Tag: Nursing

[Solved] module 3

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remember to include 5 current sources attached is the first module including the selected PICO question – ## module1discussion.docx – Screenshot2025-09-08at17.17.46.png **## module1discussion.docx** 2 **Module 1 Discussion** Jachai Littlejohn St. Thomas University NUR-670-AP3 Dr. Mesa August 28, 202…

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Assignment Prompt & Instructions

remember to include 5 current sources
attached is the first module including the selected PICO question

– ## module1discussion.docx

– Screenshot2025-09-08at17.17.46.png

**## module1discussion.docx**

2

**Module 1 Discussion**

Jachai Littlejohn

St. Thomas University

NUR-670-AP3

Dr. Mesa

August 28, 2025

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

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

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

**PICO Question**

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

I (Intervention): Implementation of integrated telepsychiatry services

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

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

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

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

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

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

**References**

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

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

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

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

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

**Screenshot2025-09-08at17.17.46.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-08at17-17-46-png)

**Screenshot2025-09-08at17.17.46.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-08at17-17-46-png)

**## module1discussion.docx**

2

**Module 1 Discussion**

Jachai Littlejohn

St. Thomas University

NUR-670-AP3

Dr. Mesa

August 28, 2025

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

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

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

**PICO Question**

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

I (Intervention): Implementation of integrated telepsychiatry services

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

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

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

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

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

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

**References**

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

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

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

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

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

**Screenshot2025-09-08at17.17.46.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-08at17-17-46-png)

**## module1discussion.docx**

2

**Module 1 Discussion**

Jachai Littlejohn

St. Thomas University

NUR-670-AP3

Dr. Mesa

August 28, 2025

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

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

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

**PICO Question**

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

I (Intervention): Implementation of integrated telepsychiatry services

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

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

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

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

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

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

**References**

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

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

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

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

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

**Screenshot2025-09-08at17.17.46.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-08at17-17-46-png)

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November 5, 2026
[Solved] Nursing homework help

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November 5, 2026
[Solved] Nursing Identifying Research Methodologies homework

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Info and help with the template – ## Assignmentweek3article.docx – ## USW1_NURS_6052_MatrixWorksheet_Template.doc **## Assignmentweek3article.docx** · **To Prepare:** · Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that…

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Assignment Prompt & Instructions

Info and help with the template

– ## Assignmentweek3article.docx

– ## USW1_NURS_6052_MatrixWorksheet_Template.doc

**## Assignmentweek3article.docx**

·
**To Prepare:**

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.

· Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.

· Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.

· Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

·
**Part 1: Identifying Research Methodologies**

· After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

· The full citation of each peer-reviewed article in APA format.

· A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

· A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.

· A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

· A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

·

Resources

· Schmidt, N. A. & Brown, J. M. (2025).
_Evidence-based practice for nurses: Appraisal and application of research_ (6th ed.). Jones & Bartlett Learning

· Chapter 4, “Identifying Research Questions” (pp. 90-119)

· Chapter 4 will help students understand how research problems are identified, research questions are developed and appraised based on the evidence.

Examines how clinical problems guide research questions and the PICOT mnemonic:

· P: Patient or Problem

· I: Intervention

· C: Comparison

· O: Outcome

· T: Time

· Chapter 7, “Key Concepts and Principles of Quantitative Designs" (pp. 178-209)

· Chapter 7 will help students understand the study purpose, literature review and process for developing research questions/ hypotheses.

· Chapter 10, “Qualitative Designs: Using Words to Provide Evidence” (pp. 270- 311)

· Chapter 10 will help students understand qualitative research, focusing on words instead of numbers as well as giving meaning to a phenomenon or an event. In addition, this chapter will help students understand the Mixed Methods approach consisting of combining both qualitative and quantitative methods.

· Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies.
[_Health Information and Libraries Journal_ Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edsovi&AN=edsovi.00130860.200906000.00002&site=eds-live&scope=site&authtype=shib&custid=s6527200), 26, 91–108. doi:10.1111/j.1471-1842.2009.00848.x

· Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2.
[_Nursing Standard_ Links to an external site.](https://search.proquest.com/docview/1270001654?accountid=14872), 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488

· Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1.
[_Nursing Standard_ Links to an external site.](https://search.proquest.com/docview/1242111533?accountid=14872), 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485

**## USW1_NURS_6052_MatrixWorksheet_Template.doc**

#### ![image1.emf](https://www.sweetstudy.com/questions/nursing-identifying-research-methodologies-homework)

**Matrix Worksheet Template**

Use this document to complete
**Part 1** of the Module 2 Assessment,
**_Evidence-Based Project, Part 1: Identifying Research Methodologies_**

| | | | | |
| — | — | — | — | — |
| Full <br>**_citation_** of selected article | **Article #1** | **Article #2** | **Article #3** | **Article #4** |
| | | | | |
| **_Why_** you chose this article and/or <br>**_how it relates_** to the clinical issue of interest (include a brief <br>**_explanation of the ethics_** of research related to your clinical issue of interest) | | | | |
| Brief <br>**_description of the aims_** of the research of each peer-reviewed article | | | | |
| Brief description of the <br>**_research methodology_** used Be sure to identify if the methodology used was <br>**_qualitative_**, <br>**_quantitative_**, or a <br>**_mixed-methods_** approach. Be specific. | | | | |
| A brief description of the <br>**_strengths_** of each of the research methodologies used, including <br>**_reliability_** and <br>**_validity_** of how the methodology was applied in each of the peer-reviewed articles you selected. | | | | |
| General Notes/Comments | | | | |

Matrix Worksheet Template

© 2021 Walden University, LLC

2

**## USW1_NURS_6052_MatrixWorksheet_Template.doc**

#### ![image1.emf](https://www.sweetstudy.com/questions/nursing-identifying-research-methodologies-homework)

**Matrix Worksheet Template**

Use this document to complete
**Part 1** of the Module 2 Assessment,
**_Evidence-Based Project, Part 1: Identifying Research Methodologies_**

| | | | | |
| — | — | — | — | — |
| Full <br>**_citation_** of selected article | **Article #1** | **Article #2** | **Article #3** | **Article #4** |
| | | | | |
| **_Why_** you chose this article and/or <br>**_how it relates_** to the clinical issue of interest (include a brief <br>**_explanation of the ethics_** of research related to your clinical issue of interest) | | | | |
| Brief <br>**_description of the aims_** of the research of each peer-reviewed article | | | | |
| Brief description of the <br>**_research methodology_** used Be sure to identify if the methodology used was <br>**_qualitative_**, <br>**_quantitative_**, or a <br>**_mixed-methods_** approach. Be specific. | | | | |
| A brief description of the <br>**_strengths_** of each of the research methodologies used, including <br>**_reliability_** and <br>**_validity_** of how the methodology was applied in each of the peer-reviewed articles you selected. | | | | |
| General Notes/Comments | | | | |

Matrix Worksheet Template

© 2021 Walden University, LLC

2

**## Assignmentweek3article.docx**

·
**To Prepare:**

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.

· Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.

· Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.

· Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

·
**Part 1: Identifying Research Methodologies**

· After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

· The full citation of each peer-reviewed article in APA format.

· A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

· A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.

· A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

· A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

·

Resources

· Schmidt, N. A. & Brown, J. M. (2025).
_Evidence-based practice for nurses: Appraisal and application of research_ (6th ed.). Jones & Bartlett Learning

· Chapter 4, “Identifying Research Questions” (pp. 90-119)

· Chapter 4 will help students understand how research problems are identified, research questions are developed and appraised based on the evidence.

Examines how clinical problems guide research questions and the PICOT mnemonic:

· P: Patient or Problem

· I: Intervention

· C: Comparison

· O: Outcome

· T: Time

· Chapter 7, “Key Concepts and Principles of Quantitative Designs" (pp. 178-209)

· Chapter 7 will help students understand the study purpose, literature review and process for developing research questions/ hypotheses.

· Chapter 10, “Qualitative Designs: Using Words to Provide Evidence” (pp. 270- 311)

· Chapter 10 will help students understand qualitative research, focusing on words instead of numbers as well as giving meaning to a phenomenon or an event. In addition, this chapter will help students understand the Mixed Methods approach consisting of combining both qualitative and quantitative methods.

· Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies.
[_Health Information and Libraries Journal_ Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edsovi&AN=edsovi.00130860.200906000.00002&site=eds-live&scope=site&authtype=shib&custid=s6527200), 26, 91–108. doi:10.1111/j.1471-1842.2009.00848.x

· Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2.
[_Nursing Standard_ Links to an external site.](https://search.proquest.com/docview/1270001654?accountid=14872), 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488

· Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1.
[_Nursing Standard_ Links to an external site.](https://search.proquest.com/docview/1242111533?accountid=14872), 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485

**## USW1_NURS_6052_MatrixWorksheet_Template.doc**

#### ![image1.emf](https://www.sweetstudy.com/questions/nursing-identifying-research-methodologies-homework)

**Matrix Worksheet Template**

Use this document to complete
**Part 1** of the Module 2 Assessment,
**_Evidence-Based Project, Part 1: Identifying Research Methodologies_**

| | | | | |
| — | — | — | — | — |
| Full <br>**_citation_** of selected article | **Article #1** | **Article #2** | **Article #3** | **Article #4** |
| | | | | |
| **_Why_** you chose this article and/or <br>**_how it relates_** to the clinical issue of interest (include a brief <br>**_explanation of the ethics_** of research related to your clinical issue of interest) | | | | |
| Brief <br>**_description of the aims_** of the research of each peer-reviewed article | | | | |
| Brief description of the <br>**_research methodology_** used Be sure to identify if the methodology used was <br>**_qualitative_**, <br>**_quantitative_**, or a <br>**_mixed-methods_** approach. Be specific. | | | | |
| A brief description of the <br>**_strengths_** of each of the research methodologies used, including <br>**_reliability_** and <br>**_validity_** of how the methodology was applied in each of the peer-reviewed articles you selected. | | | | |
| General Notes/Comments | | | | |

Matrix Worksheet Template

© 2021 Walden University, LLC

2

**## Assignmentweek3article.docx**

·
**To Prepare:**

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course.

· Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.

· Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.

· Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

·
**Part 1: Identifying Research Methodologies**

· After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

· The full citation of each peer-reviewed article in APA format.

· A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

· A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.

· A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

· A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

·

Resources

· Schmidt, N. A. & Brown, J. M. (2025).
_Evidence-based practice for nurses: Appraisal and application of research_ (6th ed.). Jones & Bartlett Learning

· Chapter 4, “Identifying Research Questions” (pp. 90-119)

· Chapter 4 will help students understand how research problems are identified, research questions are developed and appraised based on the evidence.

Examines how clinical problems guide research questions and the PICOT mnemonic:

· P: Patient or Problem

· I: Intervention

· C: Comparison

· O: Outcome

· T: Time

· Chapter 7, “Key Concepts and Principles of Quantitative Designs" (pp. 178-209)

· Chapter 7 will help students understand the study purpose, literature review and process for developing research questions/ hypotheses.

· Chapter 10, “Qualitative Designs: Using Words to Provide Evidence” (pp. 270- 311)

· Chapter 10 will help students understand qualitative research, focusing on words instead of numbers as well as giving meaning to a phenomenon or an event. In addition, this chapter will help students understand the Mixed Methods approach consisting of combining both qualitative and quantitative methods.

· Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies.
[_Health Information and Libraries Journal_ Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=edsovi&AN=edsovi.00130860.200906000.00002&site=eds-live&scope=site&authtype=shib&custid=s6527200), 26, 91–108. doi:10.1111/j.1471-1842.2009.00848.x

· Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2.
[_Nursing Standard_ Links to an external site.](https://search.proquest.com/docview/1270001654?accountid=14872), 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488

· Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1.
[_Nursing Standard_ Links to an external site.](https://search.proquest.com/docview/1242111533?accountid=14872), 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485

**## USW1_NURS_6052_MatrixWorksheet_Template.doc**

#### ![image1.emf](https://www.sweetstudy.com/questions/nursing-identifying-research-methodologies-homework)

**Matrix Worksheet Template**

Use this document to complete
**Part 1** of the Module 2 Assessment,
**_Evidence-Based Project, Part 1: Identifying Research Methodologies_**

| | | | | |
| — | — | — | — | — |
| Full <br>**_citation_** of selected article | **Article #1** | **Article #2** | **Article #3** | **Article #4** |
| | | | | |
| **_Why_** you chose this article and/or <br>**_how it relates_** to the clinical issue of interest (include a brief <br>**_explanation of the ethics_** of research related to your clinical issue of interest) | | | | |
| Brief <br>**_description of the aims_** of the research of each peer-reviewed article | | | | |
| Brief description of the <br>**_research methodology_** used Be sure to identify if the methodology used was <br>**_qualitative_**, <br>**_quantitative_**, or a <br>**_mixed-methods_** approach. Be specific. | | | | |
| A brief description of the <br>**_strengths_** of each of the research methodologies used, including <br>**_reliability_** and <br>**_validity_** of how the methodology was applied in each of the peer-reviewed articles you selected. | | | | |
| General Notes/Comments | | | | |

Matrix Worksheet Template

© 2021 Walden University, LLC

2

– 1
– 2

November 5, 2026
[Solved] Nursing assignment part 2

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assignment part 2 – ## week3assignmentinfoadd.docx – ## WK2Assgn_Silva_a.docx **## week3assignmentinfoadd.docx** Add a section to the 2-3 page paper you submitted in Module 1. The new section should address the following in 1-2 pages: · Identify and describe at least two competing needs impacting …

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Assignment Prompt & Instructions

assignment part 2

– ## week3assignmentinfoadd.docx

– ## WK2Assgn_Silva_a.docx

**## week3assignmentinfoadd.docx**

Add a section to the 2-3 page paper you submitted in Module 1. The new section should address the following in 1-2 pages:

· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.

· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.

· Critique the policy for ethical considerations and explain the policy’s strengths and challenges in promoting ethics.

· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.

· Cite evidence that informs the healthcare issue/stressor and/or the policies and provide two scholarly resources in support of your policy or practice recommendations.

· Due to the nature of this assignment, your instructor may require more than
**7** days to provide you with quality feedback.

**## WK2Assgn_Silva_a.docx**

2

**Analysis of a Pertinent Healthcare Issue: Nurse Burnout and Workforce Shortages**

Anthony Silva

Walden University

Professor Phyllis Lawrence DNP

NURS-6053 Interprof Org & Sys Leadership

September 7th 2025

Analysis of a Pertinent Healthcare Issue: Nurse Burnout and Workforce Shortages

**To:** Organizational Leadership Team

**From:**[Anthony Silva]

**Date:**[9/7/2025]

**Subject: Addressing Nurse Burnout and Workforce Shortages**

Some of the most pressing stressors affecting healthcare in the country are nurse burnout and workforce shortages, which jeopardize patient outcomes and organizational sustainability. Burnout, involving emotional exhaustion, depersonalization, and lack of professional accomplishment, has become even stronger since the COVID-19 pandemic and continues to hurt healthcare facilities. This issue is particularly evident in high-acuity units like intensive care unit, where lengthy shifts, high workload, and frequent overtime impose an immense psychological and physical burden on nurses. At the national level, these factors result in high turnover rates, low retention rates, and a decline in patient satisfaction, which, in turn, impact the performance of organizations and increase expenses (Amalberti et al., 2019).

In my organization, this problem presents itself in a number of quantifiable ways. Critical care unit nurse turnover has increased by almost 18% in the last two years, as compared to an average of 12 in the pre-pandemic period. The common reasons given in exit interviews are workload stress, absence of work-life balance, and inadequate recovery opportunities. The situation is further worsened by staff shortages, which increase the nurse-to-patient ratio, worsening patient safety and increasing the risk of adverse events. Additionally, the strain impacts morale, which leads to a cycle where disengagement of nurses contributes to attrition. Some of the interventions the leadership has tried to deploy to alleviate this include stress-management workshops, counseling services, and flexible scheduling options. Although these initiatives show a commitment to care about their staff welfare, the fact that the issue remains unchanged means that more systemic solutions are needed (Broome and Marshall, 2021).

To gain further insight into the strategies that work, I reviewed two recent scholarly papers on the topic of nurse burnout and workforce shortages. The first is a systematic review and meta-analysis study by Li et al. (2024), which analyzed 87 studies that included data across 32 countries. The authors discovered a consistent correlation between nurse burnout and higher rates of medication errors, hospital-acquired infections, and reduced patient satisfaction scores. The study noted the successful efforts to address burnout in organizations were based on structural changes and not temporary solutions. In particular, nurse-to-patient ratio reduction, increased staffing flexibility, and better supervisory support turned out to be more effective than independent wellness programs. This implies that the culture of an organization and allocation of work are essential to success in the long term.

The second article, by Rodríguez-Fernandez et al. (2024), was grounded on the implications of the Organizational Commitment Model in healthcare, specifically, within nursing. The authors emphasized that organizational commitment should be reinforced through proper role definition, open communication channels, and empowering nurses to make decisions regarding issues related to shifts and workload distribution. As opposed to other strategies that only consider individual coping strategies, these strategies consider systemic improvements that enable nurses to gain a sense of control over their work. The results showed that nurses who felt that their voices were heard and valued were less likely to experience burnout and more likely to be engaged and committed to their organizations.

The strategies covered in both articles are applicable to our organization, yet their potential effects are worth considering. On the positive side, structural changes, such as adjustment of staffing ratios and increased autonomy in scheduling, would likely assist in reducing burnout among nurses and enhancing retention. An improvement in nurse satisfaction could lead to better patient outcomes and organizational performance. For example, cutting down on the nurse-to-patient ratio in our ICU would lead to a direct decrease in medication errors and hospital-acquired infections.

However, these strategies have potential issues as well. Hiring additional employees to improve ratios would be a financial burden, particularly at a time when operational costs are on the rise. More autonomy in scheduling can also complicate staffing logistics, especially where personal preferences conflict with patient care. An evidence-based strategy with realistic resource management is, thus, of relevance. Piloting projects in one or two units and then applying to the whole organization can provide useful information regarding practicability and impacts.

**References**

Amalberti, R., Vincent, C., Nicklin, W., & Braithwaite, J. (2019). Coping with more people with more illness Part 1: The nature of the challenge and the implications for safety and quality.
_International Journal for Quality in Health Care, 31_(2), 154–158.
[https://doi.org/10.1093/intqhc/mzy224](https://doi.org/10.1093/intqhc/mzy224)

Broome, M., & Marshall, E. S. (2021).
_Transformational leadership in nursing: From expert clinician to influential leader_ (3rd ed.). Springer Publishing Company.

Li, L. Z., Yang, P., Singer, S. J., Pfeffer, J., Mathur, M. B., & Shanafelt, T. (2024). Nurse burnout and patient safety, satisfaction, and quality of care: A systematic review and meta-analysis.
_JAMA Network Open, 7_(11), e2443059.
[https://doi.org/10.1001/jamanetworkopen.2024.43059](https://doi.org/10.1001/jamanetworkopen.2024.43059)

Rodríguez-Fernández, M., Herrera, J., de Las Heras-Rosas, C., & Ciruela-Lorenzo, A. M. (2024). Practical implications of the organizational commitment model in healthcare: The case of nurses.
_Journal of Nursing Management, 32_(4), 6455398.
[https://doi.org/10.1155/2024/6455398](https://doi.org/10.1155/2024/6455398)

**## WK2Assgn_Silva_a.docx**

2

**Analysis of a Pertinent Healthcare Issue: Nurse Burnout and Workforce Shortages**

Anthony Silva

Walden University

Professor Phyllis Lawrence DNP

NURS-6053 Interprof Org & Sys Leadership

September 7th 2025

Analysis of a Pertinent Healthcare Issue: Nurse Burnout and Workforce Shortages

**To:** Organizational Leadership Team

**From:**[Anthony Silva]

**Date:**[9/7/2025]

**Subject: Addressing Nurse Burnout and Workforce Shortages**

Some of the most pressing stressors affecting healthcare in the country are nurse burnout and workforce shortages, which jeopardize patient outcomes and organizational sustainability. Burnout, involving emotional exhaustion, depersonalization, and lack of professional accomplishment, has become even stronger since the COVID-19 pandemic and continues to hurt healthcare facilities. This issue is particularly evident in high-acuity units like intensive care unit, where lengthy shifts, high workload, and frequent overtime impose an immense psychological and physical burden on nurses. At the national level, these factors result in high turnover rates, low retention rates, and a decline in patient satisfaction, which, in turn, impact the performance of organizations and increase expenses (Amalberti et al., 2019).

In my organization, this problem presents itself in a number of quantifiable ways. Critical care unit nurse turnover has increased by almost 18% in the last two years, as compared to an average of 12 in the pre-pandemic period. The common reasons given in exit interviews are workload stress, absence of work-life balance, and inadequate recovery opportunities. The situation is further worsened by staff shortages, which increase the nurse-to-patient ratio, worsening patient safety and increasing the risk of adverse events. Additionally, the strain impacts morale, which leads to a cycle where disengagement of nurses contributes to attrition. Some of the interventions the leadership has tried to deploy to alleviate this include stress-management workshops, counseling services, and flexible scheduling options. Although these initiatives show a commitment to care about their staff welfare, the fact that the issue remains unchanged means that more systemic solutions are needed (Broome and Marshall, 2021).

To gain further insight into the strategies that work, I reviewed two recent scholarly papers on the topic of nurse burnout and workforce shortages. The first is a systematic review and meta-analysis study by Li et al. (2024), which analyzed 87 studies that included data across 32 countries. The authors discovered a consistent correlation between nurse burnout and higher rates of medication errors, hospital-acquired infections, and reduced patient satisfaction scores. The study noted the successful efforts to address burnout in organizations were based on structural changes and not temporary solutions. In particular, nurse-to-patient ratio reduction, increased staffing flexibility, and better supervisory support turned out to be more effective than independent wellness programs. This implies that the culture of an organization and allocation of work are essential to success in the long term.

The second article, by Rodríguez-Fernandez et al. (2024), was grounded on the implications of the Organizational Commitment Model in healthcare, specifically, within nursing. The authors emphasized that organizational commitment should be reinforced through proper role definition, open communication channels, and empowering nurses to make decisions regarding issues related to shifts and workload distribution. As opposed to other strategies that only consider individual coping strategies, these strategies consider systemic improvements that enable nurses to gain a sense of control over their work. The results showed that nurses who felt that their voices were heard and valued were less likely to experience burnout and more likely to be engaged and committed to their organizations.

The strategies covered in both articles are applicable to our organization, yet their potential effects are worth considering. On the positive side, structural changes, such as adjustment of staffing ratios and increased autonomy in scheduling, would likely assist in reducing burnout among nurses and enhancing retention. An improvement in nurse satisfaction could lead to better patient outcomes and organizational performance. For example, cutting down on the nurse-to-patient ratio in our ICU would lead to a direct decrease in medication errors and hospital-acquired infections.

However, these strategies have potential issues as well. Hiring additional employees to improve ratios would be a financial burden, particularly at a time when operational costs are on the rise. More autonomy in scheduling can also complicate staffing logistics, especially where personal preferences conflict with patient care. An evidence-based strategy with realistic resource management is, thus, of relevance. Piloting projects in one or two units and then applying to the whole organization can provide useful information regarding practicability and impacts.

**References**

Amalberti, R., Vincent, C., Nicklin, W., & Braithwaite, J. (2019). Coping with more people with more illness Part 1: The nature of the challenge and the implications for safety and quality.
_International Journal for Quality in Health Care, 31_(2), 154–158.
[https://doi.org/10.1093/intqhc/mzy224](https://doi.org/10.1093/intqhc/mzy224)

Broome, M., & Marshall, E. S. (2021).
_Transformational leadership in nursing: From expert clinician to influential leader_ (3rd ed.). Springer Publishing Company.

Li, L. Z., Yang, P., Singer, S. J., Pfeffer, J., Mathur, M. B., & Shanafelt, T. (2024). Nurse burnout and patient safety, satisfaction, and quality of care: A systematic review and meta-analysis.
_JAMA Network Open, 7_(11), e2443059.
[https://doi.org/10.1001/jamanetworkopen.2024.43059](https://doi.org/10.1001/jamanetworkopen.2024.43059)

Rodríguez-Fernández, M., Herrera, J., de Las Heras-Rosas, C., & Ciruela-Lorenzo, A. M. (2024). Practical implications of the organizational commitment model in healthcare: The case of nurses.
_Journal of Nursing Management, 32_(4), 6455398.
[https://doi.org/10.1155/2024/6455398](https://doi.org/10.1155/2024/6455398)

**## week3assignmentinfoadd.docx**

Add a section to the 2-3 page paper you submitted in Module 1. The new section should address the following in 1-2 pages:

· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.

· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.

· Critique the policy for ethical considerations and explain the policy’s strengths and challenges in promoting ethics.

· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.

· Cite evidence that informs the healthcare issue/stressor and/or the policies and provide two scholarly resources in support of your policy or practice recommendations.

· Due to the nature of this assignment, your instructor may require more than
**7** days to provide you with quality feedback.

**## WK2Assgn_Silva_a.docx**

2

**Analysis of a Pertinent Healthcare Issue: Nurse Burnout and Workforce Shortages**

Anthony Silva

Walden University

Professor Phyllis Lawrence DNP

NURS-6053 Interprof Org & Sys Leadership

September 7th 2025

Analysis of a Pertinent Healthcare Issue: Nurse Burnout and Workforce Shortages

**To:** Organizational Leadership Team

**From:**[Anthony Silva]

**Date:**[9/7/2025]

**Subject: Addressing Nurse Burnout and Workforce Shortages**

Some of the most pressing stressors affecting healthcare in the country are nurse burnout and workforce shortages, which jeopardize patient outcomes and organizational sustainability. Burnout, involving emotional exhaustion, depersonalization, and lack of professional accomplishment, has become even stronger since the COVID-19 pandemic and continues to hurt healthcare facilities. This issue is particularly evident in high-acuity units like intensive care unit, where lengthy shifts, high workload, and frequent overtime impose an immense psychological and physical burden on nurses. At the national level, these factors result in high turnover rates, low retention rates, and a decline in patient satisfaction, which, in turn, impact the performance of organizations and increase expenses (Amalberti et al., 2019).

In my organization, this problem presents itself in a number of quantifiable ways. Critical care unit nurse turnover has increased by almost 18% in the last two years, as compared to an average of 12 in the pre-pandemic period. The common reasons given in exit interviews are workload stress, absence of work-life balance, and inadequate recovery opportunities. The situation is further worsened by staff shortages, which increase the nurse-to-patient ratio, worsening patient safety and increasing the risk of adverse events. Additionally, the strain impacts morale, which leads to a cycle where disengagement of nurses contributes to attrition. Some of the interventions the leadership has tried to deploy to alleviate this include stress-management workshops, counseling services, and flexible scheduling options. Although these initiatives show a commitment to care about their staff welfare, the fact that the issue remains unchanged means that more systemic solutions are needed (Broome and Marshall, 2021).

To gain further insight into the strategies that work, I reviewed two recent scholarly papers on the topic of nurse burnout and workforce shortages. The first is a systematic review and meta-analysis study by Li et al. (2024), which analyzed 87 studies that included data across 32 countries. The authors discovered a consistent correlation between nurse burnout and higher rates of medication errors, hospital-acquired infections, and reduced patient satisfaction scores. The study noted the successful efforts to address burnout in organizations were based on structural changes and not temporary solutions. In particular, nurse-to-patient ratio reduction, increased staffing flexibility, and better supervisory support turned out to be more effective than independent wellness programs. This implies that the culture of an organization and allocation of work are essential to success in the long term.

The second article, by Rodríguez-Fernandez et al. (2024), was grounded on the implications of the Organizational Commitment Model in healthcare, specifically, within nursing. The authors emphasized that organizational commitment should be reinforced through proper role definition, open communication channels, and empowering nurses to make decisions regarding issues related to shifts and workload distribution. As opposed to other strategies that only consider individual coping strategies, these strategies consider systemic improvements that enable nurses to gain a sense of control over their work. The results showed that nurses who felt that their voices were heard and valued were less likely to experience burnout and more likely to be engaged and committed to their organizations.

The strategies covered in both articles are applicable to our organization, yet their potential effects are worth considering. On the positive side, structural changes, such as adjustment of staffing ratios and increased autonomy in scheduling, would likely assist in reducing burnout among nurses and enhancing retention. An improvement in nurse satisfaction could lead to better patient outcomes and organizational performance. For example, cutting down on the nurse-to-patient ratio in our ICU would lead to a direct decrease in medication errors and hospital-acquired infections.

However, these strategies have potential issues as well. Hiring additional employees to improve ratios would be a financial burden, particularly at a time when operational costs are on the rise. More autonomy in scheduling can also complicate staffing logistics, especially where personal preferences conflict with patient care. An evidence-based strategy with realistic resource management is, thus, of relevance. Piloting projects in one or two units and then applying to the whole organization can provide useful information regarding practicability and impacts.

**References**

Amalberti, R., Vincent, C., Nicklin, W., & Braithwaite, J. (2019). Coping with more people with more illness Part 1: The nature of the challenge and the implications for safety and quality.
_International Journal for Quality in Health Care, 31_(2), 154–158.
[https://doi.org/10.1093/intqhc/mzy224](https://doi.org/10.1093/intqhc/mzy224)

Broome, M., & Marshall, E. S. (2021).
_Transformational leadership in nursing: From expert clinician to influential leader_ (3rd ed.). Springer Publishing Company.

Li, L. Z., Yang, P., Singer, S. J., Pfeffer, J., Mathur, M. B., & Shanafelt, T. (2024). Nurse burnout and patient safety, satisfaction, and quality of care: A systematic review and meta-analysis.
_JAMA Network Open, 7_(11), e2443059.
[https://doi.org/10.1001/jamanetworkopen.2024.43059](https://doi.org/10.1001/jamanetworkopen.2024.43059)

Rodríguez-Fernández, M., Herrera, J., de Las Heras-Rosas, C., & Ciruela-Lorenzo, A. M. (2024). Practical implications of the organizational commitment model in healthcare: The case of nurses.
_Journal of Nursing Management, 32_(4), 6455398.
[https://doi.org/10.1155/2024/6455398](https://doi.org/10.1155/2024/6455398)

**## week3assignmentinfoadd.docx**

Add a section to the 2-3 page paper you submitted in Module 1. The new section should address the following in 1-2 pages:

· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.

· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.

· Critique the policy for ethical considerations and explain the policy’s strengths and challenges in promoting ethics.

· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.

· Cite evidence that informs the healthcare issue/stressor and/or the policies and provide two scholarly resources in support of your policy or practice recommendations.

· Due to the nature of this assignment, your instructor may require more than
**7** days to provide you with quality feedback.

**## WK2Assgn_Silva_a.docx**

2

**Analysis of a Pertinent Healthcare Issue: Nurse Burnout and Workforce Shortages**

Anthony Silva

Walden University

Professor Phyllis Lawrence DNP

NURS-6053 Interprof Org & Sys Leadership

September 7th 2025

Analysis of a Pertinent Healthcare Issue: Nurse Burnout and Workforce Shortages

**To:** Organizational Leadership Team

**From:**[Anthony Silva]

**Date:**[9/7/2025]

**Subject: Addressing Nurse Burnout and Workforce Shortages**

Some of the most pressing stressors affecting healthcare in the country are nurse burnout and workforce shortages, which jeopardize patient outcomes and organizational sustainability. Burnout, involving emotional exhaustion, depersonalization, and lack of professional accomplishment, has become even stronger since the COVID-19 pandemic and continues to hurt healthcare facilities. This issue is particularly evident in high-acuity units like intensive care unit, where lengthy shifts, high workload, and frequent overtime impose an immense psychological and physical burden on nurses. At the national level, these factors result in high turnover rates, low retention rates, and a decline in patient satisfaction, which, in turn, impact the performance of organizations and increase expenses (Amalberti et al., 2019).

In my organization, this problem presents itself in a number of quantifiable ways. Critical care unit nurse turnover has increased by almost 18% in the last two years, as compared to an average of 12 in the pre-pandemic period. The common reasons given in exit interviews are workload stress, absence of work-life balance, and inadequate recovery opportunities. The situation is further worsened by staff shortages, which increase the nurse-to-patient ratio, worsening patient safety and increasing the risk of adverse events. Additionally, the strain impacts morale, which leads to a cycle where disengagement of nurses contributes to attrition. Some of the interventions the leadership has tried to deploy to alleviate this include stress-management workshops, counseling services, and flexible scheduling options. Although these initiatives show a commitment to care about their staff welfare, the fact that the issue remains unchanged means that more systemic solutions are needed (Broome and Marshall, 2021).

To gain further insight into the strategies that work, I reviewed two recent scholarly papers on the topic of nurse burnout and workforce shortages. The first is a systematic review and meta-analysis study by Li et al. (2024), which analyzed 87 studies that included data across 32 countries. The authors discovered a consistent correlation between nurse burnout and higher rates of medication errors, hospital-acquired infections, and reduced patient satisfaction scores. The study noted the successful efforts to address burnout in organizations were based on structural changes and not temporary solutions. In particular, nurse-to-patient ratio reduction, increased staffing flexibility, and better supervisory support turned out to be more effective than independent wellness programs. This implies that the culture of an organization and allocation of work are essential to success in the long term.

The second article, by Rodríguez-Fernandez et al. (2024), was grounded on the implications of the Organizational Commitment Model in healthcare, specifically, within nursing. The authors emphasized that organizational commitment should be reinforced through proper role definition, open communication channels, and empowering nurses to make decisions regarding issues related to shifts and workload distribution. As opposed to other strategies that only consider individual coping strategies, these strategies consider systemic improvements that enable nurses to gain a sense of control over their work. The results showed that nurses who felt that their voices were heard and valued were less likely to experience burnout and more likely to be engaged and committed to their organizations.

The strategies covered in both articles are applicable to our organization, yet their potential effects are worth considering. On the positive side, structural changes, such as adjustment of staffing ratios and increased autonomy in scheduling, would likely assist in reducing burnout among nurses and enhancing retention. An improvement in nurse satisfaction could lead to better patient outcomes and organizational performance. For example, cutting down on the nurse-to-patient ratio in our ICU would lead to a direct decrease in medication errors and hospital-acquired infections.

However, these strategies have potential issues as well. Hiring additional employees to improve ratios would be a financial burden, particularly at a time when operational costs are on the rise. More autonomy in scheduling can also complicate staffing logistics, especially where personal preferences conflict with patient care. An evidence-based strategy with realistic resource management is, thus, of relevance. Piloting projects in one or two units and then applying to the whole organization can provide useful information regarding practicability and impacts.

**References**

Amalberti, R., Vincent, C., Nicklin, W., & Braithwaite, J. (2019). Coping with more people with more illness Part 1: The nature of the challenge and the implications for safety and quality.
_International Journal for Quality in Health Care, 31_(2), 154–158.
[https://doi.org/10.1093/intqhc/mzy224](https://doi.org/10.1093/intqhc/mzy224)

Broome, M., & Marshall, E. S. (2021).
_Transformational leadership in nursing: From expert clinician to influential leader_ (3rd ed.). Springer Publishing Company.

Li, L. Z., Yang, P., Singer, S. J., Pfeffer, J., Mathur, M. B., & Shanafelt, T. (2024). Nurse burnout and patient safety, satisfaction, and quality of care: A systematic review and meta-analysis.
_JAMA Network Open, 7_(11), e2443059.
[https://doi.org/10.1001/jamanetworkopen.2024.43059](https://doi.org/10.1001/jamanetworkopen.2024.43059)

Rodríguez-Fernández, M., Herrera, J., de Las Heras-Rosas, C., & Ciruela-Lorenzo, A. M. (2024). Practical implications of the organizational commitment model in healthcare: The case of nurses.
_Journal of Nursing Management, 32_(4), 6455398.
[https://doi.org/10.1155/2024/6455398](https://doi.org/10.1155/2024/6455398)

– 1
– 2

November 5, 2026
[Solved] nu673

✓ Verified Academic Solution Available

Executive Solution Overview

homework – ## PMHNP_Clinical_SOAP_Note_Template_2402C3NU673.docx – ## NU673UNIT6ASSIGHNMENTINSTRUCTIONS.docx **## PMHNP_Clinical_SOAP_Note_Template_2402C3NU673.docx** Patient Name: XXX MRN: XXX **Date of Service: 01-27-2020** **Start Time:** 10:00 **End Time:** 10:54 **Billing Code(s):** 9…

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Assignment Prompt & Instructions

homework

– ## PMHNP_Clinical_SOAP_Note_Template_2402C3NU673.docx

– ## NU673UNIT6ASSIGHNMENTINSTRUCTIONS.docx

**## PMHNP_Clinical_SOAP_Note_Template_2402C3NU673.docx**

Patient Name: XXX

MRN: XXX

**Date of Service: 01-27-2020**

**Start Time:** 10:00
**End Time:** 10:54

**Billing Code(s):** 90213, 90836

_(be sure you include strictly psychotherapy codes or both E&M and add on psychotherapy codes if prescribing provider visit)_

**Accompanied by:** Brother

**HPI:** 1 week from inpatient care to current partial inpatient care daily individual psychotherapy session and extended daily group sessions

**S-** Patient states that he generally has been doing well with depressive and anxiety symptoms improved but he still feels down at times. He states he is sleeping better, achieving 7-8 hours of restful sleep each night. He states he feels the medication is helping somewhat and without any noticeable side-effects.

Crisis Issues: He states he has no suicide plan and has not thought about suicide since the recent attempt. He states has no access to prescription medications, other than the fluoxetine. He believes the classes he participated in while inpatient have helped him with coping mechanisms.

Reviewed Allergies: NKA

Current Medications: Fluoxetine 10mg daily

ROS: no complaints

**O-**

Vitals: T 98.4, P 82, R 16, BP 122/78

PE: (not always required and performed, especially in psychotherapy only visits)

Heart- RRR, no murmurs, no gallops

Lungs- CTA bilaterally

Skin- no lesions or rashes

Labs: CBC, lytes, and TSH all within normal limits

Results of any Psychiatric Clinical Tests: BAI=34

MSE:

Gary Davis, a 36-year-old white male, was disheveled and unkempt on presentation to the outpatient office. He was wearing dirty khaki pants, an unbuttoned golf shirt, and white shoes and appeared slightly younger than his stated age. During the interview, he was attentive and calm. He was impatient, but polite in his interactions with this examiner. Mr. Davis reported that today was the best day of his life, because he had decided he was going to be better and start his own company. His affect was labile, but appropriate to the content of his speech (i.e., he became tearful when reporting he had “bogeyed number 15” in gold yesterday). His speech was loud, pressured at times then he would quickly gain composure to a more neutral tone. He exhibited loosening of associations and flight of ideas; he intermittently and unpredictably shifted the topic of conversation from golf, to the mating habits of geese, to the likelihood of extraterrestrial life. Mr. Davis described grandiose delusions regarding his sexual and athletic performance. He reported no auditory hallucinations. He was oriented to time and place. He denied suicidal and homicidal ideation. He refused to participate in intellectual- or memory-related portions of the examination. Reliability, judgment, and insight were impaired.

**A -** with (ICD-10 code)

**Differential Diagnoses:**

**1. choose 3 differential diagnoses**

**2.**

**3.**

**Definitive Diagnosis:**

Major Depressive Disorder, recurrent, without psychotic features F33.4

Generalized Anxiety Disorder F41.1

**P-** Continue Fluoxetine increasing dose to 20mg.

Continue outpatient counseling: partial inpatient program continued with individual and group sessions

Non-pharmacological Tx: Psychotherapy Modality used: CBT

Pharmacological Tx: (be specific and give detailed Rx information)

Education: discussed smoking cessation

Reviewed medication side effects and adherence importance

Follow-up: in one week or earlier if any depressive symptoms worsen.

Referrals: none at this time

**## NU673UNIT6ASSIGHNMENTINSTRUCTIONS.docx**

**Unit 6 Case Study:** An elderly client presents with complaints of manic symptoms. Read the scenario below and then follow the assignment directions on Tab 2.

**Case Study Scenario:**

At first, her husband noticed some restlessness; Mrs. Darcy had a hard time relaxing. It then progressed to an inability to fall asleep and stay asleep. For the past 6 weeks, she has been averaging 3–4 hours of sleep per night, compared to her usual 8–9 hours. In the past month, she has also taken on some new projects within the home. She decided to renovate their kitchen and their master bathroom and redo their backyard deck all within the same week. She has contacted numerous contractors and purchased various home improvement magazines and books but has not been able to progress further into the planning stages, as she becomes easily distracted by other things. When her husband asks her to slow down and perhaps focus on one project, she becomes irritated and yells that he never lets her do anything that she wants. He feels that she has been much more short-tempered in the past month.

In the past week or so, she has spent most of the day in church, praying. Although Mrs. Darcy is a Christian, she usually attends church only once or twice a month. She indicated to her husband that she has been going more often in the past week because she needs to repent of her past sins. She has a “feeling” that if she does not repent her sins, something horrible will befall her family.

On mental status examination, Mrs. Darcy appeared well groomed but dressed in a youthful, “trendy” style. She was annoyed at coming to the hospital, as she felt nothing was wrong with her. Her thought process was tangential, but she could be redirected with some effort. Initially, Mrs. Darcy scoffed at the question of suicide, but she later made the comment that if she had to stay in the hospital any longer, hospital staff might as well “kill me now” as she cannot stand to be in a “prison.” Throughout the assessment, she paced back and forth in the interview room.

Her medications, which her husband brought in a dosette, include ramipril 5 mg qam, atorvastatin 40 mg q supper, escitalopram 15 mg qhs, lorazepam 2 mg qhs, pantoprazole 40 mg ac meals, and levothyroxine 75 mcg qam.

Her vital signs on initial presentation showed a blood pressure of 132/76 mm Hg, a heart rate of 103 BPM, and O2 saturation at 98%. The emergency physician ordered basic laboratory investigations, including complete blood count (CBC), electrolytes, creatinine, estimated glomerular filtration rate (eGFR), total bilirubin, alanine aminotransferase, aspartate aminotransferase, gamma-glutamyl transferase, and thyroid-stimulating hormone, which were all within normal limits.

The emergency physician determines that Mrs. Darcy may be at imminent risk and asks whether she should be on a psychiatric commitment order based on Mrs. Darcy’s comments about killing herself if she needed to remain in the hospital. She has been referred to you, the emergency psychiatric consultant, for further assessment and management of her suicide risk, mood, and behavior.

**Assignment Instruction**

Use the SOAP note template to complete the documentation with the information provided.

· Formulate appropriate diagnoses and design a treatment plan.

· Explain what further information you will explore to aid in accurate diagnosis.

· What other investigation will you consider narrowing down the diagnosis?

· Outline your evidence-based treatment plan.

**Assignment Requirements:**

Before finalizing your work, you should:

· be sure to read the assignment description carefully (as displayed above);

· consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

· utilize spelling and grammar check to minimize errors.

Your writing assignment should:

· follow the conventions of Standard English (correct grammar, punctuation, etc.);

· be well ordered, logical, and unified, as well as original and insightful;

· display superior content, organization, style, and mechanics; and

· use APA 7th edition format.

RUBRICS

Subjective Data

● Includes all relevant subjective data necessary for differentiation of the client’s problem.
● Data is presented in a systematic, organized manner

Objective Data

● Objective data is complete and presented in an organized manner

Assessment

● Assessment, including differential and/or diagnosis (if appropriate), is complete and appropriate to the client.
● Diagnostics are complete and appropriate to clients

Plan

● Plan includes all relevant measures 95% to 100% Pharmacologic Non-pharmacologic Education Referral Follow-up
● Answers all questions applying evidence-based practice guidelines.

Professional Application

● Case incorporates three (3) evidence-based practice articles from the past five (5) years

College-level academic writing

● Includes no more than three grammatical, spelling, or punctuation errors that do not interfere with the readability.
● Meets the assignment length requirements

NU673_2402C_-3: Determine evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/nonpharmaceutical interventions for adult/geriatric clients in the acute and/or primary care setting.

Student work demonstrates an attempt to appraise use of evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/non-pharmaceutical interventions for adult/geriatric clients in the acute and/or primary care setting. The content was thorough, relevant to the topic, and illustrated critical analysis.

**## NU673UNIT6ASSIGHNMENTINSTRUCTIONS.docx**

**Unit 6 Case Study:** An elderly client presents with complaints of manic symptoms. Read the scenario below and then follow the assignment directions on Tab 2.

**Case Study Scenario:**

At first, her husband noticed some restlessness; Mrs. Darcy had a hard time relaxing. It then progressed to an inability to fall asleep and stay asleep. For the past 6 weeks, she has been averaging 3–4 hours of sleep per night, compared to her usual 8–9 hours. In the past month, she has also taken on some new projects within the home. She decided to renovate their kitchen and their master bathroom and redo their backyard deck all within the same week. She has contacted numerous contractors and purchased various home improvement magazines and books but has not been able to progress further into the planning stages, as she becomes easily distracted by other things. When her husband asks her to slow down and perhaps focus on one project, she becomes irritated and yells that he never lets her do anything that she wants. He feels that she has been much more short-tempered in the past month.

In the past week or so, she has spent most of the day in church, praying. Although Mrs. Darcy is a Christian, she usually attends church only once or twice a month. She indicated to her husband that she has been going more often in the past week because she needs to repent of her past sins. She has a “feeling” that if she does not repent her sins, something horrible will befall her family.

On mental status examination, Mrs. Darcy appeared well groomed but dressed in a youthful, “trendy” style. She was annoyed at coming to the hospital, as she felt nothing was wrong with her. Her thought process was tangential, but she could be redirected with some effort. Initially, Mrs. Darcy scoffed at the question of suicide, but she later made the comment that if she had to stay in the hospital any longer, hospital staff might as well “kill me now” as she cannot stand to be in a “prison.” Throughout the assessment, she paced back and forth in the interview room.

Her medications, which her husband brought in a dosette, include ramipril 5 mg qam, atorvastatin 40 mg q supper, escitalopram 15 mg qhs, lorazepam 2 mg qhs, pantoprazole 40 mg ac meals, and levothyroxine 75 mcg qam.

Her vital signs on initial presentation showed a blood pressure of 132/76 mm Hg, a heart rate of 103 BPM, and O2 saturation at 98%. The emergency physician ordered basic laboratory investigations, including complete blood count (CBC), electrolytes, creatinine, estimated glomerular filtration rate (eGFR), total bilirubin, alanine aminotransferase, aspartate aminotransferase, gamma-glutamyl transferase, and thyroid-stimulating hormone, which were all within normal limits.

The emergency physician determines that Mrs. Darcy may be at imminent risk and asks whether she should be on a psychiatric commitment order based on Mrs. Darcy’s comments about killing herself if she needed to remain in the hospital. She has been referred to you, the emergency psychiatric consultant, for further assessment and management of her suicide risk, mood, and behavior.

**Assignment Instruction**

Use the SOAP note template to complete the documentation with the information provided.

· Formulate appropriate diagnoses and design a treatment plan.

· Explain what further information you will explore to aid in accurate diagnosis.

· What other investigation will you consider narrowing down the diagnosis?

· Outline your evidence-based treatment plan.

**Assignment Requirements:**

Before finalizing your work, you should:

· be sure to read the assignment description carefully (as displayed above);

· consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

· utilize spelling and grammar check to minimize errors.

Your writing assignment should:

· follow the conventions of Standard English (correct grammar, punctuation, etc.);

· be well ordered, logical, and unified, as well as original and insightful;

· display superior content, organization, style, and mechanics; and

· use APA 7th edition format.

RUBRICS

Subjective Data

● Includes all relevant subjective data necessary for differentiation of the client’s problem.
● Data is presented in a systematic, organized manner

Objective Data

● Objective data is complete and presented in an organized manner

Assessment

● Assessment, including differential and/or diagnosis (if appropriate), is complete and appropriate to the client.
● Diagnostics are complete and appropriate to clients

Plan

● Plan includes all relevant measures 95% to 100% Pharmacologic Non-pharmacologic Education Referral Follow-up
● Answers all questions applying evidence-based practice guidelines.

Professional Application

● Case incorporates three (3) evidence-based practice articles from the past five (5) years

College-level academic writing

● Includes no more than three grammatical, spelling, or punctuation errors that do not interfere with the readability.
● Meets the assignment length requirements

NU673_2402C_-3: Determine evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/nonpharmaceutical interventions for adult/geriatric clients in the acute and/or primary care setting.

Student work demonstrates an attempt to appraise use of evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/non-pharmaceutical interventions for adult/geriatric clients in the acute and/or primary care setting. The content was thorough, relevant to the topic, and illustrated critical analysis.

**## PMHNP_Clinical_SOAP_Note_Template_2402C3NU673.docx**

Patient Name: XXX

MRN: XXX

**Date of Service: 01-27-2020**

**Start Time:** 10:00
**End Time:** 10:54

**Billing Code(s):** 90213, 90836

_(be sure you include strictly psychotherapy codes or both E&M and add on psychotherapy codes if prescribing provider visit)_

**Accompanied by:** Brother

**HPI:** 1 week from inpatient care to current partial inpatient care daily individual psychotherapy session and extended daily group sessions

**S-** Patient states that he generally has been doing well with depressive and anxiety symptoms improved but he still feels down at times. He states he is sleeping better, achieving 7-8 hours of restful sleep each night. He states he feels the medication is helping somewhat and without any noticeable side-effects.

Crisis Issues: He states he has no suicide plan and has not thought about suicide since the recent attempt. He states has no access to prescription medications, other than the fluoxetine. He believes the classes he participated in while inpatient have helped him with coping mechanisms.

Reviewed Allergies: NKA

Current Medications: Fluoxetine 10mg daily

ROS: no complaints

**O-**

Vitals: T 98.4, P 82, R 16, BP 122/78

PE: (not always required and performed, especially in psychotherapy only visits)

Heart- RRR, no murmurs, no gallops

Lungs- CTA bilaterally

Skin- no lesions or rashes

Labs: CBC, lytes, and TSH all within normal limits

Results of any Psychiatric Clinical Tests: BAI=34

MSE:

Gary Davis, a 36-year-old white male, was disheveled and unkempt on presentation to the outpatient office. He was wearing dirty khaki pants, an unbuttoned golf shirt, and white shoes and appeared slightly younger than his stated age. During the interview, he was attentive and calm. He was impatient, but polite in his interactions with this examiner. Mr. Davis reported that today was the best day of his life, because he had decided he was going to be better and start his own company. His affect was labile, but appropriate to the content of his speech (i.e., he became tearful when reporting he had “bogeyed number 15” in gold yesterday). His speech was loud, pressured at times then he would quickly gain composure to a more neutral tone. He exhibited loosening of associations and flight of ideas; he intermittently and unpredictably shifted the topic of conversation from golf, to the mating habits of geese, to the likelihood of extraterrestrial life. Mr. Davis described grandiose delusions regarding his sexual and athletic performance. He reported no auditory hallucinations. He was oriented to time and place. He denied suicidal and homicidal ideation. He refused to participate in intellectual- or memory-related portions of the examination. Reliability, judgment, and insight were impaired.

**A -** with (ICD-10 code)

**Differential Diagnoses:**

**1. choose 3 differential diagnoses**

**2.**

**3.**

**Definitive Diagnosis:**

Major Depressive Disorder, recurrent, without psychotic features F33.4

Generalized Anxiety Disorder F41.1

**P-** Continue Fluoxetine increasing dose to 20mg.

Continue outpatient counseling: partial inpatient program continued with individual and group sessions

Non-pharmacological Tx: Psychotherapy Modality used: CBT

Pharmacological Tx: (be specific and give detailed Rx information)

Education: discussed smoking cessation

Reviewed medication side effects and adherence importance

Follow-up: in one week or earlier if any depressive symptoms worsen.

Referrals: none at this time

**## NU673UNIT6ASSIGHNMENTINSTRUCTIONS.docx**

**Unit 6 Case Study:** An elderly client presents with complaints of manic symptoms. Read the scenario below and then follow the assignment directions on Tab 2.

**Case Study Scenario:**

At first, her husband noticed some restlessness; Mrs. Darcy had a hard time relaxing. It then progressed to an inability to fall asleep and stay asleep. For the past 6 weeks, she has been averaging 3–4 hours of sleep per night, compared to her usual 8–9 hours. In the past month, she has also taken on some new projects within the home. She decided to renovate their kitchen and their master bathroom and redo their backyard deck all within the same week. She has contacted numerous contractors and purchased various home improvement magazines and books but has not been able to progress further into the planning stages, as she becomes easily distracted by other things. When her husband asks her to slow down and perhaps focus on one project, she becomes irritated and yells that he never lets her do anything that she wants. He feels that she has been much more short-tempered in the past month.

In the past week or so, she has spent most of the day in church, praying. Although Mrs. Darcy is a Christian, she usually attends church only once or twice a month. She indicated to her husband that she has been going more often in the past week because she needs to repent of her past sins. She has a “feeling” that if she does not repent her sins, something horrible will befall her family.

On mental status examination, Mrs. Darcy appeared well groomed but dressed in a youthful, “trendy” style. She was annoyed at coming to the hospital, as she felt nothing was wrong with her. Her thought process was tangential, but she could be redirected with some effort. Initially, Mrs. Darcy scoffed at the question of suicide, but she later made the comment that if she had to stay in the hospital any longer, hospital staff might as well “kill me now” as she cannot stand to be in a “prison.” Throughout the assessment, she paced back and forth in the interview room.

Her medications, which her husband brought in a dosette, include ramipril 5 mg qam, atorvastatin 40 mg q supper, escitalopram 15 mg qhs, lorazepam 2 mg qhs, pantoprazole 40 mg ac meals, and levothyroxine 75 mcg qam.

Her vital signs on initial presentation showed a blood pressure of 132/76 mm Hg, a heart rate of 103 BPM, and O2 saturation at 98%. The emergency physician ordered basic laboratory investigations, including complete blood count (CBC), electrolytes, creatinine, estimated glomerular filtration rate (eGFR), total bilirubin, alanine aminotransferase, aspartate aminotransferase, gamma-glutamyl transferase, and thyroid-stimulating hormone, which were all within normal limits.

The emergency physician determines that Mrs. Darcy may be at imminent risk and asks whether she should be on a psychiatric commitment order based on Mrs. Darcy’s comments about killing herself if she needed to remain in the hospital. She has been referred to you, the emergency psychiatric consultant, for further assessment and management of her suicide risk, mood, and behavior.

**Assignment Instruction**

Use the SOAP note template to complete the documentation with the information provided.

· Formulate appropriate diagnoses and design a treatment plan.

· Explain what further information you will explore to aid in accurate diagnosis.

· What other investigation will you consider narrowing down the diagnosis?

· Outline your evidence-based treatment plan.

**Assignment Requirements:**

Before finalizing your work, you should:

· be sure to read the assignment description carefully (as displayed above);

· consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

· utilize spelling and grammar check to minimize errors.

Your writing assignment should:

· follow the conventions of Standard English (correct grammar, punctuation, etc.);

· be well ordered, logical, and unified, as well as original and insightful;

· display superior content, organization, style, and mechanics; and

· use APA 7th edition format.

RUBRICS

Subjective Data

● Includes all relevant subjective data necessary for differentiation of the client’s problem.
● Data is presented in a systematic, organized manner

Objective Data

● Objective data is complete and presented in an organized manner

Assessment

● Assessment, including differential and/or diagnosis (if appropriate), is complete and appropriate to the client.
● Diagnostics are complete and appropriate to clients

Plan

● Plan includes all relevant measures 95% to 100% Pharmacologic Non-pharmacologic Education Referral Follow-up
● Answers all questions applying evidence-based practice guidelines.

Professional Application

● Case incorporates three (3) evidence-based practice articles from the past five (5) years

College-level academic writing

● Includes no more than three grammatical, spelling, or punctuation errors that do not interfere with the readability.
● Meets the assignment length requirements

NU673_2402C_-3: Determine evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/nonpharmaceutical interventions for adult/geriatric clients in the acute and/or primary care setting.

Student work demonstrates an attempt to appraise use of evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/non-pharmaceutical interventions for adult/geriatric clients in the acute and/or primary care setting. The content was thorough, relevant to the topic, and illustrated critical analysis.

**## PMHNP_Clinical_SOAP_Note_Template_2402C3NU673.docx**

Patient Name: XXX

MRN: XXX

**Date of Service: 01-27-2020**

**Start Time:** 10:00
**End Time:** 10:54

**Billing Code(s):** 90213, 90836

_(be sure you include strictly psychotherapy codes or both E&M and add on psychotherapy codes if prescribing provider visit)_

**Accompanied by:** Brother

**HPI:** 1 week from inpatient care to current partial inpatient care daily individual psychotherapy session and extended daily group sessions

**S-** Patient states that he generally has been doing well with depressive and anxiety symptoms improved but he still feels down at times. He states he is sleeping better, achieving 7-8 hours of restful sleep each night. He states he feels the medication is helping somewhat and without any noticeable side-effects.

Crisis Issues: He states he has no suicide plan and has not thought about suicide since the recent attempt. He states has no access to prescription medications, other than the fluoxetine. He believes the classes he participated in while inpatient have helped him with coping mechanisms.

Reviewed Allergies: NKA

Current Medications: Fluoxetine 10mg daily

ROS: no complaints

**O-**

Vitals: T 98.4, P 82, R 16, BP 122/78

PE: (not always required and performed, especially in psychotherapy only visits)

Heart- RRR, no murmurs, no gallops

Lungs- CTA bilaterally

Skin- no lesions or rashes

Labs: CBC, lytes, and TSH all within normal limits

Results of any Psychiatric Clinical Tests: BAI=34

MSE:

Gary Davis, a 36-year-old white male, was disheveled and unkempt on presentation to the outpatient office. He was wearing dirty khaki pants, an unbuttoned golf shirt, and white shoes and appeared slightly younger than his stated age. During the interview, he was attentive and calm. He was impatient, but polite in his interactions with this examiner. Mr. Davis reported that today was the best day of his life, because he had decided he was going to be better and start his own company. His affect was labile, but appropriate to the content of his speech (i.e., he became tearful when reporting he had “bogeyed number 15” in gold yesterday). His speech was loud, pressured at times then he would quickly gain composure to a more neutral tone. He exhibited loosening of associations and flight of ideas; he intermittently and unpredictably shifted the topic of conversation from golf, to the mating habits of geese, to the likelihood of extraterrestrial life. Mr. Davis described grandiose delusions regarding his sexual and athletic performance. He reported no auditory hallucinations. He was oriented to time and place. He denied suicidal and homicidal ideation. He refused to participate in intellectual- or memory-related portions of the examination. Reliability, judgment, and insight were impaired.

**A -** with (ICD-10 code)

**Differential Diagnoses:**

**1. choose 3 differential diagnoses**

**2.**

**3.**

**Definitive Diagnosis:**

Major Depressive Disorder, recurrent, without psychotic features F33.4

Generalized Anxiety Disorder F41.1

**P-** Continue Fluoxetine increasing dose to 20mg.

Continue outpatient counseling: partial inpatient program continued with individual and group sessions

Non-pharmacological Tx: Psychotherapy Modality used: CBT

Pharmacological Tx: (be specific and give detailed Rx information)

Education: discussed smoking cessation

Reviewed medication side effects and adherence importance

Follow-up: in one week or earlier if any depressive symptoms worsen.

Referrals: none at this time

**## NU673UNIT6ASSIGHNMENTINSTRUCTIONS.docx**

**Unit 6 Case Study:** An elderly client presents with complaints of manic symptoms. Read the scenario below and then follow the assignment directions on Tab 2.

**Case Study Scenario:**

At first, her husband noticed some restlessness; Mrs. Darcy had a hard time relaxing. It then progressed to an inability to fall asleep and stay asleep. For the past 6 weeks, she has been averaging 3–4 hours of sleep per night, compared to her usual 8–9 hours. In the past month, she has also taken on some new projects within the home. She decided to renovate their kitchen and their master bathroom and redo their backyard deck all within the same week. She has contacted numerous contractors and purchased various home improvement magazines and books but has not been able to progress further into the planning stages, as she becomes easily distracted by other things. When her husband asks her to slow down and perhaps focus on one project, she becomes irritated and yells that he never lets her do anything that she wants. He feels that she has been much more short-tempered in the past month.

In the past week or so, she has spent most of the day in church, praying. Although Mrs. Darcy is a Christian, she usually attends church only once or twice a month. She indicated to her husband that she has been going more often in the past week because she needs to repent of her past sins. She has a “feeling” that if she does not repent her sins, something horrible will befall her family.

On mental status examination, Mrs. Darcy appeared well groomed but dressed in a youthful, “trendy” style. She was annoyed at coming to the hospital, as she felt nothing was wrong with her. Her thought process was tangential, but she could be redirected with some effort. Initially, Mrs. Darcy scoffed at the question of suicide, but she later made the comment that if she had to stay in the hospital any longer, hospital staff might as well “kill me now” as she cannot stand to be in a “prison.” Throughout the assessment, she paced back and forth in the interview room.

Her medications, which her husband brought in a dosette, include ramipril 5 mg qam, atorvastatin 40 mg q supper, escitalopram 15 mg qhs, lorazepam 2 mg qhs, pantoprazole 40 mg ac meals, and levothyroxine 75 mcg qam.

Her vital signs on initial presentation showed a blood pressure of 132/76 mm Hg, a heart rate of 103 BPM, and O2 saturation at 98%. The emergency physician ordered basic laboratory investigations, including complete blood count (CBC), electrolytes, creatinine, estimated glomerular filtration rate (eGFR), total bilirubin, alanine aminotransferase, aspartate aminotransferase, gamma-glutamyl transferase, and thyroid-stimulating hormone, which were all within normal limits.

The emergency physician determines that Mrs. Darcy may be at imminent risk and asks whether she should be on a psychiatric commitment order based on Mrs. Darcy’s comments about killing herself if she needed to remain in the hospital. She has been referred to you, the emergency psychiatric consultant, for further assessment and management of her suicide risk, mood, and behavior.

**Assignment Instruction**

Use the SOAP note template to complete the documentation with the information provided.

· Formulate appropriate diagnoses and design a treatment plan.

· Explain what further information you will explore to aid in accurate diagnosis.

· What other investigation will you consider narrowing down the diagnosis?

· Outline your evidence-based treatment plan.

**Assignment Requirements:**

Before finalizing your work, you should:

· be sure to read the assignment description carefully (as displayed above);

· consult the grading rubric (located in Course Resources, Grading Rubrics submodule) to make sure you have included everything necessary; and

· utilize spelling and grammar check to minimize errors.

Your writing assignment should:

· follow the conventions of Standard English (correct grammar, punctuation, etc.);

· be well ordered, logical, and unified, as well as original and insightful;

· display superior content, organization, style, and mechanics; and

· use APA 7th edition format.

RUBRICS

Subjective Data

● Includes all relevant subjective data necessary for differentiation of the client’s problem.
● Data is presented in a systematic, organized manner

Objective Data

● Objective data is complete and presented in an organized manner

Assessment

● Assessment, including differential and/or diagnosis (if appropriate), is complete and appropriate to the client.
● Diagnostics are complete and appropriate to clients

Plan

● Plan includes all relevant measures 95% to 100% Pharmacologic Non-pharmacologic Education Referral Follow-up
● Answers all questions applying evidence-based practice guidelines.

Professional Application

● Case incorporates three (3) evidence-based practice articles from the past five (5) years

College-level academic writing

● Includes no more than three grammatical, spelling, or punctuation errors that do not interfere with the readability.
● Meets the assignment length requirements

NU673_2402C_-3: Determine evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/nonpharmaceutical interventions for adult/geriatric clients in the acute and/or primary care setting.

Student work demonstrates an attempt to appraise use of evidence-based, therapeutic, patient-centered treatment plans that incorporate traditional and complementary pharmacological/non-pharmaceutical interventions for adult/geriatric clients in the acute and/or primary care setting. The content was thorough, relevant to the topic, and illustrated critical analysis.

– 1
– 2

November 5, 2026
[Solved] Nutrition self assessment

✓ Verified Academic Solution Available

Executive Solution Overview

– ## NURS225-NutritionAssessmentrev032323-1.docx – ScreenshotbySnipMyonSep82025at7.45.50PM.png – ScreenshotbySnipMyonSep82025at7.46.09PM.png **## NURS225-NutritionAssessmentrev032323-1.docx** **NURS 225: Nutritional Self-Assessment** Name: Date: **This assignment must be typed. No handwritten submis…

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– ## NURS225-NutritionAssessmentrev032323-1.docx

– ScreenshotbySnipMyonSep82025at7.45.50PM.png
– ScreenshotbySnipMyonSep82025at7.46.09PM.png

**## NURS225-NutritionAssessmentrev032323-1.docx**

**NURS 225: Nutritional Self-Assessment**

Name: Date:

**This assignment must be typed. No handwritten submissions will be accepted.**

**Part 1: 10 points**

Subjective information. Answer each question:

1.
**Family History:** (check all that apply)

☐Diabetes ☐Heart Disease ☐Cancer ☐Weight Problems

☐High Cholesterol ☐Hypertension ☐Other ☐None

How could these disorders affect your diet? If you answered “none,” choose a disorder from the list above, and discuss how can that disorder affect your diet? Discuss in detail (at least 3 full sentences)

2.
**Culture:**

How does your ethnic culture or race or religion affect your nutritional choices? If you do not identify with an ethnic culture or race or religion, how would culture or race affect your nutritional choices? Discuss in detail (at least 3 full sentences)

3.
**Activity Level:**

☐Never ☐Occasionally ☐1-2 days/week ☐3-4 days/week ☐5 or more days/week

Discuss in detail (at least 3 full sentences) what activities do you do.

4.
**BMI Calculation:**

Height: Weight: BMI:

Show full calculation to obtain BMI:

Analysis of BMI. How does your current BMI affect your health? Discuss in detail (at least 3 full sentences):

**Part 2: 10 points**

Barriers to Healthy Living: Check the box if you agree or disagree with the statement. In at least 3 full sentences, explain in detail, why you agreed or disagreed with the statement.

| | | |
| — | — | — |
| **Provide an explanation of your answer choice.** | **Agree** | **Disagree** |
| I do not have time to prepare healthy foods | ☐ | ☐ |
| _Explain:_ |
| I find myself snacking on “unhealthy” foods while studying | ☐ | ☐ |
| _Explain:_ |
| I do not like the taste of healthy foods | ☐ | ☐ |
| _Explain:_ |
| I have problems making healthy food my family will eat | ☐ | ☐ |
| _Explain:_ |
| I eat when I feel sad/depressed/stressed/happy/or other emotion | ☐ | ☐ |
| _Explain:_ |
| I get “mad” at myself for not making healthier food choices | ☐ | ☐ |
| _Explain:_ |
| I often eat past the time of feeling “full” | ☐ | ☐ |
| _Explain:_ |
| I often have powerful cravings for “unhealthy” foods | ☐ | ☐ |
| _Explain:_ |
| I do not have time to exercise | ☐ | ☐ |
| _Explain:_ |
| I feel self-conscious when I exercise | ☐ | ☐ |
| _Explain:_ |

**Part 3: 15 points**

**Two-day food recall:** Write down all foods you have consumed for two full days.
**It does not have to be consecutive days.**

| | |
| — | — |
| **Day One** | **Day Two** |
| Breakfast: | Breakfast: |
| Lunch: | Lunch: |
| Dinner: | Dinner: |
| Snacks: | Snacks: |

**Nutrition:** Please show your calculations of your Recommended Daily Allowance (RDA) for your Proteins, Fats, and Carbohydrates. Find the nutritional values for the nutrients below for each day:

| | | | |
| — | — | — | — |
| **Nutrient** | **Your RDA based on weight/height/activity level (show calculations for Proteins, Fats, & Carbohydrates)** | **Day One** | **Day Two** |
| Protein | | B: <br> <br>L: <br> <br>D: <br> <br>S: <br> <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Carbohydrates | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Fat | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Fiber | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Vitamin C | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Iron | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Cholesterol | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |

**Part 4: 10 points**

**Answer each question based on your food recall**

1. Based on your subjective data, barriers, and nutritional analysis, what changes should you make to your current diet? Discuss in detail (at least 3 full sentences)
_(Support your answer with at least one reference)_

2. Provide one SMART goal
_(specific, measurable, achievable, realistic, timed)_ and provide two strategies to help you obtain that goal. Discuss in detail (at least 3 full sentences)

3. Reflection: What did you learn from this assignment regarding your diet and health in regard to your dietary habits? Discuss in detail (at least 3 full sentences)

**ScreenshotbySnipMyonSep82025at7.45.50PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonsep82025at7-45-50pm-png)

**ScreenshotbySnipMyonSep82025at7.46.09PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonsep82025at7-46-09pm-png)

**ScreenshotbySnipMyonSep82025at7.46.09PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonsep82025at7-46-09pm-png)

**## NURS225-NutritionAssessmentrev032323-1.docx**

**NURS 225: Nutritional Self-Assessment**

Name: Date:

**This assignment must be typed. No handwritten submissions will be accepted.**

**Part 1: 10 points**

Subjective information. Answer each question:

1.
**Family History:** (check all that apply)

☐Diabetes ☐Heart Disease ☐Cancer ☐Weight Problems

☐High Cholesterol ☐Hypertension ☐Other ☐None

How could these disorders affect your diet? If you answered “none,” choose a disorder from the list above, and discuss how can that disorder affect your diet? Discuss in detail (at least 3 full sentences)

2.
**Culture:**

How does your ethnic culture or race or religion affect your nutritional choices? If you do not identify with an ethnic culture or race or religion, how would culture or race affect your nutritional choices? Discuss in detail (at least 3 full sentences)

3.
**Activity Level:**

☐Never ☐Occasionally ☐1-2 days/week ☐3-4 days/week ☐5 or more days/week

Discuss in detail (at least 3 full sentences) what activities do you do.

4.
**BMI Calculation:**

Height: Weight: BMI:

Show full calculation to obtain BMI:

Analysis of BMI. How does your current BMI affect your health? Discuss in detail (at least 3 full sentences):

**Part 2: 10 points**

Barriers to Healthy Living: Check the box if you agree or disagree with the statement. In at least 3 full sentences, explain in detail, why you agreed or disagreed with the statement.

| | | |
| — | — | — |
| **Provide an explanation of your answer choice.** | **Agree** | **Disagree** |
| I do not have time to prepare healthy foods | ☐ | ☐ |
| _Explain:_ |
| I find myself snacking on “unhealthy” foods while studying | ☐ | ☐ |
| _Explain:_ |
| I do not like the taste of healthy foods | ☐ | ☐ |
| _Explain:_ |
| I have problems making healthy food my family will eat | ☐ | ☐ |
| _Explain:_ |
| I eat when I feel sad/depressed/stressed/happy/or other emotion | ☐ | ☐ |
| _Explain:_ |
| I get “mad” at myself for not making healthier food choices | ☐ | ☐ |
| _Explain:_ |
| I often eat past the time of feeling “full” | ☐ | ☐ |
| _Explain:_ |
| I often have powerful cravings for “unhealthy” foods | ☐ | ☐ |
| _Explain:_ |
| I do not have time to exercise | ☐ | ☐ |
| _Explain:_ |
| I feel self-conscious when I exercise | ☐ | ☐ |
| _Explain:_ |

**Part 3: 15 points**

**Two-day food recall:** Write down all foods you have consumed for two full days.
**It does not have to be consecutive days.**

| | |
| — | — |
| **Day One** | **Day Two** |
| Breakfast: | Breakfast: |
| Lunch: | Lunch: |
| Dinner: | Dinner: |
| Snacks: | Snacks: |

**Nutrition:** Please show your calculations of your Recommended Daily Allowance (RDA) for your Proteins, Fats, and Carbohydrates. Find the nutritional values for the nutrients below for each day:

| | | | |
| — | — | — | — |
| **Nutrient** | **Your RDA based on weight/height/activity level (show calculations for Proteins, Fats, & Carbohydrates)** | **Day One** | **Day Two** |
| Protein | | B: <br> <br>L: <br> <br>D: <br> <br>S: <br> <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Carbohydrates | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Fat | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Fiber | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Vitamin C | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Iron | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Cholesterol | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |

**Part 4: 10 points**

**Answer each question based on your food recall**

1. Based on your subjective data, barriers, and nutritional analysis, what changes should you make to your current diet? Discuss in detail (at least 3 full sentences)
_(Support your answer with at least one reference)_

2. Provide one SMART goal
_(specific, measurable, achievable, realistic, timed)_ and provide two strategies to help you obtain that goal. Discuss in detail (at least 3 full sentences)

3. Reflection: What did you learn from this assignment regarding your diet and health in regard to your dietary habits? Discuss in detail (at least 3 full sentences)

**ScreenshotbySnipMyonSep82025at7.45.50PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonsep82025at7-45-50pm-png)

**ScreenshotbySnipMyonSep82025at7.46.09PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonsep82025at7-46-09pm-png)

**## NURS225-NutritionAssessmentrev032323-1.docx**

**NURS 225: Nutritional Self-Assessment**

Name: Date:

**This assignment must be typed. No handwritten submissions will be accepted.**

**Part 1: 10 points**

Subjective information. Answer each question:

1.
**Family History:** (check all that apply)

☐Diabetes ☐Heart Disease ☐Cancer ☐Weight Problems

☐High Cholesterol ☐Hypertension ☐Other ☐None

How could these disorders affect your diet? If you answered “none,” choose a disorder from the list above, and discuss how can that disorder affect your diet? Discuss in detail (at least 3 full sentences)

2.
**Culture:**

How does your ethnic culture or race or religion affect your nutritional choices? If you do not identify with an ethnic culture or race or religion, how would culture or race affect your nutritional choices? Discuss in detail (at least 3 full sentences)

3.
**Activity Level:**

☐Never ☐Occasionally ☐1-2 days/week ☐3-4 days/week ☐5 or more days/week

Discuss in detail (at least 3 full sentences) what activities do you do.

4.
**BMI Calculation:**

Height: Weight: BMI:

Show full calculation to obtain BMI:

Analysis of BMI. How does your current BMI affect your health? Discuss in detail (at least 3 full sentences):

**Part 2: 10 points**

Barriers to Healthy Living: Check the box if you agree or disagree with the statement. In at least 3 full sentences, explain in detail, why you agreed or disagreed with the statement.

| | | |
| — | — | — |
| **Provide an explanation of your answer choice.** | **Agree** | **Disagree** |
| I do not have time to prepare healthy foods | ☐ | ☐ |
| _Explain:_ |
| I find myself snacking on “unhealthy” foods while studying | ☐ | ☐ |
| _Explain:_ |
| I do not like the taste of healthy foods | ☐ | ☐ |
| _Explain:_ |
| I have problems making healthy food my family will eat | ☐ | ☐ |
| _Explain:_ |
| I eat when I feel sad/depressed/stressed/happy/or other emotion | ☐ | ☐ |
| _Explain:_ |
| I get “mad” at myself for not making healthier food choices | ☐ | ☐ |
| _Explain:_ |
| I often eat past the time of feeling “full” | ☐ | ☐ |
| _Explain:_ |
| I often have powerful cravings for “unhealthy” foods | ☐ | ☐ |
| _Explain:_ |
| I do not have time to exercise | ☐ | ☐ |
| _Explain:_ |
| I feel self-conscious when I exercise | ☐ | ☐ |
| _Explain:_ |

**Part 3: 15 points**

**Two-day food recall:** Write down all foods you have consumed for two full days.
**It does not have to be consecutive days.**

| | |
| — | — |
| **Day One** | **Day Two** |
| Breakfast: | Breakfast: |
| Lunch: | Lunch: |
| Dinner: | Dinner: |
| Snacks: | Snacks: |

**Nutrition:** Please show your calculations of your Recommended Daily Allowance (RDA) for your Proteins, Fats, and Carbohydrates. Find the nutritional values for the nutrients below for each day:

| | | | |
| — | — | — | — |
| **Nutrient** | **Your RDA based on weight/height/activity level (show calculations for Proteins, Fats, & Carbohydrates)** | **Day One** | **Day Two** |
| Protein | | B: <br> <br>L: <br> <br>D: <br> <br>S: <br> <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Carbohydrates | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Fat | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Fiber | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Vitamin C | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Iron | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |
| Cholesterol | | B: <br>L: <br>D: <br>S: <br>Total: | B: <br>L: <br>D: <br>S: <br>Total: |

**Part 4: 10 points**

**Answer each question based on your food recall**

1. Based on your subjective data, barriers, and nutritional analysis, what changes should you make to your current diet? Discuss in detail (at least 3 full sentences)
_(Support your answer with at least one reference)_

2. Provide one SMART goal
_(specific, measurable, achievable, realistic, timed)_ and provide two strategies to help you obtain that goal. Discuss in detail (at least 3 full sentences)

3. Reflection: What did you learn from this assignment regarding your diet and health in regard to your dietary habits? Discuss in detail (at least 3 full sentences)

**ScreenshotbySnipMyonSep82025at7.45.50PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonsep82025at7-45-50pm-png)

**ScreenshotbySnipMyonSep82025at7.46.09PM.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshotbysnipmyonsep82025at7-46-09pm-png)

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November 5, 2026
[Solved] 2 Discussion posts

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November 5, 2026
[Solved] External Analysis

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November 5, 2026
[Solved] Health

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Assignment Prompt & Instructions

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

November 5, 2026