel.pdf**

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

November 5, 2026
[Solved] SDOH AND SOCIAL CHANGE

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## WK8Discussion8114.docx **## WK8Discussion8114.docx** "A good intention, with a bad approach, often leads to a poor result." ―Thomas Edison ![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/sdoh…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## WK8Discussion8114.docx

**## WK8Discussion8114.docx**

"A good intention, with a bad approach, often leads to a poor result."

―Thomas Edison

![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/sdoh-and-social-change)

The U.S. Department of Health and Human Services (HHS) has identified five areas that impact one’s social determinants of health (SDOH), which include economic stability, education, social and community context, health and healthcare, and neighborhood and surrounding environment (ODPHP, 2020). And although the United States spends more money on healthcare than other highly industrialized countries, according to the National Academies of Sciences, Engineering, and Medicine (2021), it has some of the poorest health outcomes of other developed countries.

As nurses, we identify the inequities that affect our patients outside of medical care, such as lack of money to purchase needed medications, transportation, food insecurity, poor housing, and fear of safety in the neighborhood. Because of these factors, understanding the impact of the SDOH, in shaping one’s health, is critical to today’s nursing workforce.

As noted in the introductory quote from Thomas Edison, addressing SDOH and developing strategies with good intentions and a bad approach, to promote positive social change, may not help the patient, the community, nor the organization. Planning for change by using a translation model, instead, assists the organization and ensures that a variety of stakeholders have plan input, implementation time is decreased, and outcomes are clearly identified.

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/5647162)

To Prepare

· Review the Week 8 Learning Resources. Pay particular attention to Chapter 10 and Appendix A in the Dang, et al. text. Also, review the three exemplars provided in the White et al. text.

· Select an organization with which you are familiar that went through a practice change to address a practice or organization issue.
**Note:** You may reuse organizations and/or issues that you selected earlier in this course. Or you may select new ones.

· Consider how SDOH and positive social change relate to the issue you selected.

· Consider how the approaches used by the organization to address the practice or organization issue were decided upon and received, as well as if the outcome was satisfactory or not.

By Day 3 Of Week 8

**Post** the following:

· Identify the organization you selected. Describe the practice or organization issue you selected.

· Explain how SDOH relates to the issue you selected. Be specific and provide examples.

· Were SDOH addressed? If so, in what ways?

· Did positive social change occur? Why or why not?

· Using Appendix A from the Dang et al. text. Briefly describe the steps that were followed and/or missing in the organization’s approach to the practice or organization change.

· Were the outcomes positive or negative?

· If the outcome was less than satisfactory, what could have been done differently to achieve a better outcome? Be specific and provide examples.

· If the outcome was satisfactory, what key actions were taken that led to this positive outcome? Be specific and provide examples.

· How was the change measured, if at all? In what ways were the outcomes evaluated? Be specific and provide examples.

**Note:** Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.

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

## image1.jpeg

**## WK8Discussion8114.docx**

"A good intention, with a bad approach, often leads to a poor result."

―Thomas Edison

![A network of red threads Description automatically generated with medium confidence](https://www.sweetstudy.com/questions/sdoh-and-social-change)

The U.S. Department of Health and Human Services (HHS) has identified five areas that impact one’s social determinants of health (SDOH), which include economic stability, education, social and community context, health and healthcare, and neighborhood and surrounding environment (ODPHP, 2020). And although the United States spends more money on healthcare than other highly industrialized countries, according to the National Academies of Sciences, Engineering, and Medicine (2021), it has some of the poorest health outcomes of other developed countries.

As nurses, we identify the inequities that affect our patients outside of medical care, such as lack of money to purchase needed medications, transportation, food insecurity, poor housing, and fear of safety in the neighborhood. Because of these factors, understanding the impact of the SDOH, in shaping one’s health, is critical to today’s nursing workforce.

As noted in the introductory quote from Thomas Edison, addressing SDOH and developing strategies with good intentions and a bad approach, to promote positive social change, may not help the patient, the community, nor the organization. Planning for change by using a translation model, instead, assists the organization and ensures that a variety of stakeholders have plan input, implementation time is decreased, and outcomes are clearly identified.

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/5647162)

To Prepare

· Review the Week 8 Learning Resources. Pay particular attention to Chapter 10 and Appendix A in the Dang, et al. text. Also, review the three exemplars provided in the White et al. text.

· Select an organization with which you are familiar that went through a practice change to address a practice or organization issue.
**Note:** You may reuse organizations and/or issues that you selected earlier in this course. Or you may select new ones.

· Consider how SDOH and positive social change relate to the issue you selected.

· Consider how the approaches used by the organization to address the practice or organization issue were decided upon and received, as well as if the outcome was satisfactory or not.

By Day 3 Of Week 8

**Post** the following:

· Identify the organization you selected. Describe the practice or organization issue you selected.

· Explain how SDOH relates to the issue you selected. Be specific and provide examples.

· Were SDOH addressed? If so, in what ways?

· Did positive social change occur? Why or why not?

· Using Appendix A from the Dang et al. text. Briefly describe the steps that were followed and/or missing in the organization’s approach to the practice or organization change.

· Were the outcomes positive or negative?

· If the outcome was less than satisfactory, what could have been done differently to achieve a better outcome? Be specific and provide examples.

· If the outcome was satisfactory, what key actions were taken that led to this positive outcome? Be specific and provide examples.

· How was the change measured, if at all? In what ways were the outcomes evaluated? Be specific and provide examples.

**Note:** Your posts should be substantial (500 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful post but cannot stand alone as the entire post.

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

## image1.jpeg

November 5, 2026
[Solved] Ro week 2 assignmnt

✓ Verified Academic Solution Available

Executive Solution Overview

Ro week 2 assignment – 2 years ago **files (1)** – ## NU621Unit2AnemiaAssignment1.pdf **## NU621Unit2AnemiaAssignment1.pdf** Anemia Classification Instructions: For each of the scenarios below, identify the following: 1. Type of anemia a. Folate Deficiency b. Anemia of Inflammation c. Iron Deficien…

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Assignment Prompt & Instructions

Ro week 2 assignment

– 2 years ago

**files (1)**

– ## NU621Unit2AnemiaAssignment1.pdf

**## NU621Unit2AnemiaAssignment1.pdf**

Anemia Classification

Instructions:

For each of the scenarios below, identify the following:

1. Type of anemia
a. Folate Deficiency
b. Anemia of Inflammation
c. Iron Deficiency Anemia
d. Vitamin B12 Deficiency
e. Thalassemia

2. Classification of anemia
a. Microcytic-hypochromic
b. Macrocytic-normochromic
c. Normocytic-normochromic

3. After identifying the type and class, describe the pathophysiology of each of the
anemias.

Use the following normal CBC ranges

WBC 4500-11,000/mm³

RBC Male: 4.3-5.9 million/mm³
Female: 3.5-5.5 million/mm³

Hemoglobin Male: 13.5-17.5 g/dL
Female: 12.0-16.0 g/dL

Hematocrit Male: 41%-53%
Female: 36%-46%

Mean corpuscular volume 80-100 µ³

Mean corpuscular hemoglobin concentration 32-36 g/dL

Serum iron Males: 50-150 mcg/dL
Females: 35-145 mcg/dL

Ferritin Males: 30-400 ng/mL
Females: 13-150 ng/mL

Total iron-binding capacity 240-450 mcg/dL

Transferrin saturation Males: 20-50%
Females: 15-50%

Reticulocyte count 0.5-2.17%

Vitamin B12 160-950 pg/mL

Folate 2.7-17.0 ng/mL

Scenario 1

• Hemoglobin (Hgb): 9.5 g/dL
• Hematocrit (Hct): 28%
• Mean Corpuscular Volume (MCV): 68 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 27 g/dL
• Serum Iron: 25 mcg/dL
• Ferritin: 10 ng/mL
• Total Iron-Binding Capacity (TIBC): 470 mcg/dL
• Transferrin Saturation: 5%
• Reticulocyte Count: 1%

Scenario 2

• Hemoglobin (Hgb): 8.9 g/dL
• Hematocrit (Hct): 26%
• Mean Corpuscular Volume (MCV): 115 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
• Serum Vitamin B12: 120 pg/mL
• Folate: 6 ng/mL
• Reticulocyte Count: 0.3%

Scenario 3

• Hemoglobin (Hgb): 9.1 g/dL
• Hematocrit (Hct): 27%
• Mean Corpuscular Volume (MCV): 112 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 31 g/dL
• Serum Folate: 1.8 ng/mL
• Vitamin B12: 380 pg/mL
• Reticulocyte Count: 1.2%

Scenario 4

• Hemoglobin (Hgb): 10.5 g/dL
• Hematocrit (Hct): 32%
• Mean Corpuscular Volume (MCV): 80 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
• Serum Iron: 30 mcg/dL
• Ferritin: 500 ng/mL
• Total Iron-Binding Capacity (TIBC): 220 mcg/dL
• Transferrin Saturation: 12%
• Reticulocyte Count: 1%

Scenario 5

• Hemoglobin (Hgb): 10.0 g/dL
• Hematocrit (Hct): 30%
• Mean Corpuscular Volume (MCV): 65 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 28 g/dL
• Serum Iron: 80 mcg/dL
• Ferritin: 150 ng/mL
• Total Iron-Binding Capacity (TIBC): 300 mcg/dL
• Transferrin Saturation: 27%

**## NU621Unit2AnemiaAssignment1.pdf**

Anemia Classification

Instructions:

For each of the scenarios below, identify the following:

1. Type of anemia
a. Folate Deficiency
b. Anemia of Inflammation
c. Iron Deficiency Anemia
d. Vitamin B12 Deficiency
e. Thalassemia

2. Classification of anemia
a. Microcytic-hypochromic
b. Macrocytic-normochromic
c. Normocytic-normochromic

3. After identifying the type and class, describe the pathophysiology of each of the
anemias.

Use the following normal CBC ranges

WBC 4500-11,000/mm³

RBC Male: 4.3-5.9 million/mm³
Female: 3.5-5.5 million/mm³

Hemoglobin Male: 13.5-17.5 g/dL
Female: 12.0-16.0 g/dL

Hematocrit Male: 41%-53%
Female: 36%-46%

Mean corpuscular volume 80-100 µ³

Mean corpuscular hemoglobin concentration 32-36 g/dL

Serum iron Males: 50-150 mcg/dL
Females: 35-145 mcg/dL

Ferritin Males: 30-400 ng/mL
Females: 13-150 ng/mL

Total iron-binding capacity 240-450 mcg/dL

Transferrin saturation Males: 20-50%
Females: 15-50%

Reticulocyte count 0.5-2.17%

Vitamin B12 160-950 pg/mL

Folate 2.7-17.0 ng/mL

Scenario 1

• Hemoglobin (Hgb): 9.5 g/dL
• Hematocrit (Hct): 28%
• Mean Corpuscular Volume (MCV): 68 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 27 g/dL
• Serum Iron: 25 mcg/dL
• Ferritin: 10 ng/mL
• Total Iron-Binding Capacity (TIBC): 470 mcg/dL
• Transferrin Saturation: 5%
• Reticulocyte Count: 1%

Scenario 2

• Hemoglobin (Hgb): 8.9 g/dL
• Hematocrit (Hct): 26%
• Mean Corpuscular Volume (MCV): 115 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
• Serum Vitamin B12: 120 pg/mL
• Folate: 6 ng/mL
• Reticulocyte Count: 0.3%

Scenario 3

• Hemoglobin (Hgb): 9.1 g/dL
• Hematocrit (Hct): 27%
• Mean Corpuscular Volume (MCV): 112 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 31 g/dL
• Serum Folate: 1.8 ng/mL
• Vitamin B12: 380 pg/mL
• Reticulocyte Count: 1.2%

Scenario 4

• Hemoglobin (Hgb): 10.5 g/dL
• Hematocrit (Hct): 32%
• Mean Corpuscular Volume (MCV): 80 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
• Serum Iron: 30 mcg/dL
• Ferritin: 500 ng/mL
• Total Iron-Binding Capacity (TIBC): 220 mcg/dL
• Transferrin Saturation: 12%
• Reticulocyte Count: 1%

Scenario 5

• Hemoglobin (Hgb): 10.0 g/dL
• Hematocrit (Hct): 30%
• Mean Corpuscular Volume (MCV): 65 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 28 g/dL
• Serum Iron: 80 mcg/dL
• Ferritin: 150 ng/mL
• Total Iron-Binding Capacity (TIBC): 300 mcg/dL
• Transferrin Saturation: 27%

November 5, 2026
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– [\ \ Screenshot6.png](https://www.sweetstudy.com/files/screenshot6-png-10154055 "Screenshot6.png") – 2 years ago

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– [\
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– 2 years ago

November 5, 2026
[Solved] Nursing Mi week 2 assignment see attached

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MI week 2 assignment see attached – 2 years ago **files (1)** – ## NU621Unit2AnemiaAssignment1.pdf **## NU621Unit2AnemiaAssignment1.pdf** Anemia Classification Instructions: For each of the scenarios below, identify the following: 1. Type of anemia a. Folate Deficiency b. Anemia of Inflammation c. …

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MI week 2 assignment see attached

– 2 years ago

**files (1)**

– ## NU621Unit2AnemiaAssignment1.pdf

**## NU621Unit2AnemiaAssignment1.pdf**

Anemia Classification

Instructions:

For each of the scenarios below, identify the following:

1. Type of anemia
a. Folate Deficiency
b. Anemia of Inflammation
c. Iron Deficiency Anemia
d. Vitamin B12 Deficiency
e. Thalassemia

2. Classification of anemia
a. Microcytic-hypochromic
b. Macrocytic-normochromic
c. Normocytic-normochromic

3. After identifying the type and class, describe the pathophysiology of each of the
anemias.

Use the following normal CBC ranges

WBC 4500-11,000/mm³

RBC Male: 4.3-5.9 million/mm³
Female: 3.5-5.5 million/mm³

Hemoglobin Male: 13.5-17.5 g/dL
Female: 12.0-16.0 g/dL

Hematocrit Male: 41%-53%
Female: 36%-46%

Mean corpuscular volume 80-100 µ³

Mean corpuscular hemoglobin concentration 32-36 g/dL

Serum iron Males: 50-150 mcg/dL
Females: 35-145 mcg/dL

Ferritin Males: 30-400 ng/mL
Females: 13-150 ng/mL

Total iron-binding capacity 240-450 mcg/dL

Transferrin saturation Males: 20-50%
Females: 15-50%

Reticulocyte count 0.5-2.17%

Vitamin B12 160-950 pg/mL

Folate 2.7-17.0 ng/mL

Scenario 1

• Hemoglobin (Hgb): 9.5 g/dL
• Hematocrit (Hct): 28%
• Mean Corpuscular Volume (MCV): 68 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 27 g/dL
• Serum Iron: 25 mcg/dL
• Ferritin: 10 ng/mL
• Total Iron-Binding Capacity (TIBC): 470 mcg/dL
• Transferrin Saturation: 5%
• Reticulocyte Count: 1%

Scenario 2

• Hemoglobin (Hgb): 8.9 g/dL
• Hematocrit (Hct): 26%
• Mean Corpuscular Volume (MCV): 115 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
• Serum Vitamin B12: 120 pg/mL
• Folate: 6 ng/mL
• Reticulocyte Count: 0.3%

Scenario 3

• Hemoglobin (Hgb): 9.1 g/dL
• Hematocrit (Hct): 27%
• Mean Corpuscular Volume (MCV): 112 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 31 g/dL
• Serum Folate: 1.8 ng/mL
• Vitamin B12: 380 pg/mL
• Reticulocyte Count: 1.2%

Scenario 4

• Hemoglobin (Hgb): 10.5 g/dL
• Hematocrit (Hct): 32%
• Mean Corpuscular Volume (MCV): 80 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
• Serum Iron: 30 mcg/dL
• Ferritin: 500 ng/mL
• Total Iron-Binding Capacity (TIBC): 220 mcg/dL
• Transferrin Saturation: 12%
• Reticulocyte Count: 1%

Scenario 5

• Hemoglobin (Hgb): 10.0 g/dL
• Hematocrit (Hct): 30%
• Mean Corpuscular Volume (MCV): 65 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 28 g/dL
• Serum Iron: 80 mcg/dL
• Ferritin: 150 ng/mL
• Total Iron-Binding Capacity (TIBC): 300 mcg/dL
• Transferrin Saturation: 27%

**## NU621Unit2AnemiaAssignment1.pdf**

Anemia Classification

Instructions:

For each of the scenarios below, identify the following:

1. Type of anemia
a. Folate Deficiency
b. Anemia of Inflammation
c. Iron Deficiency Anemia
d. Vitamin B12 Deficiency
e. Thalassemia

2. Classification of anemia
a. Microcytic-hypochromic
b. Macrocytic-normochromic
c. Normocytic-normochromic

3. After identifying the type and class, describe the pathophysiology of each of the
anemias.

Use the following normal CBC ranges

WBC 4500-11,000/mm³

RBC Male: 4.3-5.9 million/mm³
Female: 3.5-5.5 million/mm³

Hemoglobin Male: 13.5-17.5 g/dL
Female: 12.0-16.0 g/dL

Hematocrit Male: 41%-53%
Female: 36%-46%

Mean corpuscular volume 80-100 µ³

Mean corpuscular hemoglobin concentration 32-36 g/dL

Serum iron Males: 50-150 mcg/dL
Females: 35-145 mcg/dL

Ferritin Males: 30-400 ng/mL
Females: 13-150 ng/mL

Total iron-binding capacity 240-450 mcg/dL

Transferrin saturation Males: 20-50%
Females: 15-50%

Reticulocyte count 0.5-2.17%

Vitamin B12 160-950 pg/mL

Folate 2.7-17.0 ng/mL

Scenario 1

• Hemoglobin (Hgb): 9.5 g/dL
• Hematocrit (Hct): 28%
• Mean Corpuscular Volume (MCV): 68 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 27 g/dL
• Serum Iron: 25 mcg/dL
• Ferritin: 10 ng/mL
• Total Iron-Binding Capacity (TIBC): 470 mcg/dL
• Transferrin Saturation: 5%
• Reticulocyte Count: 1%

Scenario 2

• Hemoglobin (Hgb): 8.9 g/dL
• Hematocrit (Hct): 26%
• Mean Corpuscular Volume (MCV): 115 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
• Serum Vitamin B12: 120 pg/mL
• Folate: 6 ng/mL
• Reticulocyte Count: 0.3%

Scenario 3

• Hemoglobin (Hgb): 9.1 g/dL
• Hematocrit (Hct): 27%
• Mean Corpuscular Volume (MCV): 112 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 31 g/dL
• Serum Folate: 1.8 ng/mL
• Vitamin B12: 380 pg/mL
• Reticulocyte Count: 1.2%

Scenario 4

• Hemoglobin (Hgb): 10.5 g/dL
• Hematocrit (Hct): 32%
• Mean Corpuscular Volume (MCV): 80 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 34 g/dL
• Serum Iron: 30 mcg/dL
• Ferritin: 500 ng/mL
• Total Iron-Binding Capacity (TIBC): 220 mcg/dL
• Transferrin Saturation: 12%
• Reticulocyte Count: 1%

Scenario 5

• Hemoglobin (Hgb): 10.0 g/dL
• Hematocrit (Hct): 30%
• Mean Corpuscular Volume (MCV): 65 fL
• Mean Corpuscular Hemoglobin Concentration (MCHC): 28 g/dL
• Serum Iron: 80 mcg/dL
• Ferritin: 150 ng/mL
• Total Iron-Binding Capacity (TIBC): 300 mcg/dL
• Transferrin Saturation: 27%

November 5, 2026
[Solved] WK 8 RESPO 2

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[Solved] WK 8 RES

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– 2 years ago **files (1)** – ## WK8RESPHEALTH1.docx **## WK8RESPHEALTH1.docx** NATIONAL AND GLOBAL NURSING PROFESSION ISSUES ![A room with a red carpeted floor and a podium Description automatically generated](https://www.sweetstudy.com/questions/wk-8-res) What issues are affecting healthcare? How …

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**files (1)**

– ## WK8RESPHEALTH1.docx

**## WK8RESPHEALTH1.docx**

NATIONAL AND GLOBAL NURSING PROFESSION ISSUES

![A room with a red carpeted floor and a podium Description automatically generated](https://www.sweetstudy.com/questions/wk-8-res)

What issues are affecting healthcare? How do these issues affect you, your practice, and/or your organization? How do these issues affect your patients?

Throughout this course you have identified and supported an advocacy priority, focusing specifically on how best to move the agenda forward. Now is your opportunity to explore a specific issue affecting the nursing profession in the United States and a global health issues.. Nurses hold a front row seat to what is happening in healthcare. Nurses can see what is working and what is not working in the field on a daily basis. While it can be easy to focus specifically on our own practice and organization, healthcare is a global practice. And considering the impact of global initiatives, policy issues affecting nurses on a global scale can help us to better understand, remedy, connect, and even prepare for current or potential national issues.

For this Discussion, consider what you have learned thus far about the political and social determinants of health and healthcare policy and advocacy. Identify a nursing issue that many impact you. What can be done about this issue? Who is impacted by this issue? How might policy remedy this issue?

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)

[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

To Prepare:

· Review resources about nursing profession issues in the United States. Look specifically at the NLN and ANA website resources.

· Review the global issues explored by the International Council of Nurses.

· Consider a nursing issue that may impact you.

· Consider what might be done about this issue.

By Day 3 of Week 8

**Select** a nursing profession issue happening in the United States or a global health issue.

**Post** a response detailing the following:

· Provide a clear and detailed description of the nursing profession issue.

· Explain how you might be impacted by this issue.

· Explore how this issue might be addressed and/or remedied through policy.

By Day 6 of Week 8

**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 THE DISCUSSION POST

**Keli Nata**

**National and Global Nursing Profession Issues**

The nursing profession is confronting a significant crisis in the form of staffing shortages and retention challenges, which have profound implications for healthcare delivery and patient outcomes. The International Council of Nurses (ICN) has declared this issue a global health emergency, recognizing its severe impact on healthcare systems worldwide. In the United States, emergency departments have been particularly affected by these challenges, which have been exacerbated by the COVID-19 pandemic. This discussion examines the nursing shortage crisis, its effects on my role as an emergency room nurse in Florida, its impact on patient care, and potential policy solutions to address the problem.

**Description of the Nursing Profession Issue**

Nursing shortages and retention challenges stem from a variety of factors, including increasing workloads, insufficient compensation, workplace violence, and limited professional development opportunities. These challenges are particularly pronounced in emergency departments, where unpredictable patient volumes and high-acuity cases contribute to heightened stress levels. Emergency departments are struggling to maintain safe staffing levels, which results in increased burnout and turnover rates among nurses (Hodgson et al., 2024). Emergency department nurses frequently leave their roles due to inadequate organizational support, emotional exhaustion, and physical demands (McIntyre et al., 2024).

Globally, the reliance on international nurse recruitment further complicates the issue. While cross-border mobility provides opportunities for individual nurses, it often depletes healthcare resources in low-income countries. The need for equitable international recruitment practices to prevent workforce imbalances and protect healthcare systems in source countries has been emphasized (International Council of Nurses, 2022).

**Impact of the Issue on My Role**

As an emergency room nurse in Florida, I experience firsthand the consequences of nursing shortages and retention issues. High patient-to-nurse ratios lead to increased workloads and reduced time for individualized patient care. This environment significantly heightens stress levels and the risk of burnout, which jeopardizes both nurse's well-being and their ability to provide high-quality care. In emergency settings, delays in care caused by understaffing can have life-threatening consequences for patients. Additionally, the lack of adequate staffing resources strains teamwork and collaboration, further compounding the challenges faced by emergency department nurses.

The persistent demands of working in an understaffed emergency department also take a toll on mental health. Without sufficient organizational support, many nurses face difficulty managing the emotional and physical challenges of the job. Effective institutional policies are essential to support nurses in high-pressure environments, ensuring their well-being and retention (Porche, 2023).

**Impact of the Issue on Patients**

Nursing shortages profoundly affect patient outcomes. Longer wait times, reduced access to care, and compromised safety are direct consequences of inadequate staffing. In emergency departments, these delays can result in missed diagnoses, preventable complications, and increased mortality rates. Patients in high-stress situations also require emotional support, which is often unavailable due to the high demands on overworked nurses. Holistic care, including emotional and psychological support, is often sacrificed in understaffed environments, diminishing the overall quality of patient care (McIntyre et al., 2024).

The global nursing crisis contributes to health inequities. Low-income communities, which are disproportionately affected by nursing shortages, experience reduced access to essential healthcare services, further exacerbating disparities in health outcomes (International Council of Nurses, 2022).

**Policy Solutions to Address Nursing Shortages**

To address the crisis of nursing shortages and retention, several policy interventions are needed at both the national and global levels. Workforce development policies should prioritize increasing the supply of nurses by expanding educational opportunities. Scholarships, loan forgiveness programs, and other financial incentives can attract more individuals to the profession. Collaboration between healthcare organizations and educational institutions is critical to addressing faculty shortages and ensuring adequate training opportunities for future nurses (Porche, 2023).

Retention-focused policies are equally critical. Establishing safe staffing ratios through state or federal mandates can reduce workloads and improve job satisfaction. Providing competitive compensation, addressing workplace violence, and offering mental health resources can foster a supportive work environment. Organizational policies that prioritize nurse safety and well-being, particularly in emergency departments, are essential (Hodgson et al., 2024).

At the global level, strengthening the World Health Organization’s voluntary code on international nurse migration can help balance workforce mobility with the need to protect source countries’ healthcare systems. High-income nations must also prioritize building self-sufficient nursing workforces to reduce reliance on international recruitment, which often exacerbates shortages in lower-income countries (International Council of Nurses, 2022).

Emergency preparedness policies are essential for protecting nurses during public health crises. Including nurses in governance and planning for emergency responses can enhance workforce resilience and improve outcomes during future health emergencies (Dawes, 2020).

**Conclusion**

Nursing shortages and retention challenges are multifaceted issues with far-reaching consequences for healthcare delivery, patient outcomes, and nurse well-being. As an emergency room nurse in Florida, I witness the daily strain these challenges place on both staff and patients. Addressing these issues requires a comprehensive approach involving workforce development, retention strategies, global collaboration, and emergency preparedness policies. By prioritizing the well-being of nurses and the safety of patients, policymakers and healthcare organizations can create a sustainable nursing workforce capable of meeting the demands of modern healthcare systems.

**References**

American Nurses Association. (n.d.). Nurses serving in Congress. Retrieved from
[https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/Links to an external site.](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.

Hodgson, N. R., Kwun, R., Gorbatkin, C., Davies, J., & Fisher, J. (2024). Emergency department responses to nursing shortages.
_International Journal of Emergency Medicine, 17_(1), 51. https://doi.org/10.1186/s12245-024-00628-y

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

McIntyre, N., Crilly, J., & Elder, E. (2024). Factors that contribute to turnover and retention amongst emergency department nurses: A scoping review.
_Journal of Emergency Nursing._

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

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

**Reply**

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**## WK8RESPHEALTH1.docx**

NATIONAL AND GLOBAL NURSING PROFESSION ISSUES

![A room with a red carpeted floor and a podium Description automatically generated](https://www.sweetstudy.com/questions/wk-8-res)

What issues are affecting healthcare? How do these issues affect you, your practice, and/or your organization? How do these issues affect your patients?

Throughout this course you have identified and supported an advocacy priority, focusing specifically on how best to move the agenda forward. Now is your opportunity to explore a specific issue affecting the nursing profession in the United States and a global health issues.. Nurses hold a front row seat to what is happening in healthcare. Nurses can see what is working and what is not working in the field on a daily basis. While it can be easy to focus specifically on our own practice and organization, healthcare is a global practice. And considering the impact of global initiatives, policy issues affecting nurses on a global scale can help us to better understand, remedy, connect, and even prepare for current or potential national issues.

For this Discussion, consider what you have learned thus far about the political and social determinants of health and healthcare policy and advocacy. Identify a nursing issue that many impact you. What can be done about this issue? Who is impacted by this issue? How might policy remedy this issue?

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)

[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

To Prepare:

· Review resources about nursing profession issues in the United States. Look specifically at the NLN and ANA website resources.

· Review the global issues explored by the International Council of Nurses.

· Consider a nursing issue that may impact you.

· Consider what might be done about this issue.

By Day 3 of Week 8

**Select** a nursing profession issue happening in the United States or a global health issue.

**Post** a response detailing the following:

· Provide a clear and detailed description of the nursing profession issue.

· Explain how you might be impacted by this issue.

· Explore how this issue might be addressed and/or remedied through policy.

By Day 6 of Week 8

**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 THE DISCUSSION POST

**Keli Nata**

**National and Global Nursing Profession Issues**

The nursing profession is confronting a significant crisis in the form of staffing shortages and retention challenges, which have profound implications for healthcare delivery and patient outcomes. The International Council of Nurses (ICN) has declared this issue a global health emergency, recognizing its severe impact on healthcare systems worldwide. In the United States, emergency departments have been particularly affected by these challenges, which have been exacerbated by the COVID-19 pandemic. This discussion examines the nursing shortage crisis, its effects on my role as an emergency room nurse in Florida, its impact on patient care, and potential policy solutions to address the problem.

**Description of the Nursing Profession Issue**

Nursing shortages and retention challenges stem from a variety of factors, including increasing workloads, insufficient compensation, workplace violence, and limited professional development opportunities. These challenges are particularly pronounced in emergency departments, where unpredictable patient volumes and high-acuity cases contribute to heightened stress levels. Emergency departments are struggling to maintain safe staffing levels, which results in increased burnout and turnover rates among nurses (Hodgson et al., 2024). Emergency department nurses frequently leave their roles due to inadequate organizational support, emotional exhaustion, and physical demands (McIntyre et al., 2024).

Globally, the reliance on international nurse recruitment further complicates the issue. While cross-border mobility provides opportunities for individual nurses, it often depletes healthcare resources in low-income countries. The need for equitable international recruitment practices to prevent workforce imbalances and protect healthcare systems in source countries has been emphasized (International Council of Nurses, 2022).

**Impact of the Issue on My Role**

As an emergency room nurse in Florida, I experience firsthand the consequences of nursing shortages and retention issues. High patient-to-nurse ratios lead to increased workloads and reduced time for individualized patient care. This environment significantly heightens stress levels and the risk of burnout, which jeopardizes both nurse's well-being and their ability to provide high-quality care. In emergency settings, delays in care caused by understaffing can have life-threatening consequences for patients. Additionally, the lack of adequate staffing resources strains teamwork and collaboration, further compounding the challenges faced by emergency department nurses.

The persistent demands of working in an understaffed emergency department also take a toll on mental health. Without sufficient organizational support, many nurses face difficulty managing the emotional and physical challenges of the job. Effective institutional policies are essential to support nurses in high-pressure environments, ensuring their well-being and retention (Porche, 2023).

**Impact of the Issue on Patients**

Nursing shortages profoundly affect patient outcomes. Longer wait times, reduced access to care, and compromised safety are direct consequences of inadequate staffing. In emergency departments, these delays can result in missed diagnoses, preventable complications, and increased mortality rates. Patients in high-stress situations also require emotional support, which is often unavailable due to the high demands on overworked nurses. Holistic care, including emotional and psychological support, is often sacrificed in understaffed environments, diminishing the overall quality of patient care (McIntyre et al., 2024).

The global nursing crisis contributes to health inequities. Low-income communities, which are disproportionately affected by nursing shortages, experience reduced access to essential healthcare services, further exacerbating disparities in health outcomes (International Council of Nurses, 2022).

**Policy Solutions to Address Nursing Shortages**

To address the crisis of nursing shortages and retention, several policy interventions are needed at both the national and global levels. Workforce development policies should prioritize increasing the supply of nurses by expanding educational opportunities. Scholarships, loan forgiveness programs, and other financial incentives can attract more individuals to the profession. Collaboration between healthcare organizations and educational institutions is critical to addressing faculty shortages and ensuring adequate training opportunities for future nurses (Porche, 2023).

Retention-focused policies are equally critical. Establishing safe staffing ratios through state or federal mandates can reduce workloads and improve job satisfaction. Providing competitive compensation, addressing workplace violence, and offering mental health resources can foster a supportive work environment. Organizational policies that prioritize nurse safety and well-being, particularly in emergency departments, are essential (Hodgson et al., 2024).

At the global level, strengthening the World Health Organization’s voluntary code on international nurse migration can help balance workforce mobility with the need to protect source countries’ healthcare systems. High-income nations must also prioritize building self-sufficient nursing workforces to reduce reliance on international recruitment, which often exacerbates shortages in lower-income countries (International Council of Nurses, 2022).

Emergency preparedness policies are essential for protecting nurses during public health crises. Including nurses in governance and planning for emergency responses can enhance workforce resilience and improve outcomes during future health emergencies (Dawes, 2020).

**Conclusion**

Nursing shortages and retention challenges are multifaceted issues with far-reaching consequences for healthcare delivery, patient outcomes, and nurse well-being. As an emergency room nurse in Florida, I witness the daily strain these challenges place on both staff and patients. Addressing these issues requires a comprehensive approach involving workforce development, retention strategies, global collaboration, and emergency preparedness policies. By prioritizing the well-being of nurses and the safety of patients, policymakers and healthcare organizations can create a sustainable nursing workforce capable of meeting the demands of modern healthcare systems.

**References**

American Nurses Association. (n.d.). Nurses serving in Congress. Retrieved from
[https://www.nursingworld.org/practice-policy/advocacy/federal/nurses-serving-in-congress/Links to an external site.](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.

Hodgson, N. R., Kwun, R., Gorbatkin, C., Davies, J., & Fisher, J. (2024). Emergency department responses to nursing shortages.
_International Journal of Emergency Medicine, 17_(1), 51. https://doi.org/10.1186/s12245-024-00628-y

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

McIntyre, N., Crilly, J., & Elder, E. (2024). Factors that contribute to turnover and retention amongst emergency department nurses: A scoping review.
_Journal of Emergency Nursing._

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

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

**Reply**

## image1.jpeg

November 5, 2026
[Solved] Week 2 Picot format.

✓ Verified Academic Solution Available

Executive Solution Overview

While many different models for evidence-based practice (EBP) exist, a core methodology is shared within each. Central to EBP models is the review of scholarly sources to appraise the quality of evidence available regarding an identified practice issue or intervention. To guide the process, the deve…

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Assignment Prompt & Instructions

While many different models for evidence-based practice (EBP) exist, a core methodology is shared within each. Central to EBP models is the review of scholarly sources to appraise the quality of evidence available regarding an identified practice issue or intervention. To guide the process, the development of a PICOT statement is often the first step.

A PICOT statement includes a brief description of the problem and population impacted, intervention, comparison, outcome, and anticipated timeframe to better understand the issue. This step provides clarity and direction as the critique of evidence from scholarly literature is initiated. The PICOT statement will be used in future assignments in this course.

**General instructions**

1. Download the [Week 2 PICOT Worksheet TemplateLinks to an external site.](https://cdn.brandfolder.io/74235FBJ/at/mgxp5z5z7wnj6bqp7tjr8p2f/NR585NP_Phase_6_Week_2_PICOT_Worksheet_Template_09_24.docx) to complete this assignment. Use of this template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name.
2. Complete the PICOT Worksheet Template using the scenario provided in the Week 1 announcements.
3. Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing.
4. Use APA in-text citations and complete references to support your writing.
5. Abide by Chamberlain University's academic integrity policy.

**Include the following sections (detailed criteria listed below and in the grading rubric)**.

1. **Practice Problem**
1. Using the practice problem identified in the Week 1 discussion, summarize your practice problem in 2-3 sentences.
2. Explain why the issue/concern is important to nurse practitioner practice.
3. Provide an in-text citation from one scholarly source to support your writing.
2. **PICOT Elements**: Discuss each of the following PICOT elements in one or two sentences.

1. **P-Population**:

1. What is the nursing practice concern or problem and whom does it affect? Be specific and narrow down your population. The population should be client-focused.
2. **I–Intervention**:

1. What evidence-based solution for the problem would you like to apply?
2. Provide an in-text citation from one scholarly source to support your writing.
3. **C–Comparison**:

1. What is another solution to the problem? This is typically the current practice, an alternative solution, or no intervention.
4. **O–Outcome**:

1. How will you know the intervention worked?
2. How will you measure the outcome?
3. The outcome must be measurable from a baseline.
5. **T–Timeframe**:

1. What is the timeframe or the target completion date?
3. **PICOT Question**: Write a PICOT question using standard formatting: In _____ (P), how does _____ (I) compared to _____ (C) affect _____ (O) within _____ (T)?

1. Use the standard PICOT format and label each element.
1. P-Population
2. I-Intervention
3. C-Comparison
4. O-Outcome
5. T-Timeframe
4. **Keywords**: Identify keywords for each element of the PICOT question that could be used to support a literature search. Use Appendix B from Melnyk & Fineout-Overholt (2023) for guidance.

1. P =
2. I =
3. C =
4. O =
5. T =

## Rubric

**NR585NP_W2_ PICOT Question Worksheet Rubric** NR585NP_W2_ PICOT Question Worksheet RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomePractice Problem3 Required Criteria

1. Using the practice problem identified in the Week 1 discussion, summarize your practice problem in 2-3 sentences.

2. Explain why the issue/concern is important to nurse practitioner practice.

3. Provide an in-text citation from one scholarly source to support your writing. **10** **ptsExcellentAll requirements met.8** **ptsSatisfactory2 requirements met.5** **ptsNeeds Improvement1 requirement met.0** **ptsUnsatisfactoryNo requirements met.** 10 pts

This criterion is linked to a Learning OutcomePICOT Elements5 Required Criteria

Discuss each of the following PICOT elements in one or two sentences:

1. P-Population and Problem: What is the nursing practice concern or problem and whom does it affect? Be specific and narrow down your population. The population should be client-focused. Provide an in-text citation from one scholarly source to support your writing.

2. I–Intervention: What evidence-based solution for the problem would you like to apply? Provide an in-text citation from one scholarly source to support your writing.

3. C–Comparison: What is another solution to the problem? This is typically the current practice, an alternative solution, or no intervention.

4. O–Outcome: How will you know the intervention worked? How will you measure the outcome? The outcome must be measurable from a baseline.

5. T–Timeframe: What is the timeframe or the target completion date? **35** **ptsExcellentAll requirements met.32** **ptsVery Good4 requirements met.29** **ptsSatisfactory3 requirements met.18** **ptsNeeds Improvement1-2 requirements met.0** **ptsUnsatisfactoryNo requirements met.** 35 pts

This criterion is linked to a Learning OutcomePICOT Question6 Required Criteria

Use the standard PICOT format and label each element.

1. P-Population

2. I-Intervention

3. C-Comparison

4. O-Outcome

5. T-Timeframe

6. Standard PICOT format used **25** **ptsExcellentAll requirements met.23** **ptsVery Good5 requirements met.21** **ptsSatisfactory4 requirements met.13** **ptsNeeds Improvement1-3 requirements met.0** **ptsUnsatisfactoryNo requirements met.** 25 pts

This criterion is linked to a Learning OutcomeKeywords5 Required Criteria

Identify keywords for each element of your PICOT question that could be used to support a literature search.

1. P =

2. I =

3. C =

4. O =

5. T = **10** **ptsExcellentAll requirements met.9** **ptsVery Good4 requirements met.8** **ptsSatisfactory3 requirements met.5** **ptsNeeds Improvement1-2 requirements met.0** **ptsUnsatisfactoryNo requirements met,** 10 pts

This criterion is linked to a Learning OutcomeAPA FormatCitation and Reference Formation

Use the current APA format to format citations and references and is free of errors.

Total Points: 90 [Previous](https://chamberlain.instructure.com/courses/164993/modules/items/23598363)

– 2 years ago

November 5, 2026