Tag: Nursing

  • [Solved] Discussion 1 nursing informatics class

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    Executive Solution Overview

    **Module 1 Discussion** The goal of this assignment is to deepen your understanding of Evidence-Based Practice (EBP) in healthcare informatics. In the discussion, you will explore how informatics tools and data influence the implementation of EBP and examine how healthcare providers can use data to …

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    Assignment Prompt & Instructions

    **Module 1 Discussion**

    The goal of this assignment is to deepen your understanding of Evidence-Based Practice (EBP) in healthcare informatics. In the discussion, you will explore how informatics tools and data influence the implementation of EBP and examine how healthcare providers can use data to improve patient outcomes.

    ### Evidence Based Practice in Informatics

    ### Instructions:

    1. **Research & Summarize**

    – Define Evidence-Based Practice (EBP) and explain its importance in healthcare.
    – Identify and briefly describe three key components of EBP in the clinical decision-making process.
    – Summarize how healthcare informatics supports EBP. Provide at least two specific examples (e.g., use of clinical decision support systems, electronic health records, data analytics).
    – references/sources from goggle scholars

    The discussion must be at least 300 words and submitted in APA 7th edition format with a minimum of 3 peer reviewed references within the last 5 years.

    – 2 years ago

  • [Solved] Cross-Cultural Considerations for the Interview and Physical Assessment Process

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    Executive Solution Overview

    – [\ \ Screenshot5.png](https://www.sweetstudy.com/files/screenshot5-png-10150795 "Screenshot5.png") – 2 years ago

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    Assignment Prompt & Instructions

    – [\
    \
    Screenshot5.png](https://www.sweetstudy.com/files/screenshot5-png-10150795 "Screenshot5.png")

    – 2 years ago

  • [Solved] Formalizing a Partnership

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    follow all directions – 2 years ago **files (3)** – ## Week7Assignment.docx – ## HUMN6660_W07_MOUTemplate.docx – ## AddressingHumanTraffickingThroughPartnershipsandFunding.edited.docx **## Week7Assignment.docx** Week 7 Assignment: Formalizing a Partnership In order to be an effective partner to an…

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    Assignment Prompt & Instructions

    follow all directions

    – 2 years ago

    **files (3)**

    – ## Week7Assignment.docx

    – ## HUMN6660_W07_MOUTemplate.docx

    – ## AddressingHumanTraffickingThroughPartnershipsandFunding.edited.docx

    **## Week7Assignment.docx**

    Week 7 Assignment: Formalizing a Partnership

    In order to be an effective partner to another organization, each has to enter into a more formal agreement that dictates how the partnership will work. One way to begin formalizing a partnership is to draft a memorandum of understanding, or MOU. An MOU describes the cooperative relationship between organizations that wish to work together. It lists the responsibilities of each party, clarifies expectations, and prevents misunderstandings. For this Assignment, you will draft an MOU with the organization you identified in this week’s Discussion.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/143384/pages/week-7-learning-resources)

    By Day 7

    Using the MOU Template in the Learning Resources, draft an MOU with the organization you identified in your Discussion.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK7Assgn_LastName_Firstinitial**

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

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

    **## HUMN6660_W07_MOUTemplate.docx**

    **Memorandum of Understanding**

    **Between**

    **[**
    **_Your Organization_]**

    **And**

    **[**
    **_Partnering Organization_]**

    I. Intent and Mission

    [
    _Provide a brief description of your organization’s mission and the specific program within your organization that is subject to the MOU._]

    [
    _Provide a brief description of your partnering organization’s mission._]

    Together, these organizations hereby agree to [
    _describe the intent of the agreement. Include why the organizations are forming a partnership, the benefits to each organization, the target population, and how the target population benefits._]

    II. The Parties

    [
    _Describe the types of organizations that are parties to the agreement._]

    III. The Time Period

    [
    _Specify the time period of the partnership with specific start dates and end dates._]

    IV. Assignments and Responsibilities

    [
    _This section is the main purpose of the MOU._]

    [
    _Your Organization_] will:

    [
    _List your organization’s sole responsibilities/tasks as bullet points_]

    ·

    [
    _Partnering Organization_] will:

    [
    _List the partnering organization’s sole responsibilities/tasks as bullet points_]

    ·

    [
    _Your Organization_] and [
    _Partnering Organization_]

    [
    _List shared responsibilities/tasks as bullet points_]

    ·

    [Note:
    _An MOU will usually contain more sections for disclaimers, financial arrangements, risk sharing, handling disagreements, and signatures of the representatives authorized to sign an MOU. For the purposes of your assignment, you only need complete the four sections above._]

    **## AddressingHumanTraffickingThroughPartnershipsandFunding.edited.docx**

    1

    **Addressing Human Trafficking Through Partnerships and Funding**

    Student’s Name

    Institutional Affiliation

    Course

    Instructor’s Name

    Date

    **Addressing Human Trafficking Through Partnerships and Funding**

    Human trafficking continues to be a significant problem in the world, and this demands cooperation between different organizations and countries. Appropriate measures require the collaboration of local and global communities in order to address trafficking at the source level. This paper considers the possibility of partnering with an international organization and assigning a $100,000 grant to fight human trafficking efficiently.

    **Partnering with an International Organization**

    Cooperating closely with the United Nations Office on Drugs and Crime (UNODC) guarantees its complete approach to combating human trafficking. UNODC focuses on enhancing capacities to prevent, respond to, and eliminate transnational crimes, raise awareness, and encourage partnership. As estimated by UNODC (2021), all their global campaigns encompass prevention, protection, and prosecution initiatives because eradication of human trafficking is a multi-sectoral approach process. When joining forces with UNODC, local initiatives receive international support and experience which brings additional strength to the fight against human trafficking.

    **Allocating the Grant**

    The $100,000 grant will be divided into two primary allocations: community education and victim rehabilitation programs. The first half of the funding will be directed towards awareness programs: workshops, online promotions, and public lectures for the targeted groups. These campaigns are intended to let a person know how a trafficking situation can be identified and avoided. In their studies, Massey et al. (2020) explain that prevention education reduces risk levels of trafficking in vulnerable populations. The rest will be used to provide victim support services such as shelters; counseling services; training and development of survivors to reintegrate into society. Financial support provided to the process of rehabilitation solves the problem of further feelings of the consequences of trafficking and maintaining sustainable recovery.

    **Conclusion**

    International NGOs such as UNODC strengthen anti-human trafficking actions activated by local governments. Clearly, funding issues were effectively addressed primarily when prioritizing education and such necessary improvements as the rehabilitation of victims. In this way, it not only eradicates the cause and stands with the survivors but also helps to empower the whole fight against human trafficking and increase the community's resistance against it.

    **References**

    Massey, S., Rankin, G., Massey, S., & Rankin, G. (2020). Preventing Human Trafficking.
    _Exploiting People for Profit: Trafficking in Human Beings_, 101-118.
    [https://doi.org/10.1057/978-1-137-43413-5_5](https://doi.org/10.1057/978-1-137-43413-5_5)

    United Nations Office on Drugs and Crime. (2021). Global report on trafficking in persons. Retrieved from
    [https://www.unodc.org](https://www.unodc.org/)

    **## AddressingHumanTraffickingThroughPartnershipsandFunding.edited.docx**

    1

    **Addressing Human Trafficking Through Partnerships and Funding**

    Student’s Name

    Institutional Affiliation

    Course

    Instructor’s Name

    Date

    **Addressing Human Trafficking Through Partnerships and Funding**

    Human trafficking continues to be a significant problem in the world, and this demands cooperation between different organizations and countries. Appropriate measures require the collaboration of local and global communities in order to address trafficking at the source level. This paper considers the possibility of partnering with an international organization and assigning a $100,000 grant to fight human trafficking efficiently.

    **Partnering with an International Organization**

    Cooperating closely with the United Nations Office on Drugs and Crime (UNODC) guarantees its complete approach to combating human trafficking. UNODC focuses on enhancing capacities to prevent, respond to, and eliminate transnational crimes, raise awareness, and encourage partnership. As estimated by UNODC (2021), all their global campaigns encompass prevention, protection, and prosecution initiatives because eradication of human trafficking is a multi-sectoral approach process. When joining forces with UNODC, local initiatives receive international support and experience which brings additional strength to the fight against human trafficking.

    **Allocating the Grant**

    The $100,000 grant will be divided into two primary allocations: community education and victim rehabilitation programs. The first half of the funding will be directed towards awareness programs: workshops, online promotions, and public lectures for the targeted groups. These campaigns are intended to let a person know how a trafficking situation can be identified and avoided. In their studies, Massey et al. (2020) explain that prevention education reduces risk levels of trafficking in vulnerable populations. The rest will be used to provide victim support services such as shelters; counseling services; training and development of survivors to reintegrate into society. Financial support provided to the process of rehabilitation solves the problem of further feelings of the consequences of trafficking and maintaining sustainable recovery.

    **Conclusion**

    International NGOs such as UNODC strengthen anti-human trafficking actions activated by local governments. Clearly, funding issues were effectively addressed primarily when prioritizing education and such necessary improvements as the rehabilitation of victims. In this way, it not only eradicates the cause and stands with the survivors but also helps to empower the whole fight against human trafficking and increase the community's resistance against it.

    **References**

    Massey, S., Rankin, G., Massey, S., & Rankin, G. (2020). Preventing Human Trafficking.
    _Exploiting People for Profit: Trafficking in Human Beings_, 101-118.
    [https://doi.org/10.1057/978-1-137-43413-5_5](https://doi.org/10.1057/978-1-137-43413-5_5)

    United Nations Office on Drugs and Crime. (2021). Global report on trafficking in persons. Retrieved from
    [https://www.unodc.org](https://www.unodc.org/)

    **## Week7Assignment.docx**

    Week 7 Assignment: Formalizing a Partnership

    In order to be an effective partner to another organization, each has to enter into a more formal agreement that dictates how the partnership will work. One way to begin formalizing a partnership is to draft a memorandum of understanding, or MOU. An MOU describes the cooperative relationship between organizations that wish to work together. It lists the responsibilities of each party, clarifies expectations, and prevents misunderstandings. For this Assignment, you will draft an MOU with the organization you identified in this week’s Discussion.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/143384/pages/week-7-learning-resources)

    By Day 7

    Using the MOU Template in the Learning Resources, draft an MOU with the organization you identified in your Discussion.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK7Assgn_LastName_Firstinitial**

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

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

    **## HUMN6660_W07_MOUTemplate.docx**

    **Memorandum of Understanding**

    **Between**

    **[**
    **_Your Organization_]**

    **And**

    **[**
    **_Partnering Organization_]**

    I. Intent and Mission

    [
    _Provide a brief description of your organization’s mission and the specific program within your organization that is subject to the MOU._]

    [
    _Provide a brief description of your partnering organization’s mission._]

    Together, these organizations hereby agree to [
    _describe the intent of the agreement. Include why the organizations are forming a partnership, the benefits to each organization, the target population, and how the target population benefits._]

    II. The Parties

    [
    _Describe the types of organizations that are parties to the agreement._]

    III. The Time Period

    [
    _Specify the time period of the partnership with specific start dates and end dates._]

    IV. Assignments and Responsibilities

    [
    _This section is the main purpose of the MOU._]

    [
    _Your Organization_] will:

    [
    _List your organization’s sole responsibilities/tasks as bullet points_]

    ·

    [
    _Partnering Organization_] will:

    [
    _List the partnering organization’s sole responsibilities/tasks as bullet points_]

    ·

    [
    _Your Organization_] and [
    _Partnering Organization_]

    [
    _List shared responsibilities/tasks as bullet points_]

    ·

    [Note:
    _An MOU will usually contain more sections for disclaimers, financial arrangements, risk sharing, handling disagreements, and signatures of the representatives authorized to sign an MOU. For the purposes of your assignment, you only need complete the four sections above._]

    **## AddressingHumanTraffickingThroughPartnershipsandFunding.edited.docx**

    1

    **Addressing Human Trafficking Through Partnerships and Funding**

    Student’s Name

    Institutional Affiliation

    Course

    Instructor’s Name

    Date

    **Addressing Human Trafficking Through Partnerships and Funding**

    Human trafficking continues to be a significant problem in the world, and this demands cooperation between different organizations and countries. Appropriate measures require the collaboration of local and global communities in order to address trafficking at the source level. This paper considers the possibility of partnering with an international organization and assigning a $100,000 grant to fight human trafficking efficiently.

    **Partnering with an International Organization**

    Cooperating closely with the United Nations Office on Drugs and Crime (UNODC) guarantees its complete approach to combating human trafficking. UNODC focuses on enhancing capacities to prevent, respond to, and eliminate transnational crimes, raise awareness, and encourage partnership. As estimated by UNODC (2021), all their global campaigns encompass prevention, protection, and prosecution initiatives because eradication of human trafficking is a multi-sectoral approach process. When joining forces with UNODC, local initiatives receive international support and experience which brings additional strength to the fight against human trafficking.

    **Allocating the Grant**

    The $100,000 grant will be divided into two primary allocations: community education and victim rehabilitation programs. The first half of the funding will be directed towards awareness programs: workshops, online promotions, and public lectures for the targeted groups. These campaigns are intended to let a person know how a trafficking situation can be identified and avoided. In their studies, Massey et al. (2020) explain that prevention education reduces risk levels of trafficking in vulnerable populations. The rest will be used to provide victim support services such as shelters; counseling services; training and development of survivors to reintegrate into society. Financial support provided to the process of rehabilitation solves the problem of further feelings of the consequences of trafficking and maintaining sustainable recovery.

    **Conclusion**

    International NGOs such as UNODC strengthen anti-human trafficking actions activated by local governments. Clearly, funding issues were effectively addressed primarily when prioritizing education and such necessary improvements as the rehabilitation of victims. In this way, it not only eradicates the cause and stands with the survivors but also helps to empower the whole fight against human trafficking and increase the community's resistance against it.

    **References**

    Massey, S., Rankin, G., Massey, S., & Rankin, G. (2020). Preventing Human Trafficking.
    _Exploiting People for Profit: Trafficking in Human Beings_, 101-118.
    [https://doi.org/10.1057/978-1-137-43413-5_5](https://doi.org/10.1057/978-1-137-43413-5_5)

    United Nations Office on Drugs and Crime. (2021). Global report on trafficking in persons. Retrieved from
    [https://www.unodc.org](https://www.unodc.org/)

    **## Week7Assignment.docx**

    Week 7 Assignment: Formalizing a Partnership

    In order to be an effective partner to another organization, each has to enter into a more formal agreement that dictates how the partnership will work. One way to begin formalizing a partnership is to draft a memorandum of understanding, or MOU. An MOU describes the cooperative relationship between organizations that wish to work together. It lists the responsibilities of each party, clarifies expectations, and prevents misunderstandings. For this Assignment, you will draft an MOU with the organization you identified in this week’s Discussion.

    Resources

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

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/143384/pages/week-7-learning-resources)

    By Day 7

    Using the MOU Template in the Learning Resources, draft an MOU with the organization you identified in your Discussion.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK7Assgn_LastName_Firstinitial**

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

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

    **## HUMN6660_W07_MOUTemplate.docx**

    **Memorandum of Understanding**

    **Between**

    **[**
    **_Your Organization_]**

    **And**

    **[**
    **_Partnering Organization_]**

    I. Intent and Mission

    [
    _Provide a brief description of your organization’s mission and the specific program within your organization that is subject to the MOU._]

    [
    _Provide a brief description of your partnering organization’s mission._]

    Together, these organizations hereby agree to [
    _describe the intent of the agreement. Include why the organizations are forming a partnership, the benefits to each organization, the target population, and how the target population benefits._]

    II. The Parties

    [
    _Describe the types of organizations that are parties to the agreement._]

    III. The Time Period

    [
    _Specify the time period of the partnership with specific start dates and end dates._]

    IV. Assignments and Responsibilities

    [
    _This section is the main purpose of the MOU._]

    [
    _Your Organization_] will:

    [
    _List your organization’s sole responsibilities/tasks as bullet points_]

    ·

    [
    _Partnering Organization_] will:

    [
    _List the partnering organization’s sole responsibilities/tasks as bullet points_]

    ·

    [
    _Your Organization_] and [
    _Partnering Organization_]

    [
    _List shared responsibilities/tasks as bullet points_]

    ·

    [Note:
    _An MOU will usually contain more sections for disclaimers, financial arrangements, risk sharing, handling disagreements, and signatures of the representatives authorized to sign an MOU. For the purposes of your assignment, you only need complete the four sections above._]

    **## AddressingHumanTraffickingThroughPartnershipsandFunding.edited.docx**

    1

    **Addressing Human Trafficking Through Partnerships and Funding**

    Student’s Name

    Institutional Affiliation

    Course

    Instructor’s Name

    Date

    **Addressing Human Trafficking Through Partnerships and Funding**

    Human trafficking continues to be a significant problem in the world, and this demands cooperation between different organizations and countries. Appropriate measures require the collaboration of local and global communities in order to address trafficking at the source level. This paper considers the possibility of partnering with an international organization and assigning a $100,000 grant to fight human trafficking efficiently.

    **Partnering with an International Organization**

    Cooperating closely with the United Nations Office on Drugs and Crime (UNODC) guarantees its complete approach to combating human trafficking. UNODC focuses on enhancing capacities to prevent, respond to, and eliminate transnational crimes, raise awareness, and encourage partnership. As estimated by UNODC (2021), all their global campaigns encompass prevention, protection, and prosecution initiatives because eradication of human trafficking is a multi-sectoral approach process. When joining forces with UNODC, local initiatives receive international support and experience which brings additional strength to the fight against human trafficking.

    **Allocating the Grant**

    The $100,000 grant will be divided into two primary allocations: community education and victim rehabilitation programs. The first half of the funding will be directed towards awareness programs: workshops, online promotions, and public lectures for the targeted groups. These campaigns are intended to let a person know how a trafficking situation can be identified and avoided. In their studies, Massey et al. (2020) explain that prevention education reduces risk levels of trafficking in vulnerable populations. The rest will be used to provide victim support services such as shelters; counseling services; training and development of survivors to reintegrate into society. Financial support provided to the process of rehabilitation solves the problem of further feelings of the consequences of trafficking and maintaining sustainable recovery.

    **Conclusion**

    International NGOs such as UNODC strengthen anti-human trafficking actions activated by local governments. Clearly, funding issues were effectively addressed primarily when prioritizing education and such necessary improvements as the rehabilitation of victims. In this way, it not only eradicates the cause and stands with the survivors but also helps to empower the whole fight against human trafficking and increase the community's resistance against it.

    **References**

    Massey, S., Rankin, G., Massey, S., & Rankin, G. (2020). Preventing Human Trafficking.
    _Exploiting People for Profit: Trafficking in Human Beings_, 101-118.
    [https://doi.org/10.1057/978-1-137-43413-5_5](https://doi.org/10.1057/978-1-137-43413-5_5)

    United Nations Office on Drugs and Crime. (2021). Global report on trafficking in persons. Retrieved from
    [https://www.unodc.org](https://www.unodc.org/)

  • [Solved] Discussion Reply to peer 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Caring as a Path to Healing** Caring is at the heart of nursing and serves as a powerful pathway to healing, addressing not just physical ailments but also emotional and spiritual well-being. Jean Watson’s Theory of Human Caring emphasizes that authentic human connections foster an environment of …

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    Assignment Prompt & Instructions

    **Caring as a Path to Healing**

    Caring is at the heart of nursing and serves as a powerful pathway to healing, addressing not just physical ailments but also emotional and spiritual well-being. Jean Watson’s Theory of Human Caring emphasizes that authentic human connections foster an environment of trust, empathy, and compassion, which are essential for promoting healing (Watson, 2008). For instance, when nurses actively listen and respond to their patients’ concerns, they create a sense of safety and support that can significantly enhance recovery. Caring actions such as therapeutic communication, mindfulness, and simply being present help build deeper connections between nurses and patients. In palliative care, for example, holding a patient’s hand or offering a comforting word can ease emotional distress and improve the patient’s overall experience. Research supports that these acts of care reduce anxiety, enhance adherence to treatment, and promote positive outcomes.

    Middle-range theories provide practical frameworks to guide nurses in applying the concept of caring in their practice. Three structural criteria are essential when evaluating these theories. First is clarity, which ensures that the theory is well-defined and consistent in its terminology. For example, Madeleine Leininger’s Culture Care Theory clearly outlines cultural care concepts, making it easily applicable in diverse healthcare settings. Second is simplicity, which ensures the theory is straightforward and avoids unnecessary complexity. Simpler theories, such as Pender’s Health Promotion Model, are more accessible and practical for clinical use. Finally, utility focuses on the theory’s real-world application, highlighting its relevance and effectiveness in improving nursing care and outcomes.

    Caring as a path to healing is not just a theoretical concept but a lived reality in nursing practice. By fostering genuine connections and applying well-evaluated middle-range theories, nurses can deliver holistic care that truly promotes healing and well-being.

    **References**

    Gunawan, J., Aungsuroch, Y., Watson, J., & Marzilli, C. (2022). Nursing administration: Watson’s Theory of Human Caring. _Nursing Science Quarterly_, _35_(2), 235–243. https://doi.org/10.1177/08943184211070582

    Smith, M. J., & Liehr, P. R. (2022). _Middle range theory for nursing_. Springer Publishing Company.

    Watson, J. (2008). _Nursing: The philosophy and science of caring_. University Press of Colorado.

    – 2 years ago

  • [Solved] Discussion Reply to peer 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Caring as a Path to Healing** Caring is a foundational element in the healing process, fostering trust, connection, and holistic well-being. In nursing, caring encompasses empathy, respect, and the ability to respond to patients’ physical, emotional, and spiritual needs. Jean Watson’s Theory of Hu…

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    Assignment Prompt & Instructions

    **Caring as a Path to Healing**

    Caring is a foundational element in the healing process, fostering trust, connection, and holistic well-being. In nursing, caring encompasses empathy, respect, and the ability to respond to patients’ physical, emotional, and spiritual needs. Jean Watson’s Theory of Human Caring highlights that caring involves forming authentic relationships, allowing for meaningful interactions that promote healing (Watson, 2021). For example, attentive listening and acknowledging patients' experiences provide a supportive environment conducive to recovery. Through caring, nurses empower patients, reduce stress, and enhance their coping mechanisms, promoting a balance of mind, body, and spirit.

    Caring also aligns with integrative and person-centered care approaches, emphasizing individualized treatments and addressing broader determinants of health. Studies show that compassionate care improves patient satisfaction, adherence to treatments, and overall health outcomes (Neuman & Fawcett, 2020). As such, caring is not merely a professional duty but a transformative element of therapeutic interventions.

    **Three Structural Criteria for Evaluating Middle-Range Theories**

    **Clarity**: The theory must be clear and logically organized, with defined concepts and relationships. Clear frameworks enable easy understanding and application in practice or research (Fawcett & DeSanto-Madeya, 2017).

    **Simplicity**: A middle-range theory should have a focused scope and manageable complexity, ensuring applicability to specific phenomena without excessive abstraction.

    **Utility**: The theory must demonstrate practical relevance, addressing specific nursing challenges and guiding interventions. Utility ensures the theory’s contribution to advancing practice and improving outcomes.

    These criteria ensure that middle-range theories, which bridge the gap between grand theories and empirical research, remain useful and relevant in addressing real-world nursing problems.

    **References**

    Fawcett, J., & DeSanto-Madeya, S. (2017). _Contemporary nursing knowledge: Analysis and evaluation of nursing models and theories_ (3rd ed.). F.A. Davis.

    Neuman, B., & Fawcett, J. (2020). _The Neuman systems model_ (6th ed.). Pearson.

    Watson, J. (2021). _Nursing: The philosophy and science of caring_ (3rd ed.). University Press of Colorado.

    – 2 years ago

  • [Solved] Discussion 2 Reply to peer 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Apoptosis is the Key to Life** Apoptosis is the process of programmed cell death. It is used during early development to eliminate unwanted cells. For example, those between the fingers of a developing hand (genonome.gov/genetics, "Apoptosis" 2025). Apoptosis removes unwanted cells so that new cel…

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    Assignment Prompt & Instructions

    **Apoptosis is the Key to Life**

    Apoptosis is the process of programmed cell death. It is used during early development to eliminate unwanted cells. For example, those between the fingers of a developing hand (genonome.gov/genetics, "Apoptosis" 2025). Apoptosis removes unwanted cells so that new cells may develop.

    Imagine if apoptosis didn't exist and healthy cells would not regenerate, our chances for survival would become detrimental. Cells that are too damaged or too old if not removed can duplicate one another. Apoptosis plays a huge role in prevention of cancer cells from forming. It not only destroys unwanted cells but it also prevents from tumors to grow. Apoptosis helps keep the body healthy by replacing old cells, strengthens the immune system, gets rid of damaged cells, stops damaged cells from replicating and supports homeostasis (mycleavelandclinic.org/health articles 2024).

    Apoptosis is very complex it has to be balanced. If too much of it occurs, it can produce neurodegenerative diseases to occur such as Parkinson's Disease, Huntington Disease, and Alzheimer's Disease. Apoptosis and necrosis both lead to cellular death. One main difference is that apoptosis plays a role in your developmental prior to birth (mycleavelandclinic.org/health articles 2024). Apoptosis can be viewed as a natural occurring process while necrosis is considered pathological (akadeum.com/blog/necrosis 2024).

    Necrosis occurs when there has been damage caused to the cell due to infection, and other factors such as denaturation of proteins. For example in patients that have developed a diabetic wound that is showing signs and symptoms of necrosis not only contribute to diabetes but also to a decrease and loss of tissue perfusion. Most patients that develop such ulcers in the acute phase will be recommended to do hyperbaric oxygen treatment. The treatment consist of 100% oxygen to the entire body especially areas of less tissue prefusion with hopes of new cell regeneration. It is a type of therapy that is used in hopes of salvaging an extremity.

    **References:**

    National Human Genome Research Institute (January 2025). "Apoptosis"

    https://www.genome.gov/human-genome-project

    Cleveland Clinic (September 2024). "Apoptosis"

    https://my.clevelandclinic.org/health/articles/apoptosis

    Akadeum Life Sciences.(December,2024). "Necrosis vs. Apoptosis: Process, Necrotic Cell Death, & Apoptosis Steps"

    https://www.akadeum.com/blog/necrosis-vs-apoptosis-processes-necrotic-cell-death-apoptosis-steps/?srsltid=AfmBOor81gCXCcCOS8cd81fgxpmwqajElZvyzA6bKSul04DyTDekR5-Y&cn-reloaded=1

    – 2 years ago

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    – 2 years ago **files (7)** – ## NURS_8211_AppendixG_IndividualEvidenceSummary.docx – NURS_8211_AppendixH_SynthesisAndRecommendations.docx – NURS_8211_AppendixB_QuestionDevelopment.docx – WK8ASSIGNTHEOR.docx – NURS_8211_AppendixA_PETprocess.docx – NURS_8211_AppendixF_NonresearchEviden…

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    **files (7)**

    – ## NURS_8211_AppendixG_IndividualEvidenceSummary.docx

    – NURS_8211_AppendixH_SynthesisAndRecommendations.docx
    – NURS_8211_AppendixB_QuestionDevelopment.docx
    – WK8ASSIGNTHEOR.docx
    – NURS_8211_AppendixA_PETprocess.docx
    – NURS_8211_AppendixF_NonresearchEvidenceAppraisal.docx
    – NURS_8211_AppendixE_ResearchEvidenceAppraisal.docx

    **## NURS_8211_AppendixG_IndividualEvidenceSummary.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/wk-8-assign-thoe)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

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

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

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

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

    **Reviewer name(s):**

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

    **Article number:**

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

    **Author, date, and title:**

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

    **Type of evidence:**

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

    **Population, size, and setting:**

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

    **Intervention:**

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

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

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

    **Measures used**:

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

    **Limitations:**

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

    **Evidence level and quality:**

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

    **Notes to team:**

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

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

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

    ## image1.jpeg

    **NURS_8211_AppendixH_SynthesisAndRecommendations.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixh-synthesisandrecommendations-docx)

    **NURS_8211_AppendixB_QuestionDevelopment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixb-questiondevelopment-docx)

    **WK8ASSIGNTHEOR.docx**

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    **NURS_8211_AppendixA_PETprocess.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixa-petprocess-docx)

    **NURS_8211_AppendixF_NonresearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixf-nonresearchevidenceappraisal-docx)

    **NURS_8211_AppendixE_ResearchEvidenceAppraisal.docx**

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    **NURS_8211_AppendixE_ResearchEvidenceAppraisal.docx**

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    **## NURS_8211_AppendixG_IndividualEvidenceSummary.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/wk-8-assign-thoe)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

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

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

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

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

    **Reviewer name(s):**

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

    **Article number:**

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

    **Author, date, and title:**

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

    **Type of evidence:**

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

    **Population, size, and setting:**

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

    **Intervention:**

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

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

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

    **Measures used**:

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

    **Limitations:**

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

    **Evidence level and quality:**

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

    **Notes to team:**

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

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

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

    ## image1.jpeg

    **NURS_8211_AppendixH_SynthesisAndRecommendations.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixh-synthesisandrecommendations-docx)

    **NURS_8211_AppendixB_QuestionDevelopment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixb-questiondevelopment-docx)

    **WK8ASSIGNTHEOR.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk8assigntheor-docx)

    **NURS_8211_AppendixA_PETprocess.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixa-petprocess-docx)

    **NURS_8211_AppendixF_NonresearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixf-nonresearchevidenceappraisal-docx)

    **NURS_8211_AppendixE_ResearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixe-researchevidenceappraisal-docx)

    **## NURS_8211_AppendixG_IndividualEvidenceSummary.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/wk-8-assign-thoe)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

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

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

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

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

    **Reviewer name(s):**

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

    **Article number:**

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

    **Author, date, and title:**

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

    **Type of evidence:**

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

    **Population, size, and setting:**

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

    **Intervention:**

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

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

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

    **Measures used**:

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

    **Limitations:**

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

    **Evidence level and quality:**

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

    **Notes to team:**

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

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

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

    ## image1.jpeg

    **NURS_8211_AppendixH_SynthesisAndRecommendations.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixh-synthesisandrecommendations-docx)

    **NURS_8211_AppendixB_QuestionDevelopment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixb-questiondevelopment-docx)

    **WK8ASSIGNTHEOR.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk8assigntheor-docx)

    **NURS_8211_AppendixA_PETprocess.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixa-petprocess-docx)

    **NURS_8211_AppendixF_NonresearchEvidenceAppraisal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-appendixf-nonresearchevidenceappraisal-docx)

    **NURS_8211_AppendixE_ResearchEvidenceAppraisal.docx**

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  • [Solved] Week 1.5 discussion

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  • [Solved] see attached due 1-10-25

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    – 2 years ago **files (1)** – ## NUPsychiatricMentalHealthNursePractitioner.docx **## NUPsychiatricMentalHealthNursePractitioner.docx** NU Psychiatric Mental Health Nurse Practitioner Practicum. Unit 1Discussion Introduction Activity of Presentation Topic Please respond to the two posts below. 200wo…

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    – ## NUPsychiatricMentalHealthNursePractitioner.docx

    **## NUPsychiatricMentalHealthNursePractitioner.docx**

    NU Psychiatric Mental Health Nurse Practitioner Practicum. Unit 1Discussion Introduction Activity of Presentation Topic

    Please respond to the two posts below. 200words each 400words total. 4 references. Due 1-10-25

    Instructions:

    Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

    · Compare and contrast your initial posting with those of your peers.

    · How are they similar or how are they different?

    · What information can you add that would help support the responses of your peers?

    · Ask your peers a question for clarification about their post.

    · What most interests you about their responses?

    Student 1 – My name is …….., and I live in Sacramento, California. I currently work as a Registered Nurse in an acute psychiatric hospital, where I care for individuals facing mental health challenges with compassion and empathy. I also work as a Clinical Instructor with various universities, guiding nursing students as they prepare for their careers. I believe teamwork and collaboration are essential in providing the best care for patients.

    Pursuing the role of a Psychiatric-Mental Health Nurse Practitioner (PMHNP) feels like a natural next step in my journey. I’m passionate about mental health advocacy, breaking down stigma, and making quality care accessible to all. Becoming a PMHNP aligns with my goal of supporting not just the physical but also the emotional and mental well-being of my patients. I’m excited to continue learning and growing to make a positive impact in this field.

    One similarity between the role of an RN and an NP is the focus on patient-centered care. Both roles involve building trust with patients, advocating for their needs, and ensuring their overall well-being. The main difference, however, lies in the level of responsibility and independence. As an RN, you follow care plans created by providers, but as an NP, you take on a more autonomous role. NPs are responsible for diagnosing illnesses, prescribing medications, and managing treatment plans, which requires advanced clinical knowledge and leadership skills. This transition brings new challenges but also offers opportunities for personal and professional growth.

    As Florence Nightingale once said, “I attribute my success to this: I never gave or took any excuse.” This inspires me to keep pushing forward and making a difference in mental health care.

    I look forward to interacting with you all, wish you all the best on your NP journey!

    Student 2

    Hello, my name is …….. I'm excited to continue my journey to becoming a Psychiatric Mental Health Nurse Practitioner. Currently, I work in a step-down unit at a hospital, caring for patients who require ongoing medical attention. I'm passionate about my work and enjoy helping individuals heal and recover.

    As I transition from Registered Nurse to Nurse Practitioner, I've noticed that while some aspects remain the same, others differ significantly. My compassion and empathy for my patients remain unchanged, ensuring their well-being is always my top priority.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

    ·
    [Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794?wrap=1) [Download Learner Resources](https://herzing.instructure.com/courses/43992/files/11084794/download?download_frd=1)[PDF]

    ·
    [Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800?wrap=1) [Download Printable Full Syllabus](https://herzing.instructure.com/courses/43992/files/11084800/download?download_frd=1)[PDF]

    **## NUPsychiatricMentalHealthNursePractitioner.docx**

    NU Psychiatric Mental Health Nurse Practitioner Practicum. Unit 1Discussion Introduction Activity of Presentation Topic

    Please respond to the two posts below. 200words each 400words total. 4 references. Due 1-10-25

    Instructions:

    Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

    · Compare and contrast your initial posting with those of your peers.

    · How are they similar or how are they different?

    · What information can you add that would help support the responses of your peers?

    · Ask your peers a question for clarification about their post.

    · What most interests you about their responses?

    Student 1 – My name is …….., and I live in Sacramento, California. I currently work as a Registered Nurse in an acute psychiatric hospital, where I care for individuals facing mental health challenges with compassion and empathy. I also work as a Clinical Instructor with various universities, guiding nursing students as they prepare for their careers. I believe teamwork and collaboration are essential in providing the best care for patients.

    Pursuing the role of a Psychiatric-Mental Health Nurse Practitioner (PMHNP) feels like a natural next step in my journey. I’m passionate about mental health advocacy, breaking down stigma, and making quality care accessible to all. Becoming a PMHNP aligns with my goal of supporting not just the physical but also the emotional and mental well-being of my patients. I’m excited to continue learning and growing to make a positive impact in this field.

    One similarity between the role of an RN and an NP is the focus on patient-centered care. Both roles involve building trust with patients, advocating for their needs, and ensuring their overall well-being. The main difference, however, lies in the level of responsibility and independence. As an RN, you follow care plans created by providers, but as an NP, you take on a more autonomous role. NPs are responsible for diagnosing illnesses, prescribing medications, and managing treatment plans, which requires advanced clinical knowledge and leadership skills. This transition brings new challenges but also offers opportunities for personal and professional growth.

    As Florence Nightingale once said, “I attribute my success to this: I never gave or took any excuse.” This inspires me to keep pushing forward and making a difference in mental health care.

    I look forward to interacting with you all, wish you all the best on your NP journey!

    Student 2

    Hello, my name is …….. I'm excited to continue my journey to becoming a Psychiatric Mental Health Nurse Practitioner. Currently, I work in a step-down unit at a hospital, caring for patients who require ongoing medical attention. I'm passionate about my work and enjoy helping individuals heal and recover.

    As I transition from Registered Nurse to Nurse Practitioner, I've noticed that while some aspects remain the same, others differ significantly. My compassion and empathy for my patients remain unchanged, ensuring their well-being is always my top priority.

    Resources

    American Nurses Association & American Psychiatric Nurse Association. (2015).
    _Psychiatric–mental health nursing: Scope and standards of practice_(2nd ed.) American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557

    American Psychiatric Association. (2022).
    _Diagnostic and statistical manual of mental disorders_ (5th ed.) text revision (DSM-5 TR). APA Press. ISBN 978-0890425763

    Carlat, D. J. (2023).
    _The psychiatric interview_ (5th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

    Boland, R., Verduin, M., & Ruiz, P. (2022
    _) Kaplan & Sadock’s synopsis of psychiatry_ (12th ed.). Wolters Kluwer. ISBN: 9781975145569

    Stahl, S. M. (2022).
    _Stahl's essential psychopharmacology: Neuroscientific basis and practical applications_ (5th ed.). Cambridge University Press. ISBN 978-1-108-97163-8

    Bickley, L. (2016).
    _Bates' Guide to Physical Examination and History-Taking_ (11th ed) [VitalSouce bookshelf version]. https://batesvisualguide.com/. Lippincott Williams & Wilkins: ISBN 1609137620

    Corey, G. (2016).
    _Theory and practice of counseling and psychotherapy_ (10th ed.). Cengage. ISBN: 9781305263727

    Heldt, J. P., MD. (2017).
    _Memorable psychopharmacology_. Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

    Johnson, K., & Vanderhoef, D. (2016).
    _Psychiatric mental health nurse practitioner review manual_ (4th ed.). American Nurses Association. ISBN: 978-1-935213-79-6

    Stahl, S. M. (2020).
    _Prescriber's guide: Stahl's essential psychopharmacology_ (7th ed.). Cambridge University Press. ISBN 978-1108926010

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