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**files (2)** – ## ExampleofanAnnotatedBibliography11.docx – Researchassignment211.docx **## ExampleofanAnnotatedBibliography11.docx** Running head: ANNOTATED BIBLIOGRAPHY 1 2 ANNOTATED BIBLIOGRAPHY Annotated bibliography Introduction PICOT question: Annotated Bibliography 1. Ann, M. H., Davis, A.,…

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**files (2)**

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**## ExampleofanAnnotatedBibliography11.docx**

Running head: ANNOTATED BIBLIOGRAPHY 1

2

ANNOTATED BIBLIOGRAPHY

Annotated bibliography

Introduction

PICOT question:

Annotated Bibliography

1. Ann, M. H., Davis, A., & Glowatz, T. (2015). Development of a diabetes learning needs assessment tool to promote an individualized predischarge patient education plan. The Journal of Continuing Education in Nursing, 46(11), 484-486. doi:http://dx.doi.org/10.3928/00220124-20151020-12

The purpose of this artic le is to motivate nurses’ staff to empower patient to improve their understanding of their diabetes management. The article emphasizes the importance of the knowledge and successful glycemic control in diabetic patients. Therefore, Authors promote the necessity of implement a pre-discharge patient education plan to identify and address the knowledge and skill needed for diabetic patients after discharge. The pre-discharge need assessment consist in several questions that the nurse can ask to patient such us: What medication do you take? Do you know how to administer correctly those medications? Are you in insulin? Do you how to how to drawing it up and injecting it? Do you know what A1C is? Etc. The experiment was done to 44 diabetes patients. The need assessment was used in the admission and in discharge day. Nurses used the data collected to select appropriate learning materials and used them to reinforce the patients’ knowledge. As a result, the diabetic education increased in from 36% to 63% in five months. The documentation of diabetes education also increased because nurses understood the importance of the education in diabetic patients.

2. Blackman, N. (2008). The development of an assessment tool for the bereavement needs of people with learning disabilities. British Journal Of Learning Disabilities, 36(3), 165-170. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=33863849&site=ehost-live

The aim of this article is the development of a bereavement needs assessment tool to assess the need for crisis intervention for people with learning disabilities after a family death. With the assessment tools, health professionals can make a comprehensive assessment at the bereavement time to discover the problem and a plan can be put it in action. The tool was developed with the recompilation of several collected experience over the years of supporting grieving people with learning disabilities. The assessment tool has ten questions with sub- questions. The main points of the assessment are the practical issues, social issues, and emotional issues. The assessment tool has been tried out in three community teams and their results are being used to redefine the tool. The author will incorporate findings from research results to the assessment tool to refine the bereavement assessment. The used of the bereavement assessment toll will promote discussion and reflection among health care providers about losses in people with learning disability.

3. Ewing, G., & Grande, G. (2013). Development of a carer support needs assessment tool (CSNAT) for end-of-life care practice at home: A qualitative study. Palliative Medicine, 27(3), 244-56. doi:http://dx.doi.org/10.1177/0269216312440607

The authors of this article recognized the need to assess and support the care givers that are providing end- of – life care to help them in their caring role. The purpose of this article is to collect care givers’ perception of key aspects of end of life care at home and to create a need assessment tool that can be used every day. A qualitative research method was done. Seventy five adult care givers for hospice patients we interviewed in the United Kingdom. They were divided in nine focus groups. Twenty two participants had private interviews no more than ten minutes in duration. All participants sing their informed consent before the experiment started. The assessment tool used evaluated 14 domains of support needs within physical, practical, social, financial, physiological, and spiritual needs that the care givers may have. The experimental study identified two brad groups of support that the care givers need. The first one was to enable them to care for their relatives and the second one to have more support for them. The Carer Support Needs Assessment Tool that was used in this research is an evidence based toll to measure the care givers support needs.

4. Jenkins, J. O. (2010). A multi-faceted formative assessment approach: better recognizing the learning needs of students. Assessment & Evaluation In Higher Education, 35(5), 565-576.Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=53155623&site=ehost-live

The purpose of this article is to create a multi-faceted formative assessment that enabled student to be more engage in the assessment process. The assessment will better meet the students’ learning and assessment needs. The approaches in this article put the students in the center of the learning experience to improve students understanding the assessment. The multifaceted formative assessment had six initiatives: (1) The creation of subject specific reader that present more clearly the purpose of the assessment, (2) The assessment was refocused depend on the hours involved and not in the number of words that it has, (3) The amount of assignment was reduced, (4) The assessment had detailed guidance notes to help creating an effective self-study environment, (4) an assignment tutorial was created to facilitate discussion of the assignment to improve learning, and (6) an E-learning environment was introduced to enhance the assignment submissions and comments that will help in the assessment’s formative process. The results of the assessment were done by reading and analyzing the students’ feedback and perceptions of the assessment process. The results of this study indicate that the development of a module reader was useful for the students to be engaged with the subject being studied. It also shown that the assignment tutorial and guidance note helped them to be more engage with the assessment. Therefore, the author of this article recommends that other subjects use the readers, assignment –based tutorials and the guidance note to help the student with their learning process

5. Kamaraj, D. C., Dicianno, B. E., & Cooper, R. A. (2014). A participatory approach to develop the power mobility screening tool and the power mobility clinical driving assessment tool. BioMed Research International, doi:http://dx.doi.org/10.1155/2014/541614

The development of evidence based training protocol for electric powered wheelchair users such us disability persons has been a challenge because of a lack of standardized assessment toll. The purpose of this article is to develop the Power Mobility Screening Tool (PMST) and the Power Mobility Clinical Driving Assessment (PMCDA). The research method was a qualitative participatory research. The research was done an approved by the University of Pittsburgh’s Institutional. Twenty one participants were agreed to participate in the surveys and in the focus groups phases of the research. In the process, there were two surveys to create a list of items that will be including in the PMST and in the PMCDA. The participants rank, in the surveys, each of the screening tests in order of importance. After the survey was done, he participant were invited to participate in a focus group in which they discuss two sections the screen tool and the assessment tool. The results of this research realized tree standards that need to be fallow in the creation of the assessments. First, the goal of the PMCDA should toward improving mobility and independence of individual with disability rather than improve the access to the wheel chair. Second, the goal should be measurable so can identify progress with training. Third, the measurement should be able to recognized areas in which trainings should improve. Because this research was done with a small sample group, authors subject that further testing is needed to evaluate the effectivity of administrating these tools in clinical environment

6. Macan, T., Konczak, L., & Breaugh, J. (2013). At your service: Blending science and practice to develop a customer service assessment tool. Applied H.R.M.Research, 13(1), 24-36. Retrieved from http://search.proquest.com/docview/1448424808?accountid=458

This article describes specific strategies and factors that can be utilized to achieve the high quality customer services oriented in an organization. This article explains a detail a project that involves the development of a customer service oriented paper and pencil assessment. The purpose of this article was to share different approaches to be considered in order to achieve high quality services. The article included five practical challenges that the organizations can face in this project. Those challenges explain were (1) Cost effectiveness and administrative efficiency,(2) Get the attention to the stakeholders, (3)Diversity of the applicants, (4) Balance statistic and practical significance, and (5) Gather multiple forms of validity evidence. The authors created an assessment tools taking into consideration those five challenge. They created an assessment tool to measure employee performance for part time positions. The assessment tool has 27 items that can be done in ten minutes and it is ease to score by hand. The assessment tool was made by taking into consideration age and race diversity of the applicants. The assessment is ease to read with the fifth grade reading level. The authors highlight the necessity of doing more researchers to provide more evidence for using the different approaches used in the study to have better strategies in implementing an innovative and scientific assessment measures.

**Researchassignment211.docx**

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**Researchassignment211.docx**

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**## ExampleofanAnnotatedBibliography11.docx**

Running head: ANNOTATED BIBLIOGRAPHY 1

2

ANNOTATED BIBLIOGRAPHY

Annotated bibliography

Introduction

PICOT question:

Annotated Bibliography

1. Ann, M. H., Davis, A., & Glowatz, T. (2015). Development of a diabetes learning needs assessment tool to promote an individualized predischarge patient education plan. The Journal of Continuing Education in Nursing, 46(11), 484-486. doi:http://dx.doi.org/10.3928/00220124-20151020-12

The purpose of this artic le is to motivate nurses’ staff to empower patient to improve their understanding of their diabetes management. The article emphasizes the importance of the knowledge and successful glycemic control in diabetic patients. Therefore, Authors promote the necessity of implement a pre-discharge patient education plan to identify and address the knowledge and skill needed for diabetic patients after discharge. The pre-discharge need assessment consist in several questions that the nurse can ask to patient such us: What medication do you take? Do you know how to administer correctly those medications? Are you in insulin? Do you how to how to drawing it up and injecting it? Do you know what A1C is? Etc. The experiment was done to 44 diabetes patients. The need assessment was used in the admission and in discharge day. Nurses used the data collected to select appropriate learning materials and used them to reinforce the patients’ knowledge. As a result, the diabetic education increased in from 36% to 63% in five months. The documentation of diabetes education also increased because nurses understood the importance of the education in diabetic patients.

2. Blackman, N. (2008). The development of an assessment tool for the bereavement needs of people with learning disabilities. British Journal Of Learning Disabilities, 36(3), 165-170. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=33863849&site=ehost-live

The aim of this article is the development of a bereavement needs assessment tool to assess the need for crisis intervention for people with learning disabilities after a family death. With the assessment tools, health professionals can make a comprehensive assessment at the bereavement time to discover the problem and a plan can be put it in action. The tool was developed with the recompilation of several collected experience over the years of supporting grieving people with learning disabilities. The assessment tool has ten questions with sub- questions. The main points of the assessment are the practical issues, social issues, and emotional issues. The assessment tool has been tried out in three community teams and their results are being used to redefine the tool. The author will incorporate findings from research results to the assessment tool to refine the bereavement assessment. The used of the bereavement assessment toll will promote discussion and reflection among health care providers about losses in people with learning disability.

3. Ewing, G., & Grande, G. (2013). Development of a carer support needs assessment tool (CSNAT) for end-of-life care practice at home: A qualitative study. Palliative Medicine, 27(3), 244-56. doi:http://dx.doi.org/10.1177/0269216312440607

The authors of this article recognized the need to assess and support the care givers that are providing end- of – life care to help them in their caring role. The purpose of this article is to collect care givers’ perception of key aspects of end of life care at home and to create a need assessment tool that can be used every day. A qualitative research method was done. Seventy five adult care givers for hospice patients we interviewed in the United Kingdom. They were divided in nine focus groups. Twenty two participants had private interviews no more than ten minutes in duration. All participants sing their informed consent before the experiment started. The assessment tool used evaluated 14 domains of support needs within physical, practical, social, financial, physiological, and spiritual needs that the care givers may have. The experimental study identified two brad groups of support that the care givers need. The first one was to enable them to care for their relatives and the second one to have more support for them. The Carer Support Needs Assessment Tool that was used in this research is an evidence based toll to measure the care givers support needs.

4. Jenkins, J. O. (2010). A multi-faceted formative assessment approach: better recognizing the learning needs of students. Assessment & Evaluation In Higher Education, 35(5), 565-576.Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=53155623&site=ehost-live

The purpose of this article is to create a multi-faceted formative assessment that enabled student to be more engage in the assessment process. The assessment will better meet the students’ learning and assessment needs. The approaches in this article put the students in the center of the learning experience to improve students understanding the assessment. The multifaceted formative assessment had six initiatives: (1) The creation of subject specific reader that present more clearly the purpose of the assessment, (2) The assessment was refocused depend on the hours involved and not in the number of words that it has, (3) The amount of assignment was reduced, (4) The assessment had detailed guidance notes to help creating an effective self-study environment, (4) an assignment tutorial was created to facilitate discussion of the assignment to improve learning, and (6) an E-learning environment was introduced to enhance the assignment submissions and comments that will help in the assessment’s formative process. The results of the assessment were done by reading and analyzing the students’ feedback and perceptions of the assessment process. The results of this study indicate that the development of a module reader was useful for the students to be engaged with the subject being studied. It also shown that the assignment tutorial and guidance note helped them to be more engage with the assessment. Therefore, the author of this article recommends that other subjects use the readers, assignment –based tutorials and the guidance note to help the student with their learning process

5. Kamaraj, D. C., Dicianno, B. E., & Cooper, R. A. (2014). A participatory approach to develop the power mobility screening tool and the power mobility clinical driving assessment tool. BioMed Research International, doi:http://dx.doi.org/10.1155/2014/541614

The development of evidence based training protocol for electric powered wheelchair users such us disability persons has been a challenge because of a lack of standardized assessment toll. The purpose of this article is to develop the Power Mobility Screening Tool (PMST) and the Power Mobility Clinical Driving Assessment (PMCDA). The research method was a qualitative participatory research. The research was done an approved by the University of Pittsburgh’s Institutional. Twenty one participants were agreed to participate in the surveys and in the focus groups phases of the research. In the process, there were two surveys to create a list of items that will be including in the PMST and in the PMCDA. The participants rank, in the surveys, each of the screening tests in order of importance. After the survey was done, he participant were invited to participate in a focus group in which they discuss two sections the screen tool and the assessment tool. The results of this research realized tree standards that need to be fallow in the creation of the assessments. First, the goal of the PMCDA should toward improving mobility and independence of individual with disability rather than improve the access to the wheel chair. Second, the goal should be measurable so can identify progress with training. Third, the measurement should be able to recognized areas in which trainings should improve. Because this research was done with a small sample group, authors subject that further testing is needed to evaluate the effectivity of administrating these tools in clinical environment

6. Macan, T., Konczak, L., & Breaugh, J. (2013). At your service: Blending science and practice to develop a customer service assessment tool. Applied H.R.M.Research, 13(1), 24-36. Retrieved from http://search.proquest.com/docview/1448424808?accountid=458

This article describes specific strategies and factors that can be utilized to achieve the high quality customer services oriented in an organization. This article explains a detail a project that involves the development of a customer service oriented paper and pencil assessment. The purpose of this article was to share different approaches to be considered in order to achieve high quality services. The article included five practical challenges that the organizations can face in this project. Those challenges explain were (1) Cost effectiveness and administrative efficiency,(2) Get the attention to the stakeholders, (3)Diversity of the applicants, (4) Balance statistic and practical significance, and (5) Gather multiple forms of validity evidence. The authors created an assessment tools taking into consideration those five challenge. They created an assessment tool to measure employee performance for part time positions. The assessment tool has 27 items that can be done in ten minutes and it is ease to score by hand. The assessment tool was made by taking into consideration age and race diversity of the applicants. The assessment is ease to read with the fifth grade reading level. The authors highlight the necessity of doing more researchers to provide more evidence for using the different approaches used in the study to have better strategies in implementing an innovative and scientific assessment measures.

**Researchassignment211.docx**

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**## ExampleofanAnnotatedBibliography11.docx**

Running head: ANNOTATED BIBLIOGRAPHY 1

2

ANNOTATED BIBLIOGRAPHY

Annotated bibliography

Introduction

PICOT question:

Annotated Bibliography

1. Ann, M. H., Davis, A., & Glowatz, T. (2015). Development of a diabetes learning needs assessment tool to promote an individualized predischarge patient education plan. The Journal of Continuing Education in Nursing, 46(11), 484-486. doi:http://dx.doi.org/10.3928/00220124-20151020-12

The purpose of this artic le is to motivate nurses’ staff to empower patient to improve their understanding of their diabetes management. The article emphasizes the importance of the knowledge and successful glycemic control in diabetic patients. Therefore, Authors promote the necessity of implement a pre-discharge patient education plan to identify and address the knowledge and skill needed for diabetic patients after discharge. The pre-discharge need assessment consist in several questions that the nurse can ask to patient such us: What medication do you take? Do you know how to administer correctly those medications? Are you in insulin? Do you how to how to drawing it up and injecting it? Do you know what A1C is? Etc. The experiment was done to 44 diabetes patients. The need assessment was used in the admission and in discharge day. Nurses used the data collected to select appropriate learning materials and used them to reinforce the patients’ knowledge. As a result, the diabetic education increased in from 36% to 63% in five months. The documentation of diabetes education also increased because nurses understood the importance of the education in diabetic patients.

2. Blackman, N. (2008). The development of an assessment tool for the bereavement needs of people with learning disabilities. British Journal Of Learning Disabilities, 36(3), 165-170. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=33863849&site=ehost-live

The aim of this article is the development of a bereavement needs assessment tool to assess the need for crisis intervention for people with learning disabilities after a family death. With the assessment tools, health professionals can make a comprehensive assessment at the bereavement time to discover the problem and a plan can be put it in action. The tool was developed with the recompilation of several collected experience over the years of supporting grieving people with learning disabilities. The assessment tool has ten questions with sub- questions. The main points of the assessment are the practical issues, social issues, and emotional issues. The assessment tool has been tried out in three community teams and their results are being used to redefine the tool. The author will incorporate findings from research results to the assessment tool to refine the bereavement assessment. The used of the bereavement assessment toll will promote discussion and reflection among health care providers about losses in people with learning disability.

3. Ewing, G., & Grande, G. (2013). Development of a carer support needs assessment tool (CSNAT) for end-of-life care practice at home: A qualitative study. Palliative Medicine, 27(3), 244-56. doi:http://dx.doi.org/10.1177/0269216312440607

The authors of this article recognized the need to assess and support the care givers that are providing end- of – life care to help them in their caring role. The purpose of this article is to collect care givers’ perception of key aspects of end of life care at home and to create a need assessment tool that can be used every day. A qualitative research method was done. Seventy five adult care givers for hospice patients we interviewed in the United Kingdom. They were divided in nine focus groups. Twenty two participants had private interviews no more than ten minutes in duration. All participants sing their informed consent before the experiment started. The assessment tool used evaluated 14 domains of support needs within physical, practical, social, financial, physiological, and spiritual needs that the care givers may have. The experimental study identified two brad groups of support that the care givers need. The first one was to enable them to care for their relatives and the second one to have more support for them. The Carer Support Needs Assessment Tool that was used in this research is an evidence based toll to measure the care givers support needs.

4. Jenkins, J. O. (2010). A multi-faceted formative assessment approach: better recognizing the learning needs of students. Assessment & Evaluation In Higher Education, 35(5), 565-576.Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=53155623&site=ehost-live

The purpose of this article is to create a multi-faceted formative assessment that enabled student to be more engage in the assessment process. The assessment will better meet the students’ learning and assessment needs. The approaches in this article put the students in the center of the learning experience to improve students understanding the assessment. The multifaceted formative assessment had six initiatives: (1) The creation of subject specific reader that present more clearly the purpose of the assessment, (2) The assessment was refocused depend on the hours involved and not in the number of words that it has, (3) The amount of assignment was reduced, (4) The assessment had detailed guidance notes to help creating an effective self-study environment, (4) an assignment tutorial was created to facilitate discussion of the assignment to improve learning, and (6) an E-learning environment was introduced to enhance the assignment submissions and comments that will help in the assessment’s formative process. The results of the assessment were done by reading and analyzing the students’ feedback and perceptions of the assessment process. The results of this study indicate that the development of a module reader was useful for the students to be engaged with the subject being studied. It also shown that the assignment tutorial and guidance note helped them to be more engage with the assessment. Therefore, the author of this article recommends that other subjects use the readers, assignment –based tutorials and the guidance note to help the student with their learning process

5. Kamaraj, D. C., Dicianno, B. E., & Cooper, R. A. (2014). A participatory approach to develop the power mobility screening tool and the power mobility clinical driving assessment tool. BioMed Research International, doi:http://dx.doi.org/10.1155/2014/541614

The development of evidence based training protocol for electric powered wheelchair users such us disability persons has been a challenge because of a lack of standardized assessment toll. The purpose of this article is to develop the Power Mobility Screening Tool (PMST) and the Power Mobility Clinical Driving Assessment (PMCDA). The research method was a qualitative participatory research. The research was done an approved by the University of Pittsburgh’s Institutional. Twenty one participants were agreed to participate in the surveys and in the focus groups phases of the research. In the process, there were two surveys to create a list of items that will be including in the PMST and in the PMCDA. The participants rank, in the surveys, each of the screening tests in order of importance. After the survey was done, he participant were invited to participate in a focus group in which they discuss two sections the screen tool and the assessment tool. The results of this research realized tree standards that need to be fallow in the creation of the assessments. First, the goal of the PMCDA should toward improving mobility and independence of individual with disability rather than improve the access to the wheel chair. Second, the goal should be measurable so can identify progress with training. Third, the measurement should be able to recognized areas in which trainings should improve. Because this research was done with a small sample group, authors subject that further testing is needed to evaluate the effectivity of administrating these tools in clinical environment

6. Macan, T., Konczak, L., & Breaugh, J. (2013). At your service: Blending science and practice to develop a customer service assessment tool. Applied H.R.M.Research, 13(1), 24-36. Retrieved from http://search.proquest.com/docview/1448424808?accountid=458

This article describes specific strategies and factors that can be utilized to achieve the high quality customer services oriented in an organization. This article explains a detail a project that involves the development of a customer service oriented paper and pencil assessment. The purpose of this article was to share different approaches to be considered in order to achieve high quality services. The article included five practical challenges that the organizations can face in this project. Those challenges explain were (1) Cost effectiveness and administrative efficiency,(2) Get the attention to the stakeholders, (3)Diversity of the applicants, (4) Balance statistic and practical significance, and (5) Gather multiple forms of validity evidence. The authors created an assessment tools taking into consideration those five challenge. They created an assessment tool to measure employee performance for part time positions. The assessment tool has 27 items that can be done in ten minutes and it is ease to score by hand. The assessment tool was made by taking into consideration age and race diversity of the applicants. The assessment is ease to read with the fifth grade reading level. The authors highlight the necessity of doing more researchers to provide more evidence for using the different approaches used in the study to have better strategies in implementing an innovative and scientific assessment measures.

**Researchassignment211.docx**

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November 6, 2026
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**files (1)** – ## DLV5.docx **## DLV5.docx** **Competency** Analyze sensory visual communication. **Scenario** You are a member of a committee at work looking to inform their employees about a new campaign focused on the importance of exercise and healthy choices. The committee has been tasked to p…

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Assignment Prompt & Instructions

**files (1)**

– ## DLV5.docx

**## DLV5.docx**

**Competency**

Analyze sensory visual communication.

**Scenario**

You are a member of a committee at work looking to inform their employees about a new campaign focused on the importance of exercise and healthy choices. The committee has been tasked to provide information to a design team that will develop a visual campaign. Your role is to provide the information and recommendations to the design team about the benefits (physical, emotional, etc.) of exercise.

You are aware that one way to catch the eye of viewers is to utilize the concepts of color, line, and balance in striking, memorable ways. You will provide this information to the design team.

**Instructions**

Using Microsoft Word, write a recommendation to the design team, focused on informing employees of the benefits of exercise. The proposal should address the following:

· Explain your understanding of color, line, and balance and why these are important sensory elements to include in the campaign.

· Describe the strategic use of color and provide three (3) example images of how color should be used in the campaign.

· Explain the strategic use of line and provide three (3) example images of how line should be used in the campaign.

· Explain the strategic use of balance and provide three (3) example images of how balance should be used in the campaign.

· The entire recommendation is no more than three (3) pages in length, following proper APA writing guidelines. It must include research from three (3) or more sources with proper APA formatting for reference and in-text citations.

· Submit the recommendation as a Microsoft Word document.

**## DLV5.docx**

**Competency**

Analyze sensory visual communication.

**Scenario**

You are a member of a committee at work looking to inform their employees about a new campaign focused on the importance of exercise and healthy choices. The committee has been tasked to provide information to a design team that will develop a visual campaign. Your role is to provide the information and recommendations to the design team about the benefits (physical, emotional, etc.) of exercise.

You are aware that one way to catch the eye of viewers is to utilize the concepts of color, line, and balance in striking, memorable ways. You will provide this information to the design team.

**Instructions**

Using Microsoft Word, write a recommendation to the design team, focused on informing employees of the benefits of exercise. The proposal should address the following:

· Explain your understanding of color, line, and balance and why these are important sensory elements to include in the campaign.

· Describe the strategic use of color and provide three (3) example images of how color should be used in the campaign.

· Explain the strategic use of line and provide three (3) example images of how line should be used in the campaign.

· Explain the strategic use of balance and provide three (3) example images of how balance should be used in the campaign.

· The entire recommendation is no more than three (3) pages in length, following proper APA writing guidelines. It must include research from three (3) or more sources with proper APA formatting for reference and in-text citations.

· Submit the recommendation as a Microsoft Word document.

November 6, 2026
[Solved] Infographic

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In-depth study guidance and analytical solution covering Infographic.

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Assignment Prompt & Instructions

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

November 6, 2026
[Solved] Nurses can advocate for healthcare policies to promote justice, fairness, and health equity at facility, local, state, national, and global levels.

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Nurses can advocate for healthcare policies to promote justice, fairness, and health equity at facility, local, state, national, and global levels.

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Assignment Prompt & Instructions

Nurses can advocate for healthcare policies to promote justice, fairness, and health equity at facility, local, state, national, and global levels.

November 6, 2026
[Solved] Can you help me with this by tomorrow ?

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**files (1)** – ## NR222_CompassionateCareCourse_Assignment_Guidelines_May2026.docx **## NR222_CompassionateCareCourse_Assignment_Guidelines_May2026.docx** ![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/can-you-help-me-with-th…

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Assignment Prompt & Instructions

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– ## NR222_CompassionateCareCourse_Assignment_Guidelines_May2026.docx

**## NR222_CompassionateCareCourse_Assignment_Guidelines_May2026.docx**

![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/can-you-help-me-with-this-by-tomorrow-20987645)

**NR(X) (Course Name)**

**Required Uniform Assignment: (Assignment Title) Guidelines**

![A black background with blue and yellow text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/can-you-help-me-with-this-by-tomorrow-20987645)

**NR222 Health and Wellness**

**Journey to Extraordinary Compassionate Care Assignment Guidelines**

| | |
| — | — |
| **Purpose** | The purpose of this assignment is to help nursing students reflect on their motivations for entering healthcare, apply Swanson’s Caring Theory, and understand the impact of exceptional nursing care to build stronger, more trusting relationships with patients, improve communication and outcomes. Students will explore DAISY Award stories, learn best practices for program implementation, and demonstrate how nursing excellence and a caring culture align with the DAISY mission and vision. |
| **Course Outcomes** | CO 1: Discuss the professional nurse's role in health-promotion activities. (PO 1, 2)<br>CO 3: Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse's role in working with various populations. (PO 1, 2, 8)<br> <br>CO 4: Discuss the influences of moral, ethical, and legal principles on professional nursing practice. (PO6)<br> <br>CO 5: Identify effective communication with clients and other healthcare providers. (PO3) |
| **AACN Essentials** | Person-Centered Care |
| **Due Date** | Your faculty member will inform you when this assignment is due. <br>The Late Assignment Policy applies to this assignment. |
| **Total Points Possible** | 100 points |
| |
| **Assignment Guidelines** |
| Follow these guidelines when completing this assignment. Speak with your faculty members if you have questions. |
| **Assignment Section**<br>**Compassionate Care Course**<br>**Required Criteria**<br>**(100 points/100 %)** | Complete all module activities in the course.<br>☐ Click on this link <br>[Journey to Extraordinary Compassionate Care](https://chamberlain.instructure.com/enroll/JKAYMG)<br>☐ Click the ‘Enroll in Course’ button.<br>☐ Click the ‘Go to the Course’ button. <br>· <br>**Important Note:** Be sure to add a bookmark to your browser for the modules. <br> <br>☐ Click on the ‘Modules’ button on the top left side of the page to begin.<br>☐ Complete all modules of The Journey to Extraordinary Compassionate Care.<br>· If you cannot complete the modules in one sitting, just use the bookmark you created to access the course. <br>☐ Download and save the certificate of completion as a PDF.<br>☐ Submit the certificate of completion to the assignment drop-box. |

**Grading Rubric**

Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

| | | |
| — | — | — |
| **Assignment Section and**<br>**Required Criteria**<br>**(Points possible 100 / 100% of total points available)** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** |
| **The Journey to Extraordinary Compassionate Care Course** | **100 points** | **0 points** |
| **Required Criteria:**<br>1. Complete The Journey to Extraordinary Compassion Care Course<br>2. Submit The Journey to Extraordinary Compassion Care Course Certificate to the assignment drop-box | All required criteria have been met | Less than 2 criteria met |
| | **Possible Points = 100 total points** | |

| | | |
| — | — | — |
| | | |

NR222_ Journey to Extraordinary Compassion Care_Assignment Guidelines_May 2026

© 2026 Chamberlain University. All Rights Reserved. 1

**image1.png**

**image2.png**

**## NR222_CompassionateCareCourse_Assignment_Guidelines_May2026.docx**

![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/can-you-help-me-with-this-by-tomorrow-20987645)

**NR(X) (Course Name)**

**Required Uniform Assignment: (Assignment Title) Guidelines**

![A black background with blue and yellow text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/can-you-help-me-with-this-by-tomorrow-20987645)

**NR222 Health and Wellness**

**Journey to Extraordinary Compassionate Care Assignment Guidelines**

| | |
| — | — |
| **Purpose** | The purpose of this assignment is to help nursing students reflect on their motivations for entering healthcare, apply Swanson’s Caring Theory, and understand the impact of exceptional nursing care to build stronger, more trusting relationships with patients, improve communication and outcomes. Students will explore DAISY Award stories, learn best practices for program implementation, and demonstrate how nursing excellence and a caring culture align with the DAISY mission and vision. |
| **Course Outcomes** | CO 1: Discuss the professional nurse's role in health-promotion activities. (PO 1, 2)<br>CO 3: Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse's role in working with various populations. (PO 1, 2, 8)<br> <br>CO 4: Discuss the influences of moral, ethical, and legal principles on professional nursing practice. (PO6)<br> <br>CO 5: Identify effective communication with clients and other healthcare providers. (PO3) |
| **AACN Essentials** | Person-Centered Care |
| **Due Date** | Your faculty member will inform you when this assignment is due. <br>The Late Assignment Policy applies to this assignment. |
| **Total Points Possible** | 100 points |
| |
| **Assignment Guidelines** |
| Follow these guidelines when completing this assignment. Speak with your faculty members if you have questions. |
| **Assignment Section**<br>**Compassionate Care Course**<br>**Required Criteria**<br>**(100 points/100 %)** | Complete all module activities in the course.<br>☐ Click on this link <br>[Journey to Extraordinary Compassionate Care](https://chamberlain.instructure.com/enroll/JKAYMG)<br>☐ Click the ‘Enroll in Course’ button.<br>☐ Click the ‘Go to the Course’ button. <br>· <br>**Important Note:** Be sure to add a bookmark to your browser for the modules. <br> <br>☐ Click on the ‘Modules’ button on the top left side of the page to begin.<br>☐ Complete all modules of The Journey to Extraordinary Compassionate Care.<br>· If you cannot complete the modules in one sitting, just use the bookmark you created to access the course. <br>☐ Download and save the certificate of completion as a PDF.<br>☐ Submit the certificate of completion to the assignment drop-box. |

**Grading Rubric**

Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

| | | |
| — | — | — |
| **Assignment Section and**<br>**Required Criteria**<br>**(Points possible 100 / 100% of total points available)** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** |
| **The Journey to Extraordinary Compassionate Care Course** | **100 points** | **0 points** |
| **Required Criteria:**<br>1. Complete The Journey to Extraordinary Compassion Care Course<br>2. Submit The Journey to Extraordinary Compassion Care Course Certificate to the assignment drop-box | All required criteria have been met | Less than 2 criteria met |
| | **Possible Points = 100 total points** | |

| | | |
| — | — | — |
| | | |

NR222_ Journey to Extraordinary Compassion Care_Assignment Guidelines_May 2026

© 2026 Chamberlain University. All Rights Reserved. 1

**image1.png**

**image2.png**

November 6, 2026
[Solved] Assigment .Apa seven . All instructions attached.

✓ Verified Academic Solution Available

Executive Solution Overview

**files (1)** – ## CASESTUDY4.docx **## CASESTUDY4.docx** CASE STUDY 4: Depression, Anxiety, Substance Use, and Chronic Pain **CASE STUDY 4 – Depression, Anxiety, Substance Use, and Chronic Pain** **Case Scenario** Ms. R.D. is a **45-year-old female** presenting with insomnia, fatigue, chronic low b…

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Assignment Prompt & Instructions

**files (1)**

– ## CASESTUDY4.docx

**## CASESTUDY4.docx**

CASE STUDY 4: Depression, Anxiety, Substance Use, and Chronic Pain

**CASE STUDY 4 – Depression, Anxiety, Substance Use, and Chronic Pain**

**Case Scenario**

Ms. R.D. is a
**45-year-old female** presenting with insomnia, fatigue, chronic low back pain, and mood changes.

**History**

· PMH: Chronic pain, prior opioid exposure

· Reports alcohol use nightly

· PHQ-9: 17, GAD-7: 15

**Student Assignment Requirements**

**1. Pathophysiology (25%)**

· Neurobiology of depression and anxiety

· Substance use impact on CNS

· Pain–mood interaction

**2. Mental Health Assessment (35%)**

· Diagnostic differentiation

· Suicide risk screening

· Substance use screening

· Safety planning

**3. Pharmacology & Integrated Treatment (30%)**

· Antidepressant selection and titration

· Avoidance of high-risk medications

· Non-pharmacologic and referral planning

**4. APA & Evidence Use (10%)**

**RUBRIC – CASE STUDY 4 – Mental Health, Substance Use & Chronic Pain (100 Points)**

**1. Neurobiologic Pathophysiology (25 points)**

| | |
| — | — |
| **Level** | **Description** |
| **Excellent (23–25)** | Integrates neurobiology of mood disorders, substance use, and pain with strong application to clinical symptoms. |
| **Satisfactory (18–22)** | Accurate explanation with limited integration. |
| **Unsatisfactory (13–17)** | Partial or unclear explanation. |
| **Poor (1–12)** | Incorrect or superficial discussion. |
| **Not Submitted (0)** | Section not submitted or missing. |

**2. Mental Health & Safety Assessment (35 points)**

| | |
| — | — |
| **Level** | **Description** |
| **Excellent (33–35)** | Comprehensive assessment including diagnostic differentiation, suicide risk, substance use screening, and safety planning. |
| **Satisfactory (26–32)** | Assessment is appropriate but lacks depth or clarity in prioritization. |
| **Unsatisfactory (18–25)** | Incomplete assessment or missed safety considerations. |
| **Poor (1–17)** | Unsafe or inadequate evaluation. |
| **Not Submitted (0)** | Section not submitted or missing. |

**3. Pharmacology & Integrated Care Plan (30 points)**

| | |
| — | — |
| **Level** | **Description** |
| **Excellent (28–30)** | Evidence-based medication selection with safe prescribing, clear rationale, and integrated non-pharmacologic strategies. |
| **Satisfactory (22–27)** | Appropriate plan but lacks optimization or monitoring detail. |
| **Unsatisfactory (16–21)** | Limited pharmacologic understanding or justification. |
| **Poor (1–15)** | Unsafe or inappropriate treatment decisions. |
| **Not Submitted (0)** | Section not submitted or missing. |

**## CASESTUDY4.docx**

CASE STUDY 4: Depression, Anxiety, Substance Use, and Chronic Pain

**CASE STUDY 4 – Depression, Anxiety, Substance Use, and Chronic Pain**

**Case Scenario**

Ms. R.D. is a
**45-year-old female** presenting with insomnia, fatigue, chronic low back pain, and mood changes.

**History**

· PMH: Chronic pain, prior opioid exposure

· Reports alcohol use nightly

· PHQ-9: 17, GAD-7: 15

**Student Assignment Requirements**

**1. Pathophysiology (25%)**

· Neurobiology of depression and anxiety

· Substance use impact on CNS

· Pain–mood interaction

**2. Mental Health Assessment (35%)**

· Diagnostic differentiation

· Suicide risk screening

· Substance use screening

· Safety planning

**3. Pharmacology & Integrated Treatment (30%)**

· Antidepressant selection and titration

· Avoidance of high-risk medications

· Non-pharmacologic and referral planning

**4. APA & Evidence Use (10%)**

**RUBRIC – CASE STUDY 4 – Mental Health, Substance Use & Chronic Pain (100 Points)**

**1. Neurobiologic Pathophysiology (25 points)**

| | |
| — | — |
| **Level** | **Description** |
| **Excellent (23–25)** | Integrates neurobiology of mood disorders, substance use, and pain with strong application to clinical symptoms. |
| **Satisfactory (18–22)** | Accurate explanation with limited integration. |
| **Unsatisfactory (13–17)** | Partial or unclear explanation. |
| **Poor (1–12)** | Incorrect or superficial discussion. |
| **Not Submitted (0)** | Section not submitted or missing. |

**2. Mental Health & Safety Assessment (35 points)**

| | |
| — | — |
| **Level** | **Description** |
| **Excellent (33–35)** | Comprehensive assessment including diagnostic differentiation, suicide risk, substance use screening, and safety planning. |
| **Satisfactory (26–32)** | Assessment is appropriate but lacks depth or clarity in prioritization. |
| **Unsatisfactory (18–25)** | Incomplete assessment or missed safety considerations. |
| **Poor (1–17)** | Unsafe or inadequate evaluation. |
| **Not Submitted (0)** | Section not submitted or missing. |

**3. Pharmacology & Integrated Care Plan (30 points)**

| | |
| — | — |
| **Level** | **Description** |
| **Excellent (28–30)** | Evidence-based medication selection with safe prescribing, clear rationale, and integrated non-pharmacologic strategies. |
| **Satisfactory (22–27)** | Appropriate plan but lacks optimization or monitoring detail. |
| **Unsatisfactory (16–21)** | Limited pharmacologic understanding or justification. |
| **Poor (1–15)** | Unsafe or inappropriate treatment decisions. |
| **Not Submitted (0)** | Section not submitted or missing. |

November 6, 2026
[Solved] Assigment .Apa seven . All instructions attached.

✓ Verified Academic Solution Available

Executive Solution Overview

**files (1)** – ## WritingAssignmentWeek6.docx **## WritingAssignmentWeek6.docx** Writing Assignment Week 6 **Chapter 14 in our textbook** **A HISTORY OF NURSING ETHICS** The Nuremberg trials at the close of WWII offered disturbing questions. How can “good” people in traditionally honor-bound profes…

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Immediate access to the full model answer, formatted citations, and rubric breakdown.

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

**files (1)**

– ## WritingAssignmentWeek6.docx

**## WritingAssignmentWeek6.docx**

Writing Assignment Week 6

**Chapter 14 in our textbook**

**A HISTORY OF NURSING ETHICS**

The Nuremberg trials at the close of WWII offered disturbing questions. How can “good” people in traditionally honor-bound professions become complicit in some of the worst violations of humanity in history? What happens when individual professionals are not held to account by their peers, professions, and society as a whole? The trials showed how moral individuals within organizations can engage in morally “wrong” functions. “I was just following orders,” complicit healthcare providers, doctors, and nurses claimed.

Morality refers to principles that help determine what is “right” and what is “wrong.” Ethics is the related field that puts these principles to work to:

apply moral principles to choose “right” actions,

conduct relationships in an ethical manner, and

manage situations where a “right” action is clear but for some reason not possible.

**Using what we have learned this week- read the ethical dilemma below and explain your response and actions:**

**_Nurse Is Instructed to Have Patient with Low Literacy Level to Sign Consent for Treatment_**

**_Scenario:_** _Nurse Gloria is instructed by the attending physician to have Mr. Isaacs sign a consent form before a scheduled colonoscopy. As Nurse Gloria goes over the form with the patient, she notices he seems confused and is unsure where or how to sign the paperwork._

**_Ethical Dilemma:_** _It is common for nurses to be the ones to get signatures on consent forms, especially for procedures like the one described in this scenario. When faced with a situation like the one here when the nurse is not sure that the patient understands what he is being told or if he can read, the decision of whether to delay a busy schedule to have the doctor come back and talk to the patient or explain to the best of her knowledge and get the patient's signature may seem difficult to make._

**After carefully reviewing the ethical dilemma provided, you are asked to engage in a critical, reflective analysis that demonstrates both depth of thought and scholarly rigor. Your essay should address the following guiding questions:**

1.
**Emotional Focus:** What is the central emotional concern or focus of the individual in this scenario?

2.
**Ethical Principles:** Which ethical principles are most relevant to this situation, and how are they being challenged or upheld?

3.
**Implications of Nursing Actions**: What are the short- and long-term implications of the nurse’s actions within this context?

4.
**Personal Reflection and Current Actions:** How do you interpret this scenario in relation to your own professional practice? What actions are you currently taking, and how do these reflect your priorities, emotional intelligence (EI), and evidence-based practice (EBP)?

Essay Requirements

• Structure: Your submission must be written as a formal essay, including:

• A clear introduction that frames the ethical dilemma and outlines the purpose of your analysis.

• Body paragraphs that address the guiding questions at a graduate level, integrating theory, ethical frameworks, and evidence-based reasoning.

• A conclusion that synthesizes your key insights, highlights implications for nursing practice, and reinforces the importance of ethical decision-making.

**• Length: The essay should be a minimum of 3 full pages and no more than 5 pages [there will be a penalty for exceeding the page count-be concise], excluding the cover page and reference list.**

**• Sources: You are required to incorporate at least four [4] current scholarly sources (peer-reviewed journal articles or academic books) to support your analysis.**

**• Formatting: All work must adhere strictly to APA guidelines for formatting, in-text citations, and references.**

• Rubric: Please review the grading rubric carefully to ensure that all criteria are addressed.

**Academic Support and Resources**

Remember, you are not alone in this process. If you encounter challenges with writing, organization, or APA formatting, I strongly encourage you to make use of the Writing Studio. Likewise, if you need assistance locating appropriate peer-reviewed sources, the university library and its librarians are invaluable partners in your success. Both of these services are free of charge and designed to support you as a graduate student. Seeking out these resources is not a sign of weakness, it is a hallmark of scholarly professionalism and self-advocacy.

**Rubric Details**

**Maximum Score**

100 points

·

**Excellent**

The paper demonstrates that the author understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas.

**30**

**Satisfactory**

The paper demonstrates that the author, mostly, understands and has applied concepts learned in the course. Some conclusions, however, are not supported in the body of the paper.

**24**

**Unsatisfactory**

The paper demonstrates that the author, to a certain extent, understands and has applied concepts learned in the course

**18**

**Unacceptable**

The paper does not demonstrate that the author has understood, and applied concepts learned in the course.

**12**

**Excellent**

The topic is focused narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper, either by a statement of a position or hypothesis. The topic is consistently well thought out, thorough offers insight into the topic, and includes cited evidence to support the topic.

**25**

**Satisfactory**

The topic is focused but lacks direction. The paper is about a specific topic, but the writer has not established a position. The topic is somewhat well thought out, offers limited insight into the topic, but does not include cited evidence to support the topic.

**20**

**Unsatisfactory**

The topic is too broad for the scope of this assignment.

**15**

**Unacceptable**

The topic is unclear or unrelated to the discussion topic with little or no supporting evidence.

**10**

**Excellent**

In-depth discussion and elaboration in all sections of the paper. Ties together information from all sources. Paper flows from one issue to the next with APA-approved subheadings. The author’s writing demonstrates an understanding of the relationship among material obtained from all sources Mostly, it ties together information from all sources. There is an introduction and a conclusion in the submission.

**20**

**Satisfactory**

In-depth discussion and elaboration in most sections of the paper. Mostly, it ties together information from all sources. Paper flows with only some disjointedness- APA subheadings were not utilized throughout the paper consistently. The author’s writing demonstrates an understanding of the relationship among material obtained from all sources. There is an introduction and a conclusion in the submission.

**16**

**Unsatisfactory**

The writer has omitted content. Quotations from others outweigh the writer’s ideas excessively. Sometimes ties together information from all sources. The paper does not flow- the paper is not developed at the graduate level of APA formatting- no subheadings, etc… Disjointedness is apparent. The author’s writing does not demonstrate an understanding of the relationship between material obtained from all sources. There is an introduction and/or conclusion in the submission, but not both.

**12**

**Unacceptable**

Cursory discussion in all the sections of the paper or brief discussion in only a few sections It does not tie together information. Paper does not flow and appears to be created from disparate issues. Headings are necessary to link concepts. Writing does not demonstrate an understanding of any relationship. There is NO introduction or conclusion in the submission.

**8**

**Excellent**

3 to 5 pages- not counting references and cover page

**5**

**Satisfactory**

**0**

**Unsatisfactory**

Exceeded page count maximum or did not meet minimum page count

**0**

**Unacceptable**

**0**

**Excellent**

4 current sources are used and are peer-review journal articles or scholarly books. Sources include both general background sources and specialized sources. Special-interest sources and popular literature and acknowledged as such if they are cited. All websites utilized are authoritative.

**7**

**Satisfactory**

Used 3 current sources, which are peer-review journal articles or scholarly books. All websites utilized are authoritative.

**5.6**

**Unsatisfactory**

Used 2 current sources which are peer-reviewed journal articles or scholarly books. All websites utilized are credible.

**4.2**

**Unacceptable**

Fewer than 2 current sources are used which are peer-reviewed journal articles or scholarly books. Not all websites utilized are credible, and/or sources are not current.

**2.8**

**Excellent**

Fewer than 5 incomplete citations and/or quotations, and APA format errors. The paper is developed using APA-approved headings throughout the paper.

**6**

**Satisfactory**

More than 5 but fewer than 10 incomplete citations and/or quotations, and APA format errors. The paper is developed using an introduction APA-approved heading- but no headings within the rest of the paper.

**4.8**

**Unsatisfactory**

More than 10 incomplete citations and/or quotations, or APA format errors. APA formatting is not developed at the graduate level.

**3.6**

**Unacceptable**

The citation style is inconsistent or incorrect. It does not cite sources. The paper submitted is NOT in APA Format.

**2.4**

**Excellent**

Fewer than 5 grammatical, spelling, capitalization, or punctuation errors The required word count has been met. Similarity index and AI index 20% or lower.

**7**

**Satisfactory**

More than 5 but fewer than 10 grammatical, spelling, capitalization & punctuation errors The required word count is 25 words below the minimum required count. Similarity index and AI index 25% or lower.

**5.6**

**Unsatisfactory**

More than 10 grammatical, spelling, capitalization & punctuation errors The required word count is 50 words below the minimum required count. Similarity index and AI index 30% or lower.

**4.2**

**Unacceptable**

An unacceptable number of spelling and/or grammar mistakes. The required word count is more than 50 words below the minimum required count. Similarity index and AI index above 30%.

**2.8**

**## WritingAssignmentWeek6.docx**

Writing Assignment Week 6

**Chapter 14 in our textbook**

**A HISTORY OF NURSING ETHICS**

The Nuremberg trials at the close of WWII offered disturbing questions. How can “good” people in traditionally honor-bound professions become complicit in some of the worst violations of humanity in history? What happens when individual professionals are not held to account by their peers, professions, and society as a whole? The trials showed how moral individuals within organizations can engage in morally “wrong” functions. “I was just following orders,” complicit healthcare providers, doctors, and nurses claimed.

Morality refers to principles that help determine what is “right” and what is “wrong.” Ethics is the related field that puts these principles to work to:

apply moral principles to choose “right” actions,

conduct relationships in an ethical manner, and

manage situations where a “right” action is clear but for some reason not possible.

**Using what we have learned this week- read the ethical dilemma below and explain your response and actions:**

**_Nurse Is Instructed to Have Patient with Low Literacy Level to Sign Consent for Treatment_**

**_Scenario:_** _Nurse Gloria is instructed by the attending physician to have Mr. Isaacs sign a consent form before a scheduled colonoscopy. As Nurse Gloria goes over the form with the patient, she notices he seems confused and is unsure where or how to sign the paperwork._

**_Ethical Dilemma:_** _It is common for nurses to be the ones to get signatures on consent forms, especially for procedures like the one described in this scenario. When faced with a situation like the one here when the nurse is not sure that the patient understands what he is being told or if he can read, the decision of whether to delay a busy schedule to have the doctor come back and talk to the patient or explain to the best of her knowledge and get the patient's signature may seem difficult to make._

**After carefully reviewing the ethical dilemma provided, you are asked to engage in a critical, reflective analysis that demonstrates both depth of thought and scholarly rigor. Your essay should address the following guiding questions:**

1.
**Emotional Focus:** What is the central emotional concern or focus of the individual in this scenario?

2.
**Ethical Principles:** Which ethical principles are most relevant to this situation, and how are they being challenged or upheld?

3.
**Implications of Nursing Actions**: What are the short- and long-term implications of the nurse’s actions within this context?

4.
**Personal Reflection and Current Actions:** How do you interpret this scenario in relation to your own professional practice? What actions are you currently taking, and how do these reflect your priorities, emotional intelligence (EI), and evidence-based practice (EBP)?

Essay Requirements

• Structure: Your submission must be written as a formal essay, including:

• A clear introduction that frames the ethical dilemma and outlines the purpose of your analysis.

• Body paragraphs that address the guiding questions at a graduate level, integrating theory, ethical frameworks, and evidence-based reasoning.

• A conclusion that synthesizes your key insights, highlights implications for nursing practice, and reinforces the importance of ethical decision-making.

**• Length: The essay should be a minimum of 3 full pages and no more than 5 pages [there will be a penalty for exceeding the page count-be concise], excluding the cover page and reference list.**

**• Sources: You are required to incorporate at least four [4] current scholarly sources (peer-reviewed journal articles or academic books) to support your analysis.**

**• Formatting: All work must adhere strictly to APA guidelines for formatting, in-text citations, and references.**

• Rubric: Please review the grading rubric carefully to ensure that all criteria are addressed.

**Academic Support and Resources**

Remember, you are not alone in this process. If you encounter challenges with writing, organization, or APA formatting, I strongly encourage you to make use of the Writing Studio. Likewise, if you need assistance locating appropriate peer-reviewed sources, the university library and its librarians are invaluable partners in your success. Both of these services are free of charge and designed to support you as a graduate student. Seeking out these resources is not a sign of weakness, it is a hallmark of scholarly professionalism and self-advocacy.

**Rubric Details**

**Maximum Score**

100 points

·

**Excellent**

The paper demonstrates that the author understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas.

**30**

**Satisfactory**

The paper demonstrates that the author, mostly, understands and has applied concepts learned in the course. Some conclusions, however, are not supported in the body of the paper.

**24**

**Unsatisfactory**

The paper demonstrates that the author, to a certain extent, understands and has applied concepts learned in the course

**18**

**Unacceptable**

The paper does not demonstrate that the author has understood, and applied concepts learned in the course.

**12**

**Excellent**

The topic is focused narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper, either by a statement of a position or hypothesis. The topic is consistently well thought out, thorough offers insight into the topic, and includes cited evidence to support the topic.

**25**

**Satisfactory**

The topic is focused but lacks direction. The paper is about a specific topic, but the writer has not established a position. The topic is somewhat well thought out, offers limited insight into the topic, but does not include cited evidence to support the topic.

**20**

**Unsatisfactory**

The topic is too broad for the scope of this assignment.

**15**

**Unacceptable**

The topic is unclear or unrelated to the discussion topic with little or no supporting evidence.

**10**

**Excellent**

In-depth discussion and elaboration in all sections of the paper. Ties together information from all sources. Paper flows from one issue to the next with APA-approved subheadings. The author’s writing demonstrates an understanding of the relationship among material obtained from all sources Mostly, it ties together information from all sources. There is an introduction and a conclusion in the submission.

**20**

**Satisfactory**

In-depth discussion and elaboration in most sections of the paper. Mostly, it ties together information from all sources. Paper flows with only some disjointedness- APA subheadings were not utilized throughout the paper consistently. The author’s writing demonstrates an understanding of the relationship among material obtained from all sources. There is an introduction and a conclusion in the submission.

**16**

**Unsatisfactory**

The writer has omitted content. Quotations from others outweigh the writer’s ideas excessively. Sometimes ties together information from all sources. The paper does not flow- the paper is not developed at the graduate level of APA formatting- no subheadings, etc… Disjointedness is apparent. The author’s writing does not demonstrate an understanding of the relationship between material obtained from all sources. There is an introduction and/or conclusion in the submission, but not both.

**12**

**Unacceptable**

Cursory discussion in all the sections of the paper or brief discussion in only a few sections It does not tie together information. Paper does not flow and appears to be created from disparate issues. Headings are necessary to link concepts. Writing does not demonstrate an understanding of any relationship. There is NO introduction or conclusion in the submission.

**8**

**Excellent**

3 to 5 pages- not counting references and cover page

**5**

**Satisfactory**

**0**

**Unsatisfactory**

Exceeded page count maximum or did not meet minimum page count

**0**

**Unacceptable**

**0**

**Excellent**

4 current sources are used and are peer-review journal articles or scholarly books. Sources include both general background sources and specialized sources. Special-interest sources and popular literature and acknowledged as such if they are cited. All websites utilized are authoritative.

**7**

**Satisfactory**

Used 3 current sources, which are peer-review journal articles or scholarly books. All websites utilized are authoritative.

**5.6**

**Unsatisfactory**

Used 2 current sources which are peer-reviewed journal articles or scholarly books. All websites utilized are credible.

**4.2**

**Unacceptable**

Fewer than 2 current sources are used which are peer-reviewed journal articles or scholarly books. Not all websites utilized are credible, and/or sources are not current.

**2.8**

**Excellent**

Fewer than 5 incomplete citations and/or quotations, and APA format errors. The paper is developed using APA-approved headings throughout the paper.

**6**

**Satisfactory**

More than 5 but fewer than 10 incomplete citations and/or quotations, and APA format errors. The paper is developed using an introduction APA-approved heading- but no headings within the rest of the paper.

**4.8**

**Unsatisfactory**

More than 10 incomplete citations and/or quotations, or APA format errors. APA formatting is not developed at the graduate level.

**3.6**

**Unacceptable**

The citation style is inconsistent or incorrect. It does not cite sources. The paper submitted is NOT in APA Format.

**2.4**

**Excellent**

Fewer than 5 grammatical, spelling, capitalization, or punctuation errors The required word count has been met. Similarity index and AI index 20% or lower.

**7**

**Satisfactory**

More than 5 but fewer than 10 grammatical, spelling, capitalization & punctuation errors The required word count is 25 words below the minimum required count. Similarity index and AI index 25% or lower.

**5.6**

**Unsatisfactory**

More than 10 grammatical, spelling, capitalization & punctuation errors The required word count is 50 words below the minimum required count. Similarity index and AI index 30% or lower.

**4.2**

**Unacceptable**

An unacceptable number of spelling and/or grammar mistakes. The required word count is more than 50 words below the minimum required count. Similarity index and AI index above 30%.

**2.8**

November 6, 2026
[Solved] Assigment .Apa seven . All instructions attached.

✓ Verified Academic Solution Available

Executive Solution Overview

The following topics and technologies are not permitted: – Glucometers (blood glucose monitoring devices). – CPAP (Continuous Positive Airway Pressure) machines. – Diabetes as the primary disease or topic. – [\ \ SignatureAssigmentMSN6400-_2026.pdf](https://www.sweetstudy.com/files/signatureassig…

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Assignment Prompt & Instructions

The following topics and technologies are not permitted:

– Glucometers (blood glucose monitoring devices).
– CPAP (Continuous Positive Airway Pressure) machines.
– Diabetes as the primary disease or topic.

– [\
\
SignatureAssigmentMSN6400-_2026.pdf](https://www.sweetstudy.com/files/signatureassigmentmsn6400-2026-pdf-10609299 "SignatureAssigmentMSN6400-_2026.pdf")
– [\
\
SignatureassignmentPaperGradingRubric.pdf](https://www.sweetstudy.com/files/signatureassignmentpapergradingrubric-pdf-10609301 "SignatureassignmentPaperGradingRubric.pdf")

November 6, 2026
[Solved] Assigment .Apa seven . All instructions attached.

✓ Verified Academic Solution Available

Executive Solution Overview

**files (2)** – ## SignatureAssigmentMSN6400-_2026.pdf – SignatureassignmentPaperGradingRubric.pdf **## SignatureAssigmentMSN6400-_2026.pdf** 21 SCHOOL OF NURSING GRADUATE STUDIES MASTER OF SCIENCE IN NURSING – FNP MSN6400 Advanced Practice in Primary Care Signature Assignment Understanding diseas…

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Assignment Prompt & Instructions

**files (2)**

– ## SignatureAssigmentMSN6400-_2026.pdf

– SignatureassignmentPaperGradingRubric.pdf

**## SignatureAssigmentMSN6400-_2026.pdf**

21 SCHOOL OF NURSING

GRADUATE STUDIES
MASTER OF SCIENCE IN NURSING – FNP

MSN6400 Advanced Practice in Primary Care

Signature Assignment

Understanding disease conditions specific to advanced primary care is vital to ensure proper and timely

diagnosis and treatment to improve healthcare outcomes for the patient. The purpose of this

assignment is to evaluate one disease condition in the adult population and explore current evidence-

based guidelines and treatments to determine a proper plan of care.

This assignment will focus on the following course student learning outcomes (CSLO):

1. Evaluate the role of the advanced practice nurse (APN) and the Family Nurse Practitioner

(FNP) in particular, as it relates to obtaining a health history, performing a health

assessment on adolescents, adults, and elderly from diverse cultural groups presenting with

chronic and some acute physical and emotional concerns to an ambulatory, acute and/or

managed health care delivery system (EOPSLO # 1, 2, 3, 4, 9).

2. Examine the principles and theories applicable to risk assessment and primary, secondary,

and tertiary prevention for the promotion of optimum health of clients experiencing chronic

or multisystem health problems (EOPSLO# 3 and 8).

3. Compare and contrast the possible interrelationships and impact of demographic

characteristics, health beliefs, values, family situations, environment and community

resources on the incidence and management outcome of chronic and some acute conditions

of adult clients (EOPSLO # 2, 6, 7, and 9)

4. Incorporate epidemiological, social, and environmental research data in the assessment,

holistic planning and outcome evaluation of interventions aimed at the diagnosis and

management of the adult client’s health/illness status, with emphasis on common chronic

illnesses of adult individuals of diverse ethnic and cultural groups (EOPSLO # 6, 7, and 9).

5. Examine the interrelationships and influences of genetics, age, gender, race/ethnicity,

socioeconomic status, mental health, lifestyle, family situation, culture or subculture, health

beliefs and values on the differential diagnosis and selection of screening and therapeutic

agents for the management of selected chronic and multisystem illnesses of adult clients,

families, and groups (EOPSLO# 3, 8 and 9).

6. Synthesize the following concepts in the advanced nursing care of the client experiencing

chronic multisystem illness: the advanced nurse-client relationship, client teaching-coaching

function, professional role enactment, client empowerment, mutual participation in health

care decision-making, ethics, client education and counseling, change theory and process,

and collaboration in health care delivery (i.e., interdisciplinary, multidisciplinary,

multicultural teams and global nursing) (EOPSLO # 2, 3, 4, 7, and 9).

7. Compare and contrast pharmacological and non-pharmacological/alternative therapeutic

measures for the client experiencing chronic and/or multisystem diseases taking into

SCHOOL OF NURSING 22

GRADUATE STUDIES
MASTER OF SCIENCE IN NURSING – FNP

consideration pharmacotherapeutics prescriptive legal requirements for APNs and issues of

polypharmacy (EOPSLO# 6, 7, and 9).

10. Utilize computer technology in synthesizing scientific and research-based knowledge

regarding health care issues and problems of multicultural, multiethnic adults and

populations at risk for health disparities (EOPSLO# 5, 8, and 9).

Instructions:

Please choose one global burden of disease and one population (adult, pediatric, or geriatric). Once the

population is chosen, find one evidence-based technology to help support the improvement of

outcomes in the global burden of disease chosen. You are to write a three-to-five-page paper in

APA format 7th edition with the following sections and level 2 headings:

*Note:

1. Paper grading is rubric-based. “Problem Statement” should NOT be used since you are not using a

PICOT question; please use “Abstract” instead.

2. Professor’s request: Use font 12-point Times New Roman.

3. All papers should have a cover, abstract, and references page; these are not included in the length of

paper.

4. The word “condition” is a general term and should be replaced by the name of the selected disorder.

Abstract

-Concise, self-contained summary of a research paper, typically 150–300 words, that outlines

the purpose, methods, results, and conclusions. It acts as a standalone overview, allowing readers

to quickly determine if the full paper is relevant, in this case, to the class.

Introduction (this word should not appear on the paper)

-Brief overview of the health of the population chosen

-Introduce the global burden of disease OR risk factor chosen

-Importance of improving the condition and its impact on quality of life

Global Burden of Disease Condition/Risk Factor

-Describe the disease or risk factor chosen

-What signs/symptoms are identified in the patient that can be found?

-How is it diagnosed and treated?

Technology and Healthcare

23 SCHOOL OF NURSING

GRADUATE STUDIES
MASTER OF SCIENCE IN NURSING – FNP

-Describe the paradigm shift in healthcare related to technology

-Elaborate how technology can improve health outcomes in your population

Chosen Evidence-Based Technology Use in Disease or Risk Factor

-Describe and summarize the evidence-based technology identified that has been shown to

improve the condition or risk factor for the chosen patient population.

-Compare and contrast the positives and negatives of using this technology use chosen.

Conclusion

-Recap points discussed in paper using relevant information from your paper

-Importance of advancements in technology

References

-Use reputable, peer review literature published within the last five years that is relevant to the

selected topic (at least 3 references)

**SignatureassignmentPaperGradingRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/signatureassignmentpapergradingrubric-pdf-10609305)

**SignatureassignmentPaperGradingRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/signatureassignmentpapergradingrubric-pdf-10609305)

**## SignatureAssigmentMSN6400-_2026.pdf**

21 SCHOOL OF NURSING

GRADUATE STUDIES
MASTER OF SCIENCE IN NURSING – FNP

MSN6400 Advanced Practice in Primary Care

Signature Assignment

Understanding disease conditions specific to advanced primary care is vital to ensure proper and timely

diagnosis and treatment to improve healthcare outcomes for the patient. The purpose of this

assignment is to evaluate one disease condition in the adult population and explore current evidence-

based guidelines and treatments to determine a proper plan of care.

This assignment will focus on the following course student learning outcomes (CSLO):

1. Evaluate the role of the advanced practice nurse (APN) and the Family Nurse Practitioner

(FNP) in particular, as it relates to obtaining a health history, performing a health

assessment on adolescents, adults, and elderly from diverse cultural groups presenting with

chronic and some acute physical and emotional concerns to an ambulatory, acute and/or

managed health care delivery system (EOPSLO # 1, 2, 3, 4, 9).

2. Examine the principles and theories applicable to risk assessment and primary, secondary,

and tertiary prevention for the promotion of optimum health of clients experiencing chronic

or multisystem health problems (EOPSLO# 3 and 8).

3. Compare and contrast the possible interrelationships and impact of demographic

characteristics, health beliefs, values, family situations, environment and community

resources on the incidence and management outcome of chronic and some acute conditions

of adult clients (EOPSLO # 2, 6, 7, and 9)

4. Incorporate epidemiological, social, and environmental research data in the assessment,

holistic planning and outcome evaluation of interventions aimed at the diagnosis and

management of the adult client’s health/illness status, with emphasis on common chronic

illnesses of adult individuals of diverse ethnic and cultural groups (EOPSLO # 6, 7, and 9).

5. Examine the interrelationships and influences of genetics, age, gender, race/ethnicity,

socioeconomic status, mental health, lifestyle, family situation, culture or subculture, health

beliefs and values on the differential diagnosis and selection of screening and therapeutic

agents for the management of selected chronic and multisystem illnesses of adult clients,

families, and groups (EOPSLO# 3, 8 and 9).

6. Synthesize the following concepts in the advanced nursing care of the client experiencing

chronic multisystem illness: the advanced nurse-client relationship, client teaching-coaching

function, professional role enactment, client empowerment, mutual participation in health

care decision-making, ethics, client education and counseling, change theory and process,

and collaboration in health care delivery (i.e., interdisciplinary, multidisciplinary,

multicultural teams and global nursing) (EOPSLO # 2, 3, 4, 7, and 9).

7. Compare and contrast pharmacological and non-pharmacological/alternative therapeutic

measures for the client experiencing chronic and/or multisystem diseases taking into

SCHOOL OF NURSING 22

GRADUATE STUDIES
MASTER OF SCIENCE IN NURSING – FNP

consideration pharmacotherapeutics prescriptive legal requirements for APNs and issues of

polypharmacy (EOPSLO# 6, 7, and 9).

10. Utilize computer technology in synthesizing scientific and research-based knowledge

regarding health care issues and problems of multicultural, multiethnic adults and

populations at risk for health disparities (EOPSLO# 5, 8, and 9).

Instructions:

Please choose one global burden of disease and one population (adult, pediatric, or geriatric). Once the

population is chosen, find one evidence-based technology to help support the improvement of

outcomes in the global burden of disease chosen. You are to write a three-to-five-page paper in

APA format 7th edition with the following sections and level 2 headings:

*Note:

1. Paper grading is rubric-based. “Problem Statement” should NOT be used since you are not using a

PICOT question; please use “Abstract” instead.

2. Professor’s request: Use font 12-point Times New Roman.

3. All papers should have a cover, abstract, and references page; these are not included in the length of

paper.

4. The word “condition” is a general term and should be replaced by the name of the selected disorder.

Abstract

-Concise, self-contained summary of a research paper, typically 150–300 words, that outlines

the purpose, methods, results, and conclusions. It acts as a standalone overview, allowing readers

to quickly determine if the full paper is relevant, in this case, to the class.

Introduction (this word should not appear on the paper)

-Brief overview of the health of the population chosen

-Introduce the global burden of disease OR risk factor chosen

-Importance of improving the condition and its impact on quality of life

Global Burden of Disease Condition/Risk Factor

-Describe the disease or risk factor chosen

-What signs/symptoms are identified in the patient that can be found?

-How is it diagnosed and treated?

Technology and Healthcare

23 SCHOOL OF NURSING

GRADUATE STUDIES
MASTER OF SCIENCE IN NURSING – FNP

-Describe the paradigm shift in healthcare related to technology

-Elaborate how technology can improve health outcomes in your population

Chosen Evidence-Based Technology Use in Disease or Risk Factor

-Describe and summarize the evidence-based technology identified that has been shown to

improve the condition or risk factor for the chosen patient population.

-Compare and contrast the positives and negatives of using this technology use chosen.

Conclusion

-Recap points discussed in paper using relevant information from your paper

-Importance of advancements in technology

References

-Use reputable, peer review literature published within the last five years that is relevant to the

selected topic (at least 3 references)

**SignatureassignmentPaperGradingRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/signatureassignmentpapergradingrubric-pdf-10609305)

**## SignatureAssigmentMSN6400-_2026.pdf**

21 SCHOOL OF NURSING

GRADUATE STUDIES
MASTER OF SCIENCE IN NURSING – FNP

MSN6400 Advanced Practice in Primary Care

Signature Assignment

Understanding disease conditions specific to advanced primary care is vital to ensure proper and timely

diagnosis and treatment to improve healthcare outcomes for the patient. The purpose of this

assignment is to evaluate one disease condition in the adult population and explore current evidence-

based guidelines and treatments to determine a proper plan of care.

This assignment will focus on the following course student learning outcomes (CSLO):

1. Evaluate the role of the advanced practice nurse (APN) and the Family Nurse Practitioner

(FNP) in particular, as it relates to obtaining a health history, performing a health

assessment on adolescents, adults, and elderly from diverse cultural groups presenting with

chronic and some acute physical and emotional concerns to an ambulatory, acute and/or

managed health care delivery system (EOPSLO # 1, 2, 3, 4, 9).

2. Examine the principles and theories applicable to risk assessment and primary, secondary,

and tertiary prevention for the promotion of optimum health of clients experiencing chronic

or multisystem health problems (EOPSLO# 3 and 8).

3. Compare and contrast the possible interrelationships and impact of demographic

characteristics, health beliefs, values, family situations, environment and community

resources on the incidence and management outcome of chronic and some acute conditions

of adult clients (EOPSLO # 2, 6, 7, and 9)

4. Incorporate epidemiological, social, and environmental research data in the assessment,

holistic planning and outcome evaluation of interventions aimed at the diagnosis and

management of the adult client’s health/illness status, with emphasis on common chronic

illnesses of adult individuals of diverse ethnic and cultural groups (EOPSLO # 6, 7, and 9).

5. Examine the interrelationships and influences of genetics, age, gender, race/ethnicity,

socioeconomic status, mental health, lifestyle, family situation, culture or subculture, health

beliefs and values on the differential diagnosis and selection of screening and therapeutic

agents for the management of selected chronic and multisystem illnesses of adult clients,

families, and groups (EOPSLO# 3, 8 and 9).

6. Synthesize the following concepts in the advanced nursing care of the client experiencing

chronic multisystem illness: the advanced nurse-client relationship, client teaching-coaching

function, professional role enactment, client empowerment, mutual participation in health

care decision-making, ethics, client education and counseling, change theory and process,

and collaboration in health care delivery (i.e., interdisciplinary, multidisciplinary,

multicultural teams and global nursing) (EOPSLO # 2, 3, 4, 7, and 9).

7. Compare and contrast pharmacological and non-pharmacological/alternative therapeutic

measures for the client experiencing chronic and/or multisystem diseases taking into

SCHOOL OF NURSING 22

GRADUATE STUDIES
MASTER OF SCIENCE IN NURSING – FNP

consideration pharmacotherapeutics prescriptive legal requirements for APNs and issues of

polypharmacy (EOPSLO# 6, 7, and 9).

10. Utilize computer technology in synthesizing scientific and research-based knowledge

regarding health care issues and problems of multicultural, multiethnic adults and

populations at risk for health disparities (EOPSLO# 5, 8, and 9).

Instructions:

Please choose one global burden of disease and one population (adult, pediatric, or geriatric). Once the

population is chosen, find one evidence-based technology to help support the improvement of

outcomes in the global burden of disease chosen. You are to write a three-to-five-page paper in

APA format 7th edition with the following sections and level 2 headings:

*Note:

1. Paper grading is rubric-based. “Problem Statement” should NOT be used since you are not using a

PICOT question; please use “Abstract” instead.

2. Professor’s request: Use font 12-point Times New Roman.

3. All papers should have a cover, abstract, and references page; these are not included in the length of

paper.

4. The word “condition” is a general term and should be replaced by the name of the selected disorder.

Abstract

-Concise, self-contained summary of a research paper, typically 150–300 words, that outlines

the purpose, methods, results, and conclusions. It acts as a standalone overview, allowing readers

to quickly determine if the full paper is relevant, in this case, to the class.

Introduction (this word should not appear on the paper)

-Brief overview of the health of the population chosen

-Introduce the global burden of disease OR risk factor chosen

-Importance of improving the condition and its impact on quality of life

Global Burden of Disease Condition/Risk Factor

-Describe the disease or risk factor chosen

-What signs/symptoms are identified in the patient that can be found?

-How is it diagnosed and treated?

Technology and Healthcare

23 SCHOOL OF NURSING

GRADUATE STUDIES
MASTER OF SCIENCE IN NURSING – FNP

-Describe the paradigm shift in healthcare related to technology

-Elaborate how technology can improve health outcomes in your population

Chosen Evidence-Based Technology Use in Disease or Risk Factor

-Describe and summarize the evidence-based technology identified that has been shown to

improve the condition or risk factor for the chosen patient population.

-Compare and contrast the positives and negatives of using this technology use chosen.

Conclusion

-Recap points discussed in paper using relevant information from your paper

-Importance of advancements in technology

References

-Use reputable, peer review literature published within the last five years that is relevant to the

selected topic (at least 3 references)

**SignatureassignmentPaperGradingRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/signatureassignmentpapergradingrubric-pdf-10609305)

November 6, 2026
[Solved] discussion

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering discussion.

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 6, 2026