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    – ## templateRUAFUNDAMENTAL.pdf – ## RUASBARCOPD.docx **## templateRUAFUNDAMENTAL.pdf** NR226 Fundamentals – Patient Care RUA Template NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1 Success note: Follow APA guidelines and include intext citations, a title page and…

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    – ## templateRUAFUNDAMENTAL.pdf

    – ## RUASBARCOPD.docx

    **## templateRUAFUNDAMENTAL.pdf**

    NR226 Fundamentals – Patient Care
    RUA Template

    NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

    Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the
    RUA, student name, name of school, number/name of course, instructor name and assignment due date. Please delete this success
    note when submitting.

    Introduction of Disease

    Age and reason for hospitalization (medical diagnosis):
    Nursing concept that is connected to reason for hospitalization:
    Brief review of underlying pathophysiology:

    Functional changes that can happen as part of the disorder.
    Complications that can happen as part of the disorder.
    Scholarly in text citation(s) to support information.

    Safety-Communication-Infection
    Control

    Communication elements:
    Safety concerns:
    Infection control practices:

    Assessment: Recognize/Identify
    cues

    Identified cues:

    • Cue 1

    • Cue 2
    • Cue 3
    • Cue 4

    • Psychosocial Cue

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 2

    Nursing Diagnosis: Analyze Cues/
    Prioritize Hypothesis

    Cue/ area of concern that is high priority:
    Cue/ area of concern that is medium priority:
    Cue/ area of concern that focuses on psychosocial problem/need:
    Rationale for why these areas of concern/cues were chosen and prioritized as high, medium
    or psychosocial and how they connect to the client:

    Planning: Generating Solutions
    and

    Implementation: Taking Action

    Cue/area of concern that is high priority:
    S.M.A.R.T. goal:

    Rationale for goal:
    Client specific intervention:

    Cue/area of concern that is medium priority:

    S.M.A.R.T. goal:
    Rationale for goal:
    Client specific intervention:

    Cue/area of concern that is psychosocial:

    S.M.A.R.T. goal:
    Rationale for goal:
    Client specific intervention:

    Evaluation: Evaluating Outcomes

    Explain if goals were met or not:
    Supportive evidence:
    Changes needed to achieve goals in the future:

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 3

    References

    **## RUASBARCOPD.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **I-SBAR** |
    | **I – Introduce Yourself** | **Your Name:** |
    | | **D#:** |
    | | **Your Title:** Nursing Student |
    | | **Reason for being there:** Clinical rotation, patient assessment |
    | **S – Situation** | **Patient:** M. R. | **Attending Physician:** Dr. Johnson, Pulmonology |
    | | **Age:** 67 years old | **Patient Chief Complaint/Primary Medical Diagnosis**<br>**and Clinical Significance:**<br>Admitted for acute exacerbation of COPD with increased dyspnea, productive cough with purulent sputum, and decreased exercise tolerance. Risk for respiratory failure, pneumonia and potential right heart failure (cor pulmonale). |
    | | **Gender/Identity**: Female | |
    | | **Height/Weight:** 5’4” (163cm) / 156 lbs. (70.8 kg) | |
    | | **Allergies :** Penicillin (rash), Codeine (nausea) | |
    | | **Code Status:** Full | |
    | | **Advance Directive (durable power of attorney,**<br>**living will, other) and Clinical Significance:**<br>DNR discussed but not implemented | **Pathophysiology of Primary Medical Diagnosis:**<br>COPD is a progressive, irreversible airway disease characterized by chronic inflammation, airway obstruction, and alveolar destruction. Leads to impaired gas exchange, increased work of breathing, ventilation-perfusion mismatch, and potential right heart failure (cor pulmonale). |
    | | **Privacy Code:** 7892 | |
    | | **Date of Care/Time:** 9/01/2025 – 0800 | |
    | **B – Background** | **Include clinical significance with each:** |
    | **A – Assessment** | **Vital Signs:** |
    | | **B/P** | **HR** | **RR** | **TEMP** | **SP02** | **PAIN** |
    | | 148/92 mmHg | 98 bpm | 28/min | 100.2°F (37.9°C) | 88% on 2L O2 | 3/10 chest tightness |
    | | | | | | | |
    | | **Fall Risk:** High (weakness, orthostatic hypotension, steroid-Induced muscle weakness) | **Accu-check:** 156 mg/dL |
    | | **IV Site:** 22g R forearm, patent, site clean/dry | **IV Fluids:** NS @ 75 mL/hr | **Lab/Test Results:**<br>**ABG:** pH 7.32, PCO₂ 58 mmHg (↑), PO₂ 62 mmHg (↓), HCO₃ 28 mEq/L (compensated respiratory acidosis)<br> <br>**CBC:** WBC 11.8 (↑), Hgb 16.2 g/dL (↑ secondary polycythemia), Hct 48% (↑)<br> <br>**BNP:** 450 pg/mL (↑, suggesting right heart strain)<br> <br>**Theophylline level:** 12 mcg/mL (therapeutic)<br> <br>**Sputum culture:** Pending |
    | **I and O** | **Intake** 1.2 L IV + 800 mL PO; Output 1400 mL urine in past 24 hr |
    | **Isolation** | **Isolation Precautions: Y** ☐<br>**N** ☒ | **Contact Air** ☐<br>**Droplet** ☐ |
    | **RESPIRATORY** | Diminished breath sounds bilaterally, expiratory wheeze throughout, use of accessory muscles, barrel chest, pursed-lip breathing, productive cough with thick yellow-green sputum |
    | **CARDIOVASCULAR** | Regular rhythm, distant heart sounds, peripheral edema 1+ bilateral ankles. JVD at 30 degrees, possible S3 gallop |
    | **NEUROLOGICAL** | Alert but anxious, oriented x3, reports feeling "air hungry," mild confusion episodes during night (CO₂ retention) |
    | **GI/GU** | Decreased appetite, reports early satiety, bowel sounds present, voiding without difficulty, concerned about weight loss over past months |
    | **INTEGUMENTARY** | Pale with slight cyanosis around lips and fingernails, skin intact, poor skin turgor suggesting mild dehydration, digital clubbing noted |
    | **PSYCHOLOGICAL FAMILY – SUPPORT** | Husband at bedside frequently, daughter visits daily. Patient expresses frustration with declining functional status and fear of "suffocating." Reports depression related to lifestyle limitations |
    | **SAFETY** | **Teaching needed:** Proper inhaler technique, energy conservation techniques, smoking cessation support (for husband who still smokes), oxygen safety, recognition of exacerbation symptoms, importance of medication compliance.<br> <br>Oxygen in use – fire safety precautions, call light within reach, bed low, non-slip socks, fall precautions in place |
    | **R – REQUEST/ RECOMMENDATION** | **Hand off report to:** Nursing Student | **From:** RN |

    **## RUASBARCOPD.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **I-SBAR** |
    | **I – Introduce Yourself** | **Your Name:** |
    | | **D#:** |
    | | **Your Title:** Nursing Student |
    | | **Reason for being there:** Clinical rotation, patient assessment |
    | **S – Situation** | **Patient:** M. R. | **Attending Physician:** Dr. Johnson, Pulmonology |
    | | **Age:** 67 years old | **Patient Chief Complaint/Primary Medical Diagnosis**<br>**and Clinical Significance:**<br>Admitted for acute exacerbation of COPD with increased dyspnea, productive cough with purulent sputum, and decreased exercise tolerance. Risk for respiratory failure, pneumonia and potential right heart failure (cor pulmonale). |
    | | **Gender/Identity**: Female | |
    | | **Height/Weight:** 5’4” (163cm) / 156 lbs. (70.8 kg) | |
    | | **Allergies :** Penicillin (rash), Codeine (nausea) | |
    | | **Code Status:** Full | |
    | | **Advance Directive (durable power of attorney,**<br>**living will, other) and Clinical Significance:**<br>DNR discussed but not implemented | **Pathophysiology of Primary Medical Diagnosis:**<br>COPD is a progressive, irreversible airway disease characterized by chronic inflammation, airway obstruction, and alveolar destruction. Leads to impaired gas exchange, increased work of breathing, ventilation-perfusion mismatch, and potential right heart failure (cor pulmonale). |
    | | **Privacy Code:** 7892 | |
    | | **Date of Care/Time:** 9/01/2025 – 0800 | |
    | **B – Background** | **Include clinical significance with each:** |
    | **A – Assessment** | **Vital Signs:** |
    | | **B/P** | **HR** | **RR** | **TEMP** | **SP02** | **PAIN** |
    | | 148/92 mmHg | 98 bpm | 28/min | 100.2°F (37.9°C) | 88% on 2L O2 | 3/10 chest tightness |
    | | | | | | | |
    | | **Fall Risk:** High (weakness, orthostatic hypotension, steroid-Induced muscle weakness) | **Accu-check:** 156 mg/dL |
    | | **IV Site:** 22g R forearm, patent, site clean/dry | **IV Fluids:** NS @ 75 mL/hr | **Lab/Test Results:**<br>**ABG:** pH 7.32, PCO₂ 58 mmHg (↑), PO₂ 62 mmHg (↓), HCO₃ 28 mEq/L (compensated respiratory acidosis)<br> <br>**CBC:** WBC 11.8 (↑), Hgb 16.2 g/dL (↑ secondary polycythemia), Hct 48% (↑)<br> <br>**BNP:** 450 pg/mL (↑, suggesting right heart strain)<br> <br>**Theophylline level:** 12 mcg/mL (therapeutic)<br> <br>**Sputum culture:** Pending |
    | **I and O** | **Intake** 1.2 L IV + 800 mL PO; Output 1400 mL urine in past 24 hr |
    | **Isolation** | **Isolation Precautions: Y** ☐<br>**N** ☒ | **Contact Air** ☐<br>**Droplet** ☐ |
    | **RESPIRATORY** | Diminished breath sounds bilaterally, expiratory wheeze throughout, use of accessory muscles, barrel chest, pursed-lip breathing, productive cough with thick yellow-green sputum |
    | **CARDIOVASCULAR** | Regular rhythm, distant heart sounds, peripheral edema 1+ bilateral ankles. JVD at 30 degrees, possible S3 gallop |
    | **NEUROLOGICAL** | Alert but anxious, oriented x3, reports feeling "air hungry," mild confusion episodes during night (CO₂ retention) |
    | **GI/GU** | Decreased appetite, reports early satiety, bowel sounds present, voiding without difficulty, concerned about weight loss over past months |
    | **INTEGUMENTARY** | Pale with slight cyanosis around lips and fingernails, skin intact, poor skin turgor suggesting mild dehydration, digital clubbing noted |
    | **PSYCHOLOGICAL FAMILY – SUPPORT** | Husband at bedside frequently, daughter visits daily. Patient expresses frustration with declining functional status and fear of "suffocating." Reports depression related to lifestyle limitations |
    | **SAFETY** | **Teaching needed:** Proper inhaler technique, energy conservation techniques, smoking cessation support (for husband who still smokes), oxygen safety, recognition of exacerbation symptoms, importance of medication compliance.<br> <br>Oxygen in use – fire safety precautions, call light within reach, bed low, non-slip socks, fall precautions in place |
    | **R – REQUEST/ RECOMMENDATION** | **Hand off report to:** Nursing Student | **From:** RN |

    **## templateRUAFUNDAMENTAL.pdf**

    NR226 Fundamentals – Patient Care
    RUA Template

    NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

    Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the
    RUA, student name, name of school, number/name of course, instructor name and assignment due date. Please delete this success
    note when submitting.

    Introduction of Disease

    Age and reason for hospitalization (medical diagnosis):
    Nursing concept that is connected to reason for hospitalization:
    Brief review of underlying pathophysiology:

    Functional changes that can happen as part of the disorder.
    Complications that can happen as part of the disorder.
    Scholarly in text citation(s) to support information.

    Safety-Communication-Infection
    Control

    Communication elements:
    Safety concerns:
    Infection control practices:

    Assessment: Recognize/Identify
    cues

    Identified cues:

    • Cue 1

    • Cue 2
    • Cue 3
    • Cue 4

    • Psychosocial Cue

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 2

    Nursing Diagnosis: Analyze Cues/
    Prioritize Hypothesis

    Cue/ area of concern that is high priority:
    Cue/ area of concern that is medium priority:
    Cue/ area of concern that focuses on psychosocial problem/need:
    Rationale for why these areas of concern/cues were chosen and prioritized as high, medium
    or psychosocial and how they connect to the client:

    Planning: Generating Solutions
    and

    Implementation: Taking Action

    Cue/area of concern that is high priority:
    S.M.A.R.T. goal:

    Rationale for goal:
    Client specific intervention:

    Cue/area of concern that is medium priority:

    S.M.A.R.T. goal:
    Rationale for goal:
    Client specific intervention:

    Cue/area of concern that is psychosocial:

    S.M.A.R.T. goal:
    Rationale for goal:
    Client specific intervention:

    Evaluation: Evaluating Outcomes

    Explain if goals were met or not:
    Supportive evidence:
    Changes needed to achieve goals in the future:

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 3

    References

    **## RUASBARCOPD.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **I-SBAR** |
    | **I – Introduce Yourself** | **Your Name:** |
    | | **D#:** |
    | | **Your Title:** Nursing Student |
    | | **Reason for being there:** Clinical rotation, patient assessment |
    | **S – Situation** | **Patient:** M. R. | **Attending Physician:** Dr. Johnson, Pulmonology |
    | | **Age:** 67 years old | **Patient Chief Complaint/Primary Medical Diagnosis**<br>**and Clinical Significance:**<br>Admitted for acute exacerbation of COPD with increased dyspnea, productive cough with purulent sputum, and decreased exercise tolerance. Risk for respiratory failure, pneumonia and potential right heart failure (cor pulmonale). |
    | | **Gender/Identity**: Female | |
    | | **Height/Weight:** 5’4” (163cm) / 156 lbs. (70.8 kg) | |
    | | **Allergies :** Penicillin (rash), Codeine (nausea) | |
    | | **Code Status:** Full | |
    | | **Advance Directive (durable power of attorney,**<br>**living will, other) and Clinical Significance:**<br>DNR discussed but not implemented | **Pathophysiology of Primary Medical Diagnosis:**<br>COPD is a progressive, irreversible airway disease characterized by chronic inflammation, airway obstruction, and alveolar destruction. Leads to impaired gas exchange, increased work of breathing, ventilation-perfusion mismatch, and potential right heart failure (cor pulmonale). |
    | | **Privacy Code:** 7892 | |
    | | **Date of Care/Time:** 9/01/2025 – 0800 | |
    | **B – Background** | **Include clinical significance with each:** |
    | **A – Assessment** | **Vital Signs:** |
    | | **B/P** | **HR** | **RR** | **TEMP** | **SP02** | **PAIN** |
    | | 148/92 mmHg | 98 bpm | 28/min | 100.2°F (37.9°C) | 88% on 2L O2 | 3/10 chest tightness |
    | | | | | | | |
    | | **Fall Risk:** High (weakness, orthostatic hypotension, steroid-Induced muscle weakness) | **Accu-check:** 156 mg/dL |
    | | **IV Site:** 22g R forearm, patent, site clean/dry | **IV Fluids:** NS @ 75 mL/hr | **Lab/Test Results:**<br>**ABG:** pH 7.32, PCO₂ 58 mmHg (↑), PO₂ 62 mmHg (↓), HCO₃ 28 mEq/L (compensated respiratory acidosis)<br> <br>**CBC:** WBC 11.8 (↑), Hgb 16.2 g/dL (↑ secondary polycythemia), Hct 48% (↑)<br> <br>**BNP:** 450 pg/mL (↑, suggesting right heart strain)<br> <br>**Theophylline level:** 12 mcg/mL (therapeutic)<br> <br>**Sputum culture:** Pending |
    | **I and O** | **Intake** 1.2 L IV + 800 mL PO; Output 1400 mL urine in past 24 hr |
    | **Isolation** | **Isolation Precautions: Y** ☐<br>**N** ☒ | **Contact Air** ☐<br>**Droplet** ☐ |
    | **RESPIRATORY** | Diminished breath sounds bilaterally, expiratory wheeze throughout, use of accessory muscles, barrel chest, pursed-lip breathing, productive cough with thick yellow-green sputum |
    | **CARDIOVASCULAR** | Regular rhythm, distant heart sounds, peripheral edema 1+ bilateral ankles. JVD at 30 degrees, possible S3 gallop |
    | **NEUROLOGICAL** | Alert but anxious, oriented x3, reports feeling "air hungry," mild confusion episodes during night (CO₂ retention) |
    | **GI/GU** | Decreased appetite, reports early satiety, bowel sounds present, voiding without difficulty, concerned about weight loss over past months |
    | **INTEGUMENTARY** | Pale with slight cyanosis around lips and fingernails, skin intact, poor skin turgor suggesting mild dehydration, digital clubbing noted |
    | **PSYCHOLOGICAL FAMILY – SUPPORT** | Husband at bedside frequently, daughter visits daily. Patient expresses frustration with declining functional status and fear of "suffocating." Reports depression related to lifestyle limitations |
    | **SAFETY** | **Teaching needed:** Proper inhaler technique, energy conservation techniques, smoking cessation support (for husband who still smokes), oxygen safety, recognition of exacerbation symptoms, importance of medication compliance.<br> <br>Oxygen in use – fire safety precautions, call light within reach, bed low, non-slip socks, fall precautions in place |
    | **R – REQUEST/ RECOMMENDATION** | **Hand off report to:** Nursing Student | **From:** RN |

    **## templateRUAFUNDAMENTAL.pdf**

    NR226 Fundamentals – Patient Care
    RUA Template

    NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

    Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the
    RUA, student name, name of school, number/name of course, instructor name and assignment due date. Please delete this success
    note when submitting.

    Introduction of Disease

    Age and reason for hospitalization (medical diagnosis):
    Nursing concept that is connected to reason for hospitalization:
    Brief review of underlying pathophysiology:

    Functional changes that can happen as part of the disorder.
    Complications that can happen as part of the disorder.
    Scholarly in text citation(s) to support information.

    Safety-Communication-Infection
    Control

    Communication elements:
    Safety concerns:
    Infection control practices:

    Assessment: Recognize/Identify
    cues

    Identified cues:

    • Cue 1

    • Cue 2
    • Cue 3
    • Cue 4

    • Psychosocial Cue

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 2

    Nursing Diagnosis: Analyze Cues/
    Prioritize Hypothesis

    Cue/ area of concern that is high priority:
    Cue/ area of concern that is medium priority:
    Cue/ area of concern that focuses on psychosocial problem/need:
    Rationale for why these areas of concern/cues were chosen and prioritized as high, medium
    or psychosocial and how they connect to the client:

    Planning: Generating Solutions
    and

    Implementation: Taking Action

    Cue/area of concern that is high priority:
    S.M.A.R.T. goal:

    Rationale for goal:
    Client specific intervention:

    Cue/area of concern that is medium priority:

    S.M.A.R.T. goal:
    Rationale for goal:
    Client specific intervention:

    Cue/area of concern that is psychosocial:

    S.M.A.R.T. goal:
    Rationale for goal:
    Client specific intervention:

    Evaluation: Evaluating Outcomes

    Explain if goals were met or not:
    Supportive evidence:
    Changes needed to achieve goals in the future:

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 3

    References

    **## RUASBARCOPD.docx**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **I-SBAR** |
    | **I – Introduce Yourself** | **Your Name:** |
    | | **D#:** |
    | | **Your Title:** Nursing Student |
    | | **Reason for being there:** Clinical rotation, patient assessment |
    | **S – Situation** | **Patient:** M. R. | **Attending Physician:** Dr. Johnson, Pulmonology |
    | | **Age:** 67 years old | **Patient Chief Complaint/Primary Medical Diagnosis**<br>**and Clinical Significance:**<br>Admitted for acute exacerbation of COPD with increased dyspnea, productive cough with purulent sputum, and decreased exercise tolerance. Risk for respiratory failure, pneumonia and potential right heart failure (cor pulmonale). |
    | | **Gender/Identity**: Female | |
    | | **Height/Weight:** 5’4” (163cm) / 156 lbs. (70.8 kg) | |
    | | **Allergies :** Penicillin (rash), Codeine (nausea) | |
    | | **Code Status:** Full | |
    | | **Advance Directive (durable power of attorney,**<br>**living will, other) and Clinical Significance:**<br>DNR discussed but not implemented | **Pathophysiology of Primary Medical Diagnosis:**<br>COPD is a progressive, irreversible airway disease characterized by chronic inflammation, airway obstruction, and alveolar destruction. Leads to impaired gas exchange, increased work of breathing, ventilation-perfusion mismatch, and potential right heart failure (cor pulmonale). |
    | | **Privacy Code:** 7892 | |
    | | **Date of Care/Time:** 9/01/2025 – 0800 | |
    | **B – Background** | **Include clinical significance with each:** |
    | **A – Assessment** | **Vital Signs:** |
    | | **B/P** | **HR** | **RR** | **TEMP** | **SP02** | **PAIN** |
    | | 148/92 mmHg | 98 bpm | 28/min | 100.2°F (37.9°C) | 88% on 2L O2 | 3/10 chest tightness |
    | | | | | | | |
    | | **Fall Risk:** High (weakness, orthostatic hypotension, steroid-Induced muscle weakness) | **Accu-check:** 156 mg/dL |
    | | **IV Site:** 22g R forearm, patent, site clean/dry | **IV Fluids:** NS @ 75 mL/hr | **Lab/Test Results:**<br>**ABG:** pH 7.32, PCO₂ 58 mmHg (↑), PO₂ 62 mmHg (↓), HCO₃ 28 mEq/L (compensated respiratory acidosis)<br> <br>**CBC:** WBC 11.8 (↑), Hgb 16.2 g/dL (↑ secondary polycythemia), Hct 48% (↑)<br> <br>**BNP:** 450 pg/mL (↑, suggesting right heart strain)<br> <br>**Theophylline level:** 12 mcg/mL (therapeutic)<br> <br>**Sputum culture:** Pending |
    | **I and O** | **Intake** 1.2 L IV + 800 mL PO; Output 1400 mL urine in past 24 hr |
    | **Isolation** | **Isolation Precautions: Y** ☐<br>**N** ☒ | **Contact Air** ☐<br>**Droplet** ☐ |
    | **RESPIRATORY** | Diminished breath sounds bilaterally, expiratory wheeze throughout, use of accessory muscles, barrel chest, pursed-lip breathing, productive cough with thick yellow-green sputum |
    | **CARDIOVASCULAR** | Regular rhythm, distant heart sounds, peripheral edema 1+ bilateral ankles. JVD at 30 degrees, possible S3 gallop |
    | **NEUROLOGICAL** | Alert but anxious, oriented x3, reports feeling "air hungry," mild confusion episodes during night (CO₂ retention) |
    | **GI/GU** | Decreased appetite, reports early satiety, bowel sounds present, voiding without difficulty, concerned about weight loss over past months |
    | **INTEGUMENTARY** | Pale with slight cyanosis around lips and fingernails, skin intact, poor skin turgor suggesting mild dehydration, digital clubbing noted |
    | **PSYCHOLOGICAL FAMILY – SUPPORT** | Husband at bedside frequently, daughter visits daily. Patient expresses frustration with declining functional status and fear of "suffocating." Reports depression related to lifestyle limitations |
    | **SAFETY** | **Teaching needed:** Proper inhaler technique, energy conservation techniques, smoking cessation support (for husband who still smokes), oxygen safety, recognition of exacerbation symptoms, importance of medication compliance.<br> <br>Oxygen in use – fire safety precautions, call light within reach, bed low, non-slip socks, fall precautions in place |
    | **R – REQUEST/ RECOMMENDATION** | **Hand off report to:** Nursing Student | **From:** RN |

    – 1
    – 2

  • [Solved] Lorem Ipsum

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## NR226_RUATemplate2.docx – ## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx – RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf **## NR226_RUATemplate2.docx** ![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem…

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    Assignment Prompt & Instructions

    – ## NR226_RUATemplate2.docx

    – ## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx

    – RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf

    **## NR226_RUATemplate2.docx**

    ![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem-ipsum-20940127)

    **NR226 Fundamentals – Patient Care**

    **RUA Template**

    | | | |
    | — | — | — |
    | | | |

    Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the RUA, student name, name of school, number/name of course, instructor name and assignment due date.
    **Please delete this success note when submitting.**

    | | |
    | — | — |
    | **Introduction of Disease** | Age and reason for hospitalization (medical diagnosis):<br>Nursing concept that is connected to reason for hospitalization:<br> <br>Brief review of underlying pathophysiology:<br>Functional changes that can happen as part of the disorder.<br>Complications that can happen as part of the disorder.<br>Scholarly in text citation(s) to support information. |
    | **Safety-Communication-Infection Control** | Communication elements:<br>Safety concerns: <br>Infection control practices: |
    | **Assessment: Recognize/Identify cues** | Identified cues: <br>· Cue 1<br>· Cue 2<br>· Cue 3<br>· Cue 4<br>· Psychosocial Cue |
    | **Nursing Diagnosis: Analyze Cues/ Prioritize Hypothesis** | Cue/ area of concern that is high priority:<br>Cue/ area of concern that is medium priority:<br>Cue/ area of concern that focuses on psychosocial problem/need:<br>Rationale for why these areas of concern/cues were chosen and prioritized as high, medium or psychosocial and how they connect to the client: |
    | **Planning: Generating Solutions**<br>**and**<br>**Implementation: Taking Action** | Cue/area of concern that is high priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is medium priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is psychosocial:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention: |
    | **Evaluation: Evaluating Outcomes** | Explain if goals were met or not:<br>Supportive evidence: <br>Changes needed to achieve goals in the future: |

    References

    NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 1

    ## image1.png

    **## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx**

    Respiratory Case Scenarios

    ONRS workshop week 3-

    NR 293

    with Dr. Nelson

    ONRS Session Reminders

    Psychologically safe environment

    Respectful, courteous, and supportive

    Engage with the activity

    Ask questions:

    Patho of disease

    Purpose of medication

    Side Effects/Adverse Effects

    Client education

    Book 1:1s as needed (or if required) 

    Case Study #1

    Jasmine is a 22-year-old female who is admitted to the hospital with an asthma exacerbation. She is receiving fluticasone and albuterol.

    What is the mechanism of action of inhaled corticosteroids, like fluticasone in asthma management?

    Why is it important for Jasmine to use the fluticasone daily even when she feels well?

    What are common side effects of the fluticasone therapy? How can Jasmine prevent these side effects from occurring?

    If Jasmine continues to use her rescue inhaler frequently, what changes might need to be made to her treatment plan?

    3

    Case Study #2

    The nurse is caring for a 6-year-old female named Mia comes in with sneezing, nasal congestion, itchy eyes, and runny nose, especially during the spring and fall. The provider diagnosed with patient with allergic rhinitis and prescribes montelukast 5 mg po daily in the evening.

    What nursing assessment findings support the diagnosis of allergic rhinitis in Mia?

    What is the mechanism of action of montelukast in treating allergic rhinitis?

    What potential side effects montelukast should the nurse monitor for in pediatric patients?

    What non-pharmacologic interventions should the nurse recommend to help manage Mia’s allergic rhinitis?

    How would the nurse evaluate for effectiveness of the montelukast therapy at Mia’s follow-up appointment?

    4

    Case Study #3

    Robert is a 68-year-old male who came to hospital complaining of shortness of breath. He is currently in the emergency department with acute COPD exacerbation and is receiving the following medications: tiotropium, albuterol, prednisone, azithromycin (if needed)

    What are the therapeutic goals of using oral corticosteroids during a COPD exacerbation?

    What side effects should be monitored during short-term Prednisone therapy?

    How does tiotropium differ from albuterol in terms of onset and duration of action?

    What clinical signs would indicate that Robert’s exacerbation is resolving?

    Why might antibiotics be prescribed during a COPD exacerbation, and what criteria guide that decision?

    5

    Practice Questions

    Practice Question #1

    A client says, “Why do I need two inhalers?” What is the nurse’s best response?

    “Both are rescue inhalers for emergencies.”

    “One prevents symptoms; the other treats attacks.”

    “You can use them interchangeably.”

    “One is a placebo use for study purposes.”

    Practice Question #2

    Which client would most likely benefit from an expectorant like guaifenesin?

    Client with COPD and thick mucus.

    Client with dry, productive cough.

    Client with asthma and wheezing.

    Client with nasal congestion only.

    Practice Question #3

    What is the primary purpose of using a spacer with a metered-dose inhaler (MDI)?

    Prevent systemic absorption.

    Deliver medication to the mouth.

    Reduce medication cost.

    Ensure more medication reached the lungs.

    Practice Question #4

    A client taking diphenhydramine reports drowsiness. What is the best nurse intervention?

    Advise switching to a nasal spray.

    Suggest a second-generation antihistamine.

    Increase the dose to reduce drowsiness.

    Stop the antihistamine immediately.

    Practice Question #5

    A 72-year-old client is prescribed ipratropium. What should the nurse monitor closely?

    Bradycardia

    Urinary retention

    Hyperactivity

    Hypotension

    ## image2.jpeg

    ## image1.jpeg

    ## image3.png

    ## image4.jpeg

    ## image5.jpeg

    ## image6.jpg

    **RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

    **RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

    **## NR226_RUATemplate2.docx**

    ![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem-ipsum-20940127)

    **NR226 Fundamentals – Patient Care**

    **RUA Template**

    | | | |
    | — | — | — |
    | | | |

    Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the RUA, student name, name of school, number/name of course, instructor name and assignment due date.
    **Please delete this success note when submitting.**

    | | |
    | — | — |
    | **Introduction of Disease** | Age and reason for hospitalization (medical diagnosis):<br>Nursing concept that is connected to reason for hospitalization:<br> <br>Brief review of underlying pathophysiology:<br>Functional changes that can happen as part of the disorder.<br>Complications that can happen as part of the disorder.<br>Scholarly in text citation(s) to support information. |
    | **Safety-Communication-Infection Control** | Communication elements:<br>Safety concerns: <br>Infection control practices: |
    | **Assessment: Recognize/Identify cues** | Identified cues: <br>· Cue 1<br>· Cue 2<br>· Cue 3<br>· Cue 4<br>· Psychosocial Cue |
    | **Nursing Diagnosis: Analyze Cues/ Prioritize Hypothesis** | Cue/ area of concern that is high priority:<br>Cue/ area of concern that is medium priority:<br>Cue/ area of concern that focuses on psychosocial problem/need:<br>Rationale for why these areas of concern/cues were chosen and prioritized as high, medium or psychosocial and how they connect to the client: |
    | **Planning: Generating Solutions**<br>**and**<br>**Implementation: Taking Action** | Cue/area of concern that is high priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is medium priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is psychosocial:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention: |
    | **Evaluation: Evaluating Outcomes** | Explain if goals were met or not:<br>Supportive evidence: <br>Changes needed to achieve goals in the future: |

    References

    NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 1

    ## image1.png

    **## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx**

    Respiratory Case Scenarios

    ONRS workshop week 3-

    NR 293

    with Dr. Nelson

    ONRS Session Reminders

    Psychologically safe environment

    Respectful, courteous, and supportive

    Engage with the activity

    Ask questions:

    Patho of disease

    Purpose of medication

    Side Effects/Adverse Effects

    Client education

    Book 1:1s as needed (or if required) 

    Case Study #1

    Jasmine is a 22-year-old female who is admitted to the hospital with an asthma exacerbation. She is receiving fluticasone and albuterol.

    What is the mechanism of action of inhaled corticosteroids, like fluticasone in asthma management?

    Why is it important for Jasmine to use the fluticasone daily even when she feels well?

    What are common side effects of the fluticasone therapy? How can Jasmine prevent these side effects from occurring?

    If Jasmine continues to use her rescue inhaler frequently, what changes might need to be made to her treatment plan?

    3

    Case Study #2

    The nurse is caring for a 6-year-old female named Mia comes in with sneezing, nasal congestion, itchy eyes, and runny nose, especially during the spring and fall. The provider diagnosed with patient with allergic rhinitis and prescribes montelukast 5 mg po daily in the evening.

    What nursing assessment findings support the diagnosis of allergic rhinitis in Mia?

    What is the mechanism of action of montelukast in treating allergic rhinitis?

    What potential side effects montelukast should the nurse monitor for in pediatric patients?

    What non-pharmacologic interventions should the nurse recommend to help manage Mia’s allergic rhinitis?

    How would the nurse evaluate for effectiveness of the montelukast therapy at Mia’s follow-up appointment?

    4

    Case Study #3

    Robert is a 68-year-old male who came to hospital complaining of shortness of breath. He is currently in the emergency department with acute COPD exacerbation and is receiving the following medications: tiotropium, albuterol, prednisone, azithromycin (if needed)

    What are the therapeutic goals of using oral corticosteroids during a COPD exacerbation?

    What side effects should be monitored during short-term Prednisone therapy?

    How does tiotropium differ from albuterol in terms of onset and duration of action?

    What clinical signs would indicate that Robert’s exacerbation is resolving?

    Why might antibiotics be prescribed during a COPD exacerbation, and what criteria guide that decision?

    5

    Practice Questions

    Practice Question #1

    A client says, “Why do I need two inhalers?” What is the nurse’s best response?

    “Both are rescue inhalers for emergencies.”

    “One prevents symptoms; the other treats attacks.”

    “You can use them interchangeably.”

    “One is a placebo use for study purposes.”

    Practice Question #2

    Which client would most likely benefit from an expectorant like guaifenesin?

    Client with COPD and thick mucus.

    Client with dry, productive cough.

    Client with asthma and wheezing.

    Client with nasal congestion only.

    Practice Question #3

    What is the primary purpose of using a spacer with a metered-dose inhaler (MDI)?

    Prevent systemic absorption.

    Deliver medication to the mouth.

    Reduce medication cost.

    Ensure more medication reached the lungs.

    Practice Question #4

    A client taking diphenhydramine reports drowsiness. What is the best nurse intervention?

    Advise switching to a nasal spray.

    Suggest a second-generation antihistamine.

    Increase the dose to reduce drowsiness.

    Stop the antihistamine immediately.

    Practice Question #5

    A 72-year-old client is prescribed ipratropium. What should the nurse monitor closely?

    Bradycardia

    Urinary retention

    Hyperactivity

    Hypotension

    ## image2.jpeg

    ## image1.jpeg

    ## image3.png

    ## image4.jpeg

    ## image5.jpeg

    ## image6.jpg

    **RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

    **## NR226_RUATemplate2.docx**

    ![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem-ipsum-20940127)

    **NR226 Fundamentals – Patient Care**

    **RUA Template**

    | | | |
    | — | — | — |
    | | | |

    Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the RUA, student name, name of school, number/name of course, instructor name and assignment due date.
    **Please delete this success note when submitting.**

    | | |
    | — | — |
    | **Introduction of Disease** | Age and reason for hospitalization (medical diagnosis):<br>Nursing concept that is connected to reason for hospitalization:<br> <br>Brief review of underlying pathophysiology:<br>Functional changes that can happen as part of the disorder.<br>Complications that can happen as part of the disorder.<br>Scholarly in text citation(s) to support information. |
    | **Safety-Communication-Infection Control** | Communication elements:<br>Safety concerns: <br>Infection control practices: |
    | **Assessment: Recognize/Identify cues** | Identified cues: <br>· Cue 1<br>· Cue 2<br>· Cue 3<br>· Cue 4<br>· Psychosocial Cue |
    | **Nursing Diagnosis: Analyze Cues/ Prioritize Hypothesis** | Cue/ area of concern that is high priority:<br>Cue/ area of concern that is medium priority:<br>Cue/ area of concern that focuses on psychosocial problem/need:<br>Rationale for why these areas of concern/cues were chosen and prioritized as high, medium or psychosocial and how they connect to the client: |
    | **Planning: Generating Solutions**<br>**and**<br>**Implementation: Taking Action** | Cue/area of concern that is high priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is medium priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is psychosocial:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention: |
    | **Evaluation: Evaluating Outcomes** | Explain if goals were met or not:<br>Supportive evidence: <br>Changes needed to achieve goals in the future: |

    References

    NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

    NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 1

    ## image1.png

    **## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx**

    Respiratory Case Scenarios

    ONRS workshop week 3-

    NR 293

    with Dr. Nelson

    ONRS Session Reminders

    Psychologically safe environment

    Respectful, courteous, and supportive

    Engage with the activity

    Ask questions:

    Patho of disease

    Purpose of medication

    Side Effects/Adverse Effects

    Client education

    Book 1:1s as needed (or if required) 

    Case Study #1

    Jasmine is a 22-year-old female who is admitted to the hospital with an asthma exacerbation. She is receiving fluticasone and albuterol.

    What is the mechanism of action of inhaled corticosteroids, like fluticasone in asthma management?

    Why is it important for Jasmine to use the fluticasone daily even when she feels well?

    What are common side effects of the fluticasone therapy? How can Jasmine prevent these side effects from occurring?

    If Jasmine continues to use her rescue inhaler frequently, what changes might need to be made to her treatment plan?

    3

    Case Study #2

    The nurse is caring for a 6-year-old female named Mia comes in with sneezing, nasal congestion, itchy eyes, and runny nose, especially during the spring and fall. The provider diagnosed with patient with allergic rhinitis and prescribes montelukast 5 mg po daily in the evening.

    What nursing assessment findings support the diagnosis of allergic rhinitis in Mia?

    What is the mechanism of action of montelukast in treating allergic rhinitis?

    What potential side effects montelukast should the nurse monitor for in pediatric patients?

    What non-pharmacologic interventions should the nurse recommend to help manage Mia’s allergic rhinitis?

    How would the nurse evaluate for effectiveness of the montelukast therapy at Mia’s follow-up appointment?

    4

    Case Study #3

    Robert is a 68-year-old male who came to hospital complaining of shortness of breath. He is currently in the emergency department with acute COPD exacerbation and is receiving the following medications: tiotropium, albuterol, prednisone, azithromycin (if needed)

    What are the therapeutic goals of using oral corticosteroids during a COPD exacerbation?

    What side effects should be monitored during short-term Prednisone therapy?

    How does tiotropium differ from albuterol in terms of onset and duration of action?

    What clinical signs would indicate that Robert’s exacerbation is resolving?

    Why might antibiotics be prescribed during a COPD exacerbation, and what criteria guide that decision?

    5

    Practice Questions

    Practice Question #1

    A client says, “Why do I need two inhalers?” What is the nurse’s best response?

    “Both are rescue inhalers for emergencies.”

    “One prevents symptoms; the other treats attacks.”

    “You can use them interchangeably.”

    “One is a placebo use for study purposes.”

    Practice Question #2

    Which client would most likely benefit from an expectorant like guaifenesin?

    Client with COPD and thick mucus.

    Client with dry, productive cough.

    Client with asthma and wheezing.

    Client with nasal congestion only.

    Practice Question #3

    What is the primary purpose of using a spacer with a metered-dose inhaler (MDI)?

    Prevent systemic absorption.

    Deliver medication to the mouth.

    Reduce medication cost.

    Ensure more medication reached the lungs.

    Practice Question #4

    A client taking diphenhydramine reports drowsiness. What is the best nurse intervention?

    Advise switching to a nasal spray.

    Suggest a second-generation antihistamine.

    Increase the dose to reduce drowsiness.

    Stop the antihistamine immediately.

    Practice Question #5

    A 72-year-old client is prescribed ipratropium. What should the nurse monitor closely?

    Bradycardia

    Urinary retention

    Hyperactivity

    Hypotension

    ## image2.jpeg

    ## image1.jpeg

    ## image3.png

    ## image4.jpeg

    ## image5.jpeg

    ## image6.jpg

    **RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

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    – ## Module5.1.docx **## Module5.1.docx** **Module 5:** _Descriptive and Inferential Statistics: What are They?_ As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a question-guided essay with the following questions: 1. What is the differenc…

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    – ## Module5.1.docx

    **## Module5.1.docx**

    **Module 5:** _Descriptive and Inferential Statistics: What are They?_

    As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a question-guided essay with the following questions:

    1. What is the difference between descriptive and inferential statistics?

    2. What is the purpose of a descriptive analysis of the study population?

    3. How do you compare descriptive and inferential statistics? Include a Venn Diagram in your essay where an explanation of the differences and similarities between descriptive and inferential statistics is shown.

    **Use an Essay Format**

    You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
    Pay attention to grammar rules (spelling and syntax).
    Your work must be original and must not contain material copied from books or the internet.
    When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
    Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **fficial Essay Rubric**

    | | | |
    | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

    Total Points: 100

    **## Module5.1.docx**

    **Module 5:** _Descriptive and Inferential Statistics: What are They?_

    As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a question-guided essay with the following questions:

    1. What is the difference between descriptive and inferential statistics?

    2. What is the purpose of a descriptive analysis of the study population?

    3. How do you compare descriptive and inferential statistics? Include a Venn Diagram in your essay where an explanation of the differences and similarities between descriptive and inferential statistics is shown.

    **Use an Essay Format**

    You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
    Pay attention to grammar rules (spelling and syntax).
    Your work must be original and must not contain material copied from books or the internet.
    When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
    Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

    Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Be sure to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

    **fficial Essay Rubric**

    | | | |
    | — | — | — |
    | – Official Essay Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
    | This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
    | This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
    | This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

    Total Points: 100

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