Category: Nursing

  • [Solved] Nursing Clinical Assignment: Quality Improvement Project Part 2

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  • [Solved] Approaches to Disease Management: Sickle Cell Anemia

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    **A 2-month-old is identified during newborn screening with sickle cell anemia.** – **How would you manage this patient at 2 months, 2 years, 6 years, and at 13 years old?** – **What are the issues for each stage in development?** – **Where would you refer this child?** – **How would you coordinate …

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    **A 2-month-old is identified during newborn screening with sickle cell anemia.**

    – **How would you manage this patient at 2 months, 2 years, 6 years, and at 13 years old?**
    – **What are the issues for each stage in development?**
    – **Where would you refer this child?**
    – **How would you coordinate the care of this child?**

    **.Submission Instructions:**

    – **Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources published within the last five years.**
    – **in paragraph form, no bullet points or numbering.**

    – 2 years ago

  • [Solved] Tiff week 7

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    Tiff week 7 – 2 years ago **files (3)** – ## Unit3ScholarshipofApplicationPart1.PDF – ## Presentation5.PDF – PresentationNU760-8H.pptx **## Unit3ScholarshipofApplicationPart1.PDF** 1 Unit 3: Scholarship of Application Part 1: Aim Statement and Framework Tiffany Williams Herzing University NU760-8H 3…

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    Tiff week 7

    – 2 years ago

    **files (3)**

    – ## Unit3ScholarshipofApplicationPart1.PDF

    – ## Presentation5.PDF

    – PresentationNU760-8H.pptx

    **## Unit3ScholarshipofApplicationPart1.PDF**

    1

    Unit 3: Scholarship of Application Part 1: Aim Statement and Framework

    Tiffany Williams

    Herzing University

    NU760-8H

    3/22/2025

    2

    Unit 3: Scholarship of Application Part 1: Aim Statement and Framework

    Gap recognition and filling in providing care are important to improving patient

    outcomes and staying compliant with evidence-based practice. The paper outlines a practice

    problem recognized in a clinical environment, formulates a problem statement, builds an aim

    statement, and names a framework that will be employed in creating a scholarly project to

    address the problem.

    Practice Setting and Population

    The practice setting is a primary care clinic with an adult patient population of 18 years

    and older. The clinic provides preventive care, chronic disease management, and acute care. The

    population consists of people from various socioeconomic statuses, with a high proportion of

    them being underserved and at risk for chronic diseases such as hypertension, diabetes, and

    cardiovascular disease. Despite evidence-based guidelines for preventive care, a conspicuous

    lack of uniform implementation of recommended screenings and interventions is observed.

    Description of the Problem

    The identified issue is the uneven application of United States Preventive Services Task

    Force (USPSTF) preventive screening guidelines, specifically cardiovascular risk factors for

    illness such as hypertension and hyperlipidemia (Barry et al., 2023). Chart review and

    observations revealed that the majority of patients with the routine screening due are not being

    screened on time in reality. Clinic performance indicators also confirm this deficiency, where

    65% of eligible patients for indicated screenings are receiving them only, falling short of the

    organization's goal of 90%.

    3

    Failure to screen per guidelines has various implications. Firstly, to delay earlier illness

    diagnosis that would otherwise be better treated through intervention earlier in the disease

    development process. Secondly, to develop avoidable complications like a heart attack or stroke,

    which would otherwise have been avoided by earlier identification and treatment. Thirdly,

    evidence-based care shortfall has been established, one of the indicators for quality health care.

    Problem Statement

    Processes of patient evaluation in the primary care clinic have not been consistent in

    adhering to USPSTF guidelines for preventive screening until now. This results in premature

    diagnosis of cardiovascular risk factors, which means unhealthy consequences that otherwise

    would have been averted if there was timely intervention.

    Aim Statement

    This project aims to increase follow-through with USPSTF recommendations for

    preventive screening, specifically cardiovascular disease risk factors, to 90% from 65% in a six-

    month period. This will be achieved by having a standardized screening process, educating staff

    on evidence-based recommendations, and reminders in the electronic health record system to

    trigger providers at the point of patient visits.

    Framework

    The model to implement with this project is the Plan-Do-Study-Act (PDSA) cycle, an

    Institute for Healthcare Improvement (IHI) quality improvement model. The PDSA cycle is a

    rigorous cycle of testing and implementing changes at an organizational level (Roberti et al.,

    2025). The PDSA cycle contains four steps:

    1. Plan: Identify the problem, establish goals, and prepare for change.

    4

    2. Do: Implement the change at a trim level.

    3. Study: Compare results and determine if improvement was a consequence of the

    change.

    4. Act: Simplify the change from the result and implement it on an expanded scale.

    PDSA cycling is suitable for this project because it allows incremental testing of

    interventions such as the protocolized screening process and EHR reminders before large-scale

    implementation. It also addresses the project goal of quantitatively measuring improved

    screening rates. For example, at the "Plan" phase, the protocol for screening and EHR reminder

    design will be developed by the team. At the "Do" phase, the interventions will be pilot-tested

    with a small number of providers. The "Study" phase will entail screening rate monitoring and

    provider feedback collection, and the "Act" phase will entail scaling up proven interventions.

    Conclusion

    The inconsistent compliance with USPSTF guidelines for preventive screening within the

    primary clinic is a grave evidence-based practice deficit. By developing an obvious problem

    statement, formulating an aim statement concisely, and employing the PDSA cycle as an

    orienting framework, this project proposes to enhance screening rates and ultimately enhance

    patient outcomes. The structured process of the PDSA cycle ensures interventions are tested,

    refined, and implemented in such a way as to maximize their effectiveness and sustainability.

    5

    References

    Barry, M. J., Wolff, T. A., Pbert, L., Davidson, K. W., Fan, T. M., Krist, A. H., … & Nicholson,

    W. K. (2023). Putting evidence into practice: an update on the US Preventive Services

    Task Force methods for developing recommendations for preventive services. The Annals

    of Family Medicine, 21(2), 165-171.

    https://www.annfammed.org/content/annalsfm/21/2/165.full.pdf

    Roberti, J., Jorro-Barón, F., Ini, N., Guglielmino, M., Rodríguez, A. P., Echave, C., … & Alonso,

    J. P. (2025). Improving Antibiotic Use in Argentine Pediatric Hospitals: A Process

    Evaluation Using Normalization Process Theory. Pediatric Quality & Safety, 10(1), e788.

    https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-

    202501000-00010

    [https://www.annfammed.org/content/annalsfm/21/2/165.full.pdf](https://www.annfammed.org/content/annalsfm/21/2/165.full.pdf)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    **## Presentation5.PDF**

    Enhancing Compliance with
    USPSTF Preventive Screening
    Guidelines

    TIFFANY WILLIAMS

    HERZING UNIVERSITY

    NU760-8H

    4/15/2025

    ThePhoto by PhotoAuthor is licensed under CCYYSA.

    Problem Statement and Aim Statement

     Problem Statement: Inconsistent adherence to USPSTF cardiovascular

    screening guidelines in a rural primary care clinic.

     Results in delayed diagnoses, missed preventive opportunities, and

    increased morbidity.

     Aim Statement: Improve compliance with USPSTF screening from 65% to

    90% over 6 months.

     Addresses cardiovascular risk factors such as hypertension, hyperlipidemia,

    and diabetes.

     Focus on equity: Enhance care for underserved populations in a rural

    setting.

    Selected

    Strategy/Intervention

     Implementation of the Plan-Do-Study-Act (PDSA)

    quality improvement framework.

     Incorporation of EHR reminders for screening

    adherence.

     Staff education sessions to reinforce USPSTF

    guideline adherence.

     Pilot test with 2–3 providers before full clinic rollout.

     Strategy is evidence-based and allows for

    continuous quality improvement (Manandi et al.,

    2023).

    Anticipated Outcomes

     Increase screening compliance to at
    least 90% within 6 months.

     Earlier identification of cardiovascular risk
    factors.

     Improved provider knowledge and
    confidence in following screening
    guidelines.

     Enhanced patient safety and health
    outcomes through preventive care.

     Promote a culture of accountability and
    evidence-based practice.

    Evaluation Measures

     Outcome Measures: Percentage of eligible
    patients who received all USPSTF-recommended
    screenings.

     Process Measures: Number of providers using EHR
    reminders and attending education sessions.

     Structure Measures: Availability of EHR decision
    support and training resources.

     Direct Measures: Audit of chart data for
    completed screenings.

     Support from literature: Structured evaluations
    improve sustainability of quality initiatives (Roberti
    et al., 2025).

    ThePhoto by PhotoAuthor is licensed under CCYYSA.

    Required Information/Data

     Total number of eligible patients seen in the clinic monthly.

     Percentage of patients up-to-date on screenings pre- and post-
    intervention.

     EHR logs to track provider engagement with reminders.

     Staff participation data from educational sessions.

     Collect both quantitative metrics and qualitative feedback for robust

    analysis (Barry et al., 2023).

    Data Collection Method 1:

    EHR Chart Review

     Use EHR audit reports to assess screening

    completion rates.

     Track use of clinical decision support (CDS) tools

    by providers.

     Identify patients due/missed for screenings and

    follow-up.

     Evaluate differences in adherence between pre-

    and post-PDSA cycles.

     EHR-based reviews support real-time monitoring

    and data-driven decisions (Davidson et al., 2022).

    ThePhoto by PhotoAuthor is licensed under CCYYSA.

    Data Collection
    Method 2: Pre/Post
    Surveys & Observation
     Conduct pre/post provider surveys to

    assess guideline knowledge and
    confidence.

     Anonymous format to encourage honest
    feedback.

     Use observation logs during pilot to assess
    EHR tool utilization and workflow impact.

     Collect qualitative staff input to identify
    training gaps.

     Evidence supports mixed-methods for
    comprehensive QI evaluation (Guirguis-
    Blake et al., 2023).

    References

     Barry, M. J., Wolff, T. A., Pbert, L., Davidson, K. W., Fan, T. M., Krist, A. H., … &
    Nicholson, W. K. (2023). Putting evidence into practice: an update on the US
    Preventive Services Task Force methods for developing recommendations for
    preventive services. The Annals of Family Medicine, 21(2), 165-171.
    https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.
    google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle

     Davidson, K. W., Barry, M. J., Mangione, C. M., Cabana, M., Chelmow, D., Coker,
    T. R., … & US Preventive Services Task Force. (2022). Aspirin use to prevent
    cardiovascular disease: US Preventive Services Task Force recommendation
    statement. Jama, 327(16), 1577-1584.
    https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022
    _us_220007_1650466044.25397.pdf

     Guirguis-Blake, J. M., Evans, C. V., Coppola, E. L., Redmond, N., & Perdue, L. A.
    (2023). Screening for lipid disorders in children and adolescents: updated
    evidence report and systematic review for the US Preventive Services Task Force.
    Jama, 330(3), 261-274. https://jamanetwork.com/journals/jama/fullarticle/2807281

     Manandi, D., Tu, Q., Hafiz, N., Raeside, R., Redfern, J., & Hyun, K. (2023). The
    evaluation of the Plan–Do–Study–Act cycles for a healthcare quality
    improvement intervention in primary care. Australian Journal of Primary Health,
    30(1), NULL-NULL. https://www.publish.csiro.au/py/pdf/PY23123

     Roberti, J., Jorro-Barón, F., Ini, N., Guglielmino, M., Rodríguez, A. P., Echave, C., … &
    Alonso, J. P. (2025). Improving Antibiotic Use in Argentine Pediatric Hospitals: A
    Process Evaluation Using Normalization Process Theory. Pediatric Quality & Safety,
    10(1), e788.
    https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01
    949578-202501000-00010

    [https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle](https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle)

    [https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle](https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle)

    [https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf](https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf)

    [https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf](https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf)

    [https://jamanetwork.com/journals/jama/fullarticle/2807281](https://jamanetwork.com/journals/jama/fullarticle/2807281)

    [https://www.publish.csiro.au/py/pdf/PY23123](https://www.publish.csiro.au/py/pdf/PY23123)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    – Slide 1: Enhancing Compliance with USPSTF Preventive Screening Guidelines
    – Slide 2: Problem Statement and Aim Statement
    – Slide 3: Selected Strategy/Intervention
    – Slide 4: Anticipated Outcomes
    – Slide 5: Evaluation Measures
    – Slide 6: Required Information/Data
    – Slide 7: Data Collection Method 1: EHR Chart Review
    – Slide 8: Data Collection Method 2: Pre/Post Surveys & Observation
    – Slide 9: References

    **PresentationNU760-8H.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/presentationnu760-8h-pptx-10264635)

    **PresentationNU760-8H.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/presentationnu760-8h-pptx-10264635)

    **## Unit3ScholarshipofApplicationPart1.PDF**

    1

    Unit 3: Scholarship of Application Part 1: Aim Statement and Framework

    Tiffany Williams

    Herzing University

    NU760-8H

    3/22/2025

    2

    Unit 3: Scholarship of Application Part 1: Aim Statement and Framework

    Gap recognition and filling in providing care are important to improving patient

    outcomes and staying compliant with evidence-based practice. The paper outlines a practice

    problem recognized in a clinical environment, formulates a problem statement, builds an aim

    statement, and names a framework that will be employed in creating a scholarly project to

    address the problem.

    Practice Setting and Population

    The practice setting is a primary care clinic with an adult patient population of 18 years

    and older. The clinic provides preventive care, chronic disease management, and acute care. The

    population consists of people from various socioeconomic statuses, with a high proportion of

    them being underserved and at risk for chronic diseases such as hypertension, diabetes, and

    cardiovascular disease. Despite evidence-based guidelines for preventive care, a conspicuous

    lack of uniform implementation of recommended screenings and interventions is observed.

    Description of the Problem

    The identified issue is the uneven application of United States Preventive Services Task

    Force (USPSTF) preventive screening guidelines, specifically cardiovascular risk factors for

    illness such as hypertension and hyperlipidemia (Barry et al., 2023). Chart review and

    observations revealed that the majority of patients with the routine screening due are not being

    screened on time in reality. Clinic performance indicators also confirm this deficiency, where

    65% of eligible patients for indicated screenings are receiving them only, falling short of the

    organization's goal of 90%.

    3

    Failure to screen per guidelines has various implications. Firstly, to delay earlier illness

    diagnosis that would otherwise be better treated through intervention earlier in the disease

    development process. Secondly, to develop avoidable complications like a heart attack or stroke,

    which would otherwise have been avoided by earlier identification and treatment. Thirdly,

    evidence-based care shortfall has been established, one of the indicators for quality health care.

    Problem Statement

    Processes of patient evaluation in the primary care clinic have not been consistent in

    adhering to USPSTF guidelines for preventive screening until now. This results in premature

    diagnosis of cardiovascular risk factors, which means unhealthy consequences that otherwise

    would have been averted if there was timely intervention.

    Aim Statement

    This project aims to increase follow-through with USPSTF recommendations for

    preventive screening, specifically cardiovascular disease risk factors, to 90% from 65% in a six-

    month period. This will be achieved by having a standardized screening process, educating staff

    on evidence-based recommendations, and reminders in the electronic health record system to

    trigger providers at the point of patient visits.

    Framework

    The model to implement with this project is the Plan-Do-Study-Act (PDSA) cycle, an

    Institute for Healthcare Improvement (IHI) quality improvement model. The PDSA cycle is a

    rigorous cycle of testing and implementing changes at an organizational level (Roberti et al.,

    2025). The PDSA cycle contains four steps:

    1. Plan: Identify the problem, establish goals, and prepare for change.

    4

    2. Do: Implement the change at a trim level.

    3. Study: Compare results and determine if improvement was a consequence of the

    change.

    4. Act: Simplify the change from the result and implement it on an expanded scale.

    PDSA cycling is suitable for this project because it allows incremental testing of

    interventions such as the protocolized screening process and EHR reminders before large-scale

    implementation. It also addresses the project goal of quantitatively measuring improved

    screening rates. For example, at the "Plan" phase, the protocol for screening and EHR reminder

    design will be developed by the team. At the "Do" phase, the interventions will be pilot-tested

    with a small number of providers. The "Study" phase will entail screening rate monitoring and

    provider feedback collection, and the "Act" phase will entail scaling up proven interventions.

    Conclusion

    The inconsistent compliance with USPSTF guidelines for preventive screening within the

    primary clinic is a grave evidence-based practice deficit. By developing an obvious problem

    statement, formulating an aim statement concisely, and employing the PDSA cycle as an

    orienting framework, this project proposes to enhance screening rates and ultimately enhance

    patient outcomes. The structured process of the PDSA cycle ensures interventions are tested,

    refined, and implemented in such a way as to maximize their effectiveness and sustainability.

    5

    References

    Barry, M. J., Wolff, T. A., Pbert, L., Davidson, K. W., Fan, T. M., Krist, A. H., … & Nicholson,

    W. K. (2023). Putting evidence into practice: an update on the US Preventive Services

    Task Force methods for developing recommendations for preventive services. The Annals

    of Family Medicine, 21(2), 165-171.

    https://www.annfammed.org/content/annalsfm/21/2/165.full.pdf

    Roberti, J., Jorro-Barón, F., Ini, N., Guglielmino, M., Rodríguez, A. P., Echave, C., … & Alonso,

    J. P. (2025). Improving Antibiotic Use in Argentine Pediatric Hospitals: A Process

    Evaluation Using Normalization Process Theory. Pediatric Quality & Safety, 10(1), e788.

    https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-

    202501000-00010

    [https://www.annfammed.org/content/annalsfm/21/2/165.full.pdf](https://www.annfammed.org/content/annalsfm/21/2/165.full.pdf)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    **## Presentation5.PDF**

    Enhancing Compliance with
    USPSTF Preventive Screening
    Guidelines

    TIFFANY WILLIAMS

    HERZING UNIVERSITY

    NU760-8H

    4/15/2025

    ThePhoto by PhotoAuthor is licensed under CCYYSA.

    Problem Statement and Aim Statement

     Problem Statement: Inconsistent adherence to USPSTF cardiovascular

    screening guidelines in a rural primary care clinic.

     Results in delayed diagnoses, missed preventive opportunities, and

    increased morbidity.

     Aim Statement: Improve compliance with USPSTF screening from 65% to

    90% over 6 months.

     Addresses cardiovascular risk factors such as hypertension, hyperlipidemia,

    and diabetes.

     Focus on equity: Enhance care for underserved populations in a rural

    setting.

    Selected

    Strategy/Intervention

     Implementation of the Plan-Do-Study-Act (PDSA)

    quality improvement framework.

     Incorporation of EHR reminders for screening

    adherence.

     Staff education sessions to reinforce USPSTF

    guideline adherence.

     Pilot test with 2–3 providers before full clinic rollout.

     Strategy is evidence-based and allows for

    continuous quality improvement (Manandi et al.,

    2023).

    Anticipated Outcomes

     Increase screening compliance to at
    least 90% within 6 months.

     Earlier identification of cardiovascular risk
    factors.

     Improved provider knowledge and
    confidence in following screening
    guidelines.

     Enhanced patient safety and health
    outcomes through preventive care.

     Promote a culture of accountability and
    evidence-based practice.

    Evaluation Measures

     Outcome Measures: Percentage of eligible
    patients who received all USPSTF-recommended
    screenings.

     Process Measures: Number of providers using EHR
    reminders and attending education sessions.

     Structure Measures: Availability of EHR decision
    support and training resources.

     Direct Measures: Audit of chart data for
    completed screenings.

     Support from literature: Structured evaluations
    improve sustainability of quality initiatives (Roberti
    et al., 2025).

    ThePhoto by PhotoAuthor is licensed under CCYYSA.

    Required Information/Data

     Total number of eligible patients seen in the clinic monthly.

     Percentage of patients up-to-date on screenings pre- and post-
    intervention.

     EHR logs to track provider engagement with reminders.

     Staff participation data from educational sessions.

     Collect both quantitative metrics and qualitative feedback for robust

    analysis (Barry et al., 2023).

    Data Collection Method 1:

    EHR Chart Review

     Use EHR audit reports to assess screening

    completion rates.

     Track use of clinical decision support (CDS) tools

    by providers.

     Identify patients due/missed for screenings and

    follow-up.

     Evaluate differences in adherence between pre-

    and post-PDSA cycles.

     EHR-based reviews support real-time monitoring

    and data-driven decisions (Davidson et al., 2022).

    ThePhoto by PhotoAuthor is licensed under CCYYSA.

    Data Collection
    Method 2: Pre/Post
    Surveys & Observation
     Conduct pre/post provider surveys to

    assess guideline knowledge and
    confidence.

     Anonymous format to encourage honest
    feedback.

     Use observation logs during pilot to assess
    EHR tool utilization and workflow impact.

     Collect qualitative staff input to identify
    training gaps.

     Evidence supports mixed-methods for
    comprehensive QI evaluation (Guirguis-
    Blake et al., 2023).

    References

     Barry, M. J., Wolff, T. A., Pbert, L., Davidson, K. W., Fan, T. M., Krist, A. H., … &
    Nicholson, W. K. (2023). Putting evidence into practice: an update on the US
    Preventive Services Task Force methods for developing recommendations for
    preventive services. The Annals of Family Medicine, 21(2), 165-171.
    https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.
    google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle

     Davidson, K. W., Barry, M. J., Mangione, C. M., Cabana, M., Chelmow, D., Coker,
    T. R., … & US Preventive Services Task Force. (2022). Aspirin use to prevent
    cardiovascular disease: US Preventive Services Task Force recommendation
    statement. Jama, 327(16), 1577-1584.
    https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022
    _us_220007_1650466044.25397.pdf

     Guirguis-Blake, J. M., Evans, C. V., Coppola, E. L., Redmond, N., & Perdue, L. A.
    (2023). Screening for lipid disorders in children and adolescents: updated
    evidence report and systematic review for the US Preventive Services Task Force.
    Jama, 330(3), 261-274. https://jamanetwork.com/journals/jama/fullarticle/2807281

     Manandi, D., Tu, Q., Hafiz, N., Raeside, R., Redfern, J., & Hyun, K. (2023). The
    evaluation of the Plan–Do–Study–Act cycles for a healthcare quality
    improvement intervention in primary care. Australian Journal of Primary Health,
    30(1), NULL-NULL. https://www.publish.csiro.au/py/pdf/PY23123

     Roberti, J., Jorro-Barón, F., Ini, N., Guglielmino, M., Rodríguez, A. P., Echave, C., … &
    Alonso, J. P. (2025). Improving Antibiotic Use in Argentine Pediatric Hospitals: A
    Process Evaluation Using Normalization Process Theory. Pediatric Quality & Safety,
    10(1), e788.
    https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01
    949578-202501000-00010

    [https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle](https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle)

    [https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle](https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle)

    [https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf](https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf)

    [https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf](https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf)

    [https://jamanetwork.com/journals/jama/fullarticle/2807281](https://jamanetwork.com/journals/jama/fullarticle/2807281)

    [https://www.publish.csiro.au/py/pdf/PY23123](https://www.publish.csiro.au/py/pdf/PY23123)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    – Slide 1: Enhancing Compliance with USPSTF Preventive Screening Guidelines
    – Slide 2: Problem Statement and Aim Statement
    – Slide 3: Selected Strategy/Intervention
    – Slide 4: Anticipated Outcomes
    – Slide 5: Evaluation Measures
    – Slide 6: Required Information/Data
    – Slide 7: Data Collection Method 1: EHR Chart Review
    – Slide 8: Data Collection Method 2: Pre/Post Surveys & Observation
    – Slide 9: References

    **PresentationNU760-8H.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/presentationnu760-8h-pptx-10264635)

    **## Unit3ScholarshipofApplicationPart1.PDF**

    1

    Unit 3: Scholarship of Application Part 1: Aim Statement and Framework

    Tiffany Williams

    Herzing University

    NU760-8H

    3/22/2025

    2

    Unit 3: Scholarship of Application Part 1: Aim Statement and Framework

    Gap recognition and filling in providing care are important to improving patient

    outcomes and staying compliant with evidence-based practice. The paper outlines a practice

    problem recognized in a clinical environment, formulates a problem statement, builds an aim

    statement, and names a framework that will be employed in creating a scholarly project to

    address the problem.

    Practice Setting and Population

    The practice setting is a primary care clinic with an adult patient population of 18 years

    and older. The clinic provides preventive care, chronic disease management, and acute care. The

    population consists of people from various socioeconomic statuses, with a high proportion of

    them being underserved and at risk for chronic diseases such as hypertension, diabetes, and

    cardiovascular disease. Despite evidence-based guidelines for preventive care, a conspicuous

    lack of uniform implementation of recommended screenings and interventions is observed.

    Description of the Problem

    The identified issue is the uneven application of United States Preventive Services Task

    Force (USPSTF) preventive screening guidelines, specifically cardiovascular risk factors for

    illness such as hypertension and hyperlipidemia (Barry et al., 2023). Chart review and

    observations revealed that the majority of patients with the routine screening due are not being

    screened on time in reality. Clinic performance indicators also confirm this deficiency, where

    65% of eligible patients for indicated screenings are receiving them only, falling short of the

    organization's goal of 90%.

    3

    Failure to screen per guidelines has various implications. Firstly, to delay earlier illness

    diagnosis that would otherwise be better treated through intervention earlier in the disease

    development process. Secondly, to develop avoidable complications like a heart attack or stroke,

    which would otherwise have been avoided by earlier identification and treatment. Thirdly,

    evidence-based care shortfall has been established, one of the indicators for quality health care.

    Problem Statement

    Processes of patient evaluation in the primary care clinic have not been consistent in

    adhering to USPSTF guidelines for preventive screening until now. This results in premature

    diagnosis of cardiovascular risk factors, which means unhealthy consequences that otherwise

    would have been averted if there was timely intervention.

    Aim Statement

    This project aims to increase follow-through with USPSTF recommendations for

    preventive screening, specifically cardiovascular disease risk factors, to 90% from 65% in a six-

    month period. This will be achieved by having a standardized screening process, educating staff

    on evidence-based recommendations, and reminders in the electronic health record system to

    trigger providers at the point of patient visits.

    Framework

    The model to implement with this project is the Plan-Do-Study-Act (PDSA) cycle, an

    Institute for Healthcare Improvement (IHI) quality improvement model. The PDSA cycle is a

    rigorous cycle of testing and implementing changes at an organizational level (Roberti et al.,

    2025). The PDSA cycle contains four steps:

    1. Plan: Identify the problem, establish goals, and prepare for change.

    4

    2. Do: Implement the change at a trim level.

    3. Study: Compare results and determine if improvement was a consequence of the

    change.

    4. Act: Simplify the change from the result and implement it on an expanded scale.

    PDSA cycling is suitable for this project because it allows incremental testing of

    interventions such as the protocolized screening process and EHR reminders before large-scale

    implementation. It also addresses the project goal of quantitatively measuring improved

    screening rates. For example, at the "Plan" phase, the protocol for screening and EHR reminder

    design will be developed by the team. At the "Do" phase, the interventions will be pilot-tested

    with a small number of providers. The "Study" phase will entail screening rate monitoring and

    provider feedback collection, and the "Act" phase will entail scaling up proven interventions.

    Conclusion

    The inconsistent compliance with USPSTF guidelines for preventive screening within the

    primary clinic is a grave evidence-based practice deficit. By developing an obvious problem

    statement, formulating an aim statement concisely, and employing the PDSA cycle as an

    orienting framework, this project proposes to enhance screening rates and ultimately enhance

    patient outcomes. The structured process of the PDSA cycle ensures interventions are tested,

    refined, and implemented in such a way as to maximize their effectiveness and sustainability.

    5

    References

    Barry, M. J., Wolff, T. A., Pbert, L., Davidson, K. W., Fan, T. M., Krist, A. H., … & Nicholson,

    W. K. (2023). Putting evidence into practice: an update on the US Preventive Services

    Task Force methods for developing recommendations for preventive services. The Annals

    of Family Medicine, 21(2), 165-171.

    https://www.annfammed.org/content/annalsfm/21/2/165.full.pdf

    Roberti, J., Jorro-Barón, F., Ini, N., Guglielmino, M., Rodríguez, A. P., Echave, C., … & Alonso,

    J. P. (2025). Improving Antibiotic Use in Argentine Pediatric Hospitals: A Process

    Evaluation Using Normalization Process Theory. Pediatric Quality & Safety, 10(1), e788.

    https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-

    202501000-00010

    [https://www.annfammed.org/content/annalsfm/21/2/165.full.pdf](https://www.annfammed.org/content/annalsfm/21/2/165.full.pdf)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    **## Presentation5.PDF**

    Enhancing Compliance with
    USPSTF Preventive Screening
    Guidelines

    TIFFANY WILLIAMS

    HERZING UNIVERSITY

    NU760-8H

    4/15/2025

    ThePhoto by PhotoAuthor is licensed under CCYYSA.

    Problem Statement and Aim Statement

     Problem Statement: Inconsistent adherence to USPSTF cardiovascular

    screening guidelines in a rural primary care clinic.

     Results in delayed diagnoses, missed preventive opportunities, and

    increased morbidity.

     Aim Statement: Improve compliance with USPSTF screening from 65% to

    90% over 6 months.

     Addresses cardiovascular risk factors such as hypertension, hyperlipidemia,

    and diabetes.

     Focus on equity: Enhance care for underserved populations in a rural

    setting.

    Selected

    Strategy/Intervention

     Implementation of the Plan-Do-Study-Act (PDSA)

    quality improvement framework.

     Incorporation of EHR reminders for screening

    adherence.

     Staff education sessions to reinforce USPSTF

    guideline adherence.

     Pilot test with 2–3 providers before full clinic rollout.

     Strategy is evidence-based and allows for

    continuous quality improvement (Manandi et al.,

    2023).

    Anticipated Outcomes

     Increase screening compliance to at
    least 90% within 6 months.

     Earlier identification of cardiovascular risk
    factors.

     Improved provider knowledge and
    confidence in following screening
    guidelines.

     Enhanced patient safety and health
    outcomes through preventive care.

     Promote a culture of accountability and
    evidence-based practice.

    Evaluation Measures

     Outcome Measures: Percentage of eligible
    patients who received all USPSTF-recommended
    screenings.

     Process Measures: Number of providers using EHR
    reminders and attending education sessions.

     Structure Measures: Availability of EHR decision
    support and training resources.

     Direct Measures: Audit of chart data for
    completed screenings.

     Support from literature: Structured evaluations
    improve sustainability of quality initiatives (Roberti
    et al., 2025).

    ThePhoto by PhotoAuthor is licensed under CCYYSA.

    Required Information/Data

     Total number of eligible patients seen in the clinic monthly.

     Percentage of patients up-to-date on screenings pre- and post-
    intervention.

     EHR logs to track provider engagement with reminders.

     Staff participation data from educational sessions.

     Collect both quantitative metrics and qualitative feedback for robust

    analysis (Barry et al., 2023).

    Data Collection Method 1:

    EHR Chart Review

     Use EHR audit reports to assess screening

    completion rates.

     Track use of clinical decision support (CDS) tools

    by providers.

     Identify patients due/missed for screenings and

    follow-up.

     Evaluate differences in adherence between pre-

    and post-PDSA cycles.

     EHR-based reviews support real-time monitoring

    and data-driven decisions (Davidson et al., 2022).

    ThePhoto by PhotoAuthor is licensed under CCYYSA.

    Data Collection
    Method 2: Pre/Post
    Surveys & Observation
     Conduct pre/post provider surveys to

    assess guideline knowledge and
    confidence.

     Anonymous format to encourage honest
    feedback.

     Use observation logs during pilot to assess
    EHR tool utilization and workflow impact.

     Collect qualitative staff input to identify
    training gaps.

     Evidence supports mixed-methods for
    comprehensive QI evaluation (Guirguis-
    Blake et al., 2023).

    References

     Barry, M. J., Wolff, T. A., Pbert, L., Davidson, K. W., Fan, T. M., Krist, A. H., … &
    Nicholson, W. K. (2023). Putting evidence into practice: an update on the US
    Preventive Services Task Force methods for developing recommendations for
    preventive services. The Annals of Family Medicine, 21(2), 165-171.
    https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.
    google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle

     Davidson, K. W., Barry, M. J., Mangione, C. M., Cabana, M., Chelmow, D., Coker,
    T. R., … & US Preventive Services Task Force. (2022). Aspirin use to prevent
    cardiovascular disease: US Preventive Services Task Force recommendation
    statement. Jama, 327(16), 1577-1584.
    https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022
    _us_220007_1650466044.25397.pdf

     Guirguis-Blake, J. M., Evans, C. V., Coppola, E. L., Redmond, N., & Perdue, L. A.
    (2023). Screening for lipid disorders in children and adolescents: updated
    evidence report and systematic review for the US Preventive Services Task Force.
    Jama, 330(3), 261-274. https://jamanetwork.com/journals/jama/fullarticle/2807281

     Manandi, D., Tu, Q., Hafiz, N., Raeside, R., Redfern, J., & Hyun, K. (2023). The
    evaluation of the Plan–Do–Study–Act cycles for a healthcare quality
    improvement intervention in primary care. Australian Journal of Primary Health,
    30(1), NULL-NULL. https://www.publish.csiro.au/py/pdf/PY23123

     Roberti, J., Jorro-Barón, F., Ini, N., Guglielmino, M., Rodríguez, A. P., Echave, C., … &
    Alonso, J. P. (2025). Improving Antibiotic Use in Argentine Pediatric Hospitals: A
    Process Evaluation Using Normalization Process Theory. Pediatric Quality & Safety,
    10(1), e788.
    https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01
    949578-202501000-00010

    [https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle](https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle)

    [https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle](https://scholar.google.com/scholar?output=instlink&q=info:EhtTAj4EDo4J:scholar.google.com/&hl=en&as_sdt=0,5&scillfp=1814592995208635009&oi=lle)

    [https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf](https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf)

    [https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf](https://jamanetwork.com/journals/jama/articlepdf/2791399/jama_davidson_2022_us_220007_1650466044.25397.pdf)

    [https://jamanetwork.com/journals/jama/fullarticle/2807281](https://jamanetwork.com/journals/jama/fullarticle/2807281)

    [https://www.publish.csiro.au/py/pdf/PY23123](https://www.publish.csiro.au/py/pdf/PY23123)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    [https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010](https://journals.lww.com/pqs/_layouts/15/oaks.journals/downloadpdf.aspx?an=01949578-202501000-00010)

    – Slide 1: Enhancing Compliance with USPSTF Preventive Screening Guidelines
    – Slide 2: Problem Statement and Aim Statement
    – Slide 3: Selected Strategy/Intervention
    – Slide 4: Anticipated Outcomes
    – Slide 5: Evaluation Measures
    – Slide 6: Required Information/Data
    – Slide 7: Data Collection Method 1: EHR Chart Review
    – Slide 8: Data Collection Method 2: Pre/Post Surveys & Observation
    – Slide 9: References

    **PresentationNU760-8H.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/presentationnu760-8h-pptx-10264635)

  • [Solved] Tiff week 7

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    Tiff week 7 Assignment KTA Part 3: Evaluation Measures Instructions Utilize the template attached to provide responses to each prompt. Please do not include a cover/title page for the assignment. – [\ \ Week7-AlternateInterventionEvaluationWorksheet_11387653.PDF](https://www.sweetstudy.com/files/…

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    Tiff week 7

    Assignment KTA Part 3: Evaluation Measures

    Instructions

    Utilize the template attached to provide responses to each prompt. Please do not include a cover/title page for the assignment.

    – [\
    \
    Week7-AlternateInterventionEvaluationWorksheet_11387653.PDF](https://www.sweetstudy.com/files/week7-alternateinterventionevaluationworksheet-11387653-pdf-10266997 "Week7-AlternateInterventionEvaluationWorksheet_11387653.PDF")
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    – 2 years ago **files (2)** – ## NUR640CLinstructionstogenogramessay.docx – Nur640GenogramEmmanuel.pdf **## NUR640CLinstructionstogenogramessay.docx** This scholarly paper is an interpretive analysis of the comprehensive genogram illustration which highlights trends in family relationships, marital …

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    – 2 years ago

    **files (2)**

    – ## NUR640CLinstructionstogenogramessay.docx

    – Nur640GenogramEmmanuel.pdf

    **## NUR640CLinstructionstogenogramessay.docx**

    This scholarly paper is an interpretive analysis of the comprehensive genogram illustration which highlights trends in family relationships, marital status, family issues, family patterns of mental illness, and substance abuse.

    Develop a scholarly paper that addresses the following criteria:

    1. Complete a 5-6 page in-depth analysis of the information gained in the family genogram.

    2. Three issues should be addressed in this narrative:

    3. Define what the term “family” means to you and describe how your definition of family influenced the content of the genogram. Include cultural, spiritual and ethnic influences in your response.

    4. Describe your family’s structure.  Include household composition, sibling constellations, unusual family configurations and multiple families, i.e., foster care, adoption, stepfamilies, and god-families.  Provide specific examples of open-type, closed-type, or random-type communication and the presence of boundaries, if any.

    5. Discuss your reasons for excluding family members that may have been logical to include.

    6. Use key terms to interpret the family dynamics and communication and how it impacts the family.

    7. Interpret the family’s patterns and functioning between and within generations.  Provide specific examples to explain the family’s relationship with each other i.e., relationship dynamics between generations and intergenerational and family member roles.  Use key terms to interpret life events like marriages, divorces, transitions, traumas, family secrets, and critical life changes.

    **Submission Instructions:**

    · Your assignment will be reviewed for plagiarism with Turnitin.

    ·
    **Genogram Family Analysis Rubric**

    ·
    **Criteria**

    ·
    **Points**

    ·
    **Family Interpretation and Family Structure**

    ·
    **Proficient**

    · Thoroughly defines the family, including its structure, function, culture and means of communicating. Describes key family members in detail illustrated on the genogram.

    ·
    **20.1 to 25 pts**

    ·
    **Needs Improvement**

    · Inadequately defines the family, including its structure, function, family culture and means of communicating. Describes some key family members illustrated on the genogram.

    ·
    **0.1 to 20 pts**

    ·
    **Non-Performance**

    · Weak explanation of the family, its structure, function, culture or its means of communicating. Does not describe key family members illustrated on the genogram. Or nothing was submitted.

    ·
    **0 pts**

    · /25 pts

    ·
    **Family Dynamics**

    ·
    **Proficient**

    · Thoroughly interprets the generational and intergenerational family dynamics and family roles. Uses key terms to describe patterns illustrated on genogram and provides supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Occasionally summarizes insight derived from intergenerational relationships, attachment patterns, and other relationships identified on the genogram.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Little or no insight-derived from family dynamics or does not consist identified on the genogram. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Emotional Relationships**

    ·
    **Proficient**

    · Thoroughly describes emotional patterns illustrated on the genogram. Consistently uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Describes some emotional patterns illustrated on the genogram. Occasionally uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Undeveloped explanation of the family’s emotional patterns. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Family Patterns**

    ·
    **Proficient**

    · Information clearly relates to the main topic/criteria. It includes several supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Information clearly relates to the main topic/criteria. It provides supporting details and/or examples.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Information clearly relates to the main topic/criteria. A few details and/or examples are given.

    ·
    **0 pts**

    · /10 pts

    ·
    **Reflection on Personal Thoughts and Feelings**

    ·
    **Proficient**

    · Conveys strong evidence of reflection. Demonstrates personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges.

    ·
    **12.1 to 15 pts**

    ·
    **Needs Improvement**

    · Conveys limited evidence of reflection. Personal growth and awareness inconsistently described through examples. insights, and perceptions.

    ·
    **0.1 to 12 pts**

    ·
    **Non-Performance**

    · Little to no description of personal feelings or reactions. Personal growth and awareness not evident. Or nothing was submitted.

    ·
    **0 pts**

    · /15 pts

    ·
    **Quality of Writing, APA**

    ·
    **Proficient**

    · All references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe, or a classic/ historical source.

    ·
    **4.1 to 5 pts**

    ·
    **Needs Improvement**

    · Most references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe or a classic/historical source.

    ·
    **0.1 to 4 pts**

    ·
    **Non-Performance**

    · Some references are from non-peer-reviewed scholarly sources or older than 5-years. Or nothing was submitted.

    ·
    **0 pts**

    · /5 pts

    **Nur640GenogramEmmanuel.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur640genogramemmanuel-pdf)

    **Nur640GenogramEmmanuel.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur640genogramemmanuel-pdf)

    **## NUR640CLinstructionstogenogramessay.docx**

    This scholarly paper is an interpretive analysis of the comprehensive genogram illustration which highlights trends in family relationships, marital status, family issues, family patterns of mental illness, and substance abuse.

    Develop a scholarly paper that addresses the following criteria:

    1. Complete a 5-6 page in-depth analysis of the information gained in the family genogram.

    2. Three issues should be addressed in this narrative:

    3. Define what the term “family” means to you and describe how your definition of family influenced the content of the genogram. Include cultural, spiritual and ethnic influences in your response.

    4. Describe your family’s structure.  Include household composition, sibling constellations, unusual family configurations and multiple families, i.e., foster care, adoption, stepfamilies, and god-families.  Provide specific examples of open-type, closed-type, or random-type communication and the presence of boundaries, if any.

    5. Discuss your reasons for excluding family members that may have been logical to include.

    6. Use key terms to interpret the family dynamics and communication and how it impacts the family.

    7. Interpret the family’s patterns and functioning between and within generations.  Provide specific examples to explain the family’s relationship with each other i.e., relationship dynamics between generations and intergenerational and family member roles.  Use key terms to interpret life events like marriages, divorces, transitions, traumas, family secrets, and critical life changes.

    **Submission Instructions:**

    · Your assignment will be reviewed for plagiarism with Turnitin.

    ·
    **Genogram Family Analysis Rubric**

    ·
    **Criteria**

    ·
    **Points**

    ·
    **Family Interpretation and Family Structure**

    ·
    **Proficient**

    · Thoroughly defines the family, including its structure, function, culture and means of communicating. Describes key family members in detail illustrated on the genogram.

    ·
    **20.1 to 25 pts**

    ·
    **Needs Improvement**

    · Inadequately defines the family, including its structure, function, family culture and means of communicating. Describes some key family members illustrated on the genogram.

    ·
    **0.1 to 20 pts**

    ·
    **Non-Performance**

    · Weak explanation of the family, its structure, function, culture or its means of communicating. Does not describe key family members illustrated on the genogram. Or nothing was submitted.

    ·
    **0 pts**

    · /25 pts

    ·
    **Family Dynamics**

    ·
    **Proficient**

    · Thoroughly interprets the generational and intergenerational family dynamics and family roles. Uses key terms to describe patterns illustrated on genogram and provides supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Occasionally summarizes insight derived from intergenerational relationships, attachment patterns, and other relationships identified on the genogram.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Little or no insight-derived from family dynamics or does not consist identified on the genogram. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Emotional Relationships**

    ·
    **Proficient**

    · Thoroughly describes emotional patterns illustrated on the genogram. Consistently uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Describes some emotional patterns illustrated on the genogram. Occasionally uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Undeveloped explanation of the family’s emotional patterns. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Family Patterns**

    ·
    **Proficient**

    · Information clearly relates to the main topic/criteria. It includes several supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Information clearly relates to the main topic/criteria. It provides supporting details and/or examples.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Information clearly relates to the main topic/criteria. A few details and/or examples are given.

    ·
    **0 pts**

    · /10 pts

    ·
    **Reflection on Personal Thoughts and Feelings**

    ·
    **Proficient**

    · Conveys strong evidence of reflection. Demonstrates personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges.

    ·
    **12.1 to 15 pts**

    ·
    **Needs Improvement**

    · Conveys limited evidence of reflection. Personal growth and awareness inconsistently described through examples. insights, and perceptions.

    ·
    **0.1 to 12 pts**

    ·
    **Non-Performance**

    · Little to no description of personal feelings or reactions. Personal growth and awareness not evident. Or nothing was submitted.

    ·
    **0 pts**

    · /15 pts

    ·
    **Quality of Writing, APA**

    ·
    **Proficient**

    · All references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe, or a classic/ historical source.

    ·
    **4.1 to 5 pts**

    ·
    **Needs Improvement**

    · Most references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe or a classic/historical source.

    ·
    **0.1 to 4 pts**

    ·
    **Non-Performance**

    · Some references are from non-peer-reviewed scholarly sources or older than 5-years. Or nothing was submitted.

    ·
    **0 pts**

    · /5 pts

    **Nur640GenogramEmmanuel.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur640genogramemmanuel-pdf)

    **## NUR640CLinstructionstogenogramessay.docx**

    This scholarly paper is an interpretive analysis of the comprehensive genogram illustration which highlights trends in family relationships, marital status, family issues, family patterns of mental illness, and substance abuse.

    Develop a scholarly paper that addresses the following criteria:

    1. Complete a 5-6 page in-depth analysis of the information gained in the family genogram.

    2. Three issues should be addressed in this narrative:

    3. Define what the term “family” means to you and describe how your definition of family influenced the content of the genogram. Include cultural, spiritual and ethnic influences in your response.

    4. Describe your family’s structure.  Include household composition, sibling constellations, unusual family configurations and multiple families, i.e., foster care, adoption, stepfamilies, and god-families.  Provide specific examples of open-type, closed-type, or random-type communication and the presence of boundaries, if any.

    5. Discuss your reasons for excluding family members that may have been logical to include.

    6. Use key terms to interpret the family dynamics and communication and how it impacts the family.

    7. Interpret the family’s patterns and functioning between and within generations.  Provide specific examples to explain the family’s relationship with each other i.e., relationship dynamics between generations and intergenerational and family member roles.  Use key terms to interpret life events like marriages, divorces, transitions, traumas, family secrets, and critical life changes.

    **Submission Instructions:**

    · Your assignment will be reviewed for plagiarism with Turnitin.

    ·
    **Genogram Family Analysis Rubric**

    ·
    **Criteria**

    ·
    **Points**

    ·
    **Family Interpretation and Family Structure**

    ·
    **Proficient**

    · Thoroughly defines the family, including its structure, function, culture and means of communicating. Describes key family members in detail illustrated on the genogram.

    ·
    **20.1 to 25 pts**

    ·
    **Needs Improvement**

    · Inadequately defines the family, including its structure, function, family culture and means of communicating. Describes some key family members illustrated on the genogram.

    ·
    **0.1 to 20 pts**

    ·
    **Non-Performance**

    · Weak explanation of the family, its structure, function, culture or its means of communicating. Does not describe key family members illustrated on the genogram. Or nothing was submitted.

    ·
    **0 pts**

    · /25 pts

    ·
    **Family Dynamics**

    ·
    **Proficient**

    · Thoroughly interprets the generational and intergenerational family dynamics and family roles. Uses key terms to describe patterns illustrated on genogram and provides supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Occasionally summarizes insight derived from intergenerational relationships, attachment patterns, and other relationships identified on the genogram.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Little or no insight-derived from family dynamics or does not consist identified on the genogram. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Emotional Relationships**

    ·
    **Proficient**

    · Thoroughly describes emotional patterns illustrated on the genogram. Consistently uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Describes some emotional patterns illustrated on the genogram. Occasionally uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Undeveloped explanation of the family’s emotional patterns. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Family Patterns**

    ·
    **Proficient**

    · Information clearly relates to the main topic/criteria. It includes several supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Information clearly relates to the main topic/criteria. It provides supporting details and/or examples.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Information clearly relates to the main topic/criteria. A few details and/or examples are given.

    ·
    **0 pts**

    · /10 pts

    ·
    **Reflection on Personal Thoughts and Feelings**

    ·
    **Proficient**

    · Conveys strong evidence of reflection. Demonstrates personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges.

    ·
    **12.1 to 15 pts**

    ·
    **Needs Improvement**

    · Conveys limited evidence of reflection. Personal growth and awareness inconsistently described through examples. insights, and perceptions.

    ·
    **0.1 to 12 pts**

    ·
    **Non-Performance**

    · Little to no description of personal feelings or reactions. Personal growth and awareness not evident. Or nothing was submitted.

    ·
    **0 pts**

    · /15 pts

    ·
    **Quality of Writing, APA**

    ·
    **Proficient**

    · All references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe, or a classic/ historical source.

    ·
    **4.1 to 5 pts**

    ·
    **Needs Improvement**

    · Most references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe or a classic/historical source.

    ·
    **0.1 to 4 pts**

    ·
    **Non-Performance**

    · Some references are from non-peer-reviewed scholarly sources or older than 5-years. Or nothing was submitted.

    ·
    **0 pts**

    · /5 pts

    **Nur640GenogramEmmanuel.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur640genogramemmanuel-pdf)

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    – 2 years ago **files (2)** – ## NUR640CLinstructionstogenogramessay.docx – NUR640FinishedGenogram.pdf **## NUR640CLinstructionstogenogramessay.docx** This scholarly paper is an interpretive analysis of the comprehensive genogram illustration which highlights trends in family relationships, marital …

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    – 2 years ago

    **files (2)**

    – ## NUR640CLinstructionstogenogramessay.docx

    – NUR640FinishedGenogram.pdf

    **## NUR640CLinstructionstogenogramessay.docx**

    This scholarly paper is an interpretive analysis of the comprehensive genogram illustration which highlights trends in family relationships, marital status, family issues, family patterns of mental illness, and substance abuse.

    Develop a scholarly paper that addresses the following criteria:

    1. Complete a 5-6 page in-depth analysis of the information gained in the family genogram.

    2. Three issues should be addressed in this narrative:

    3. Define what the term “family” means to you and describe how your definition of family influenced the content of the genogram. Include cultural, spiritual and ethnic influences in your response.

    4. Describe your family’s structure.  Include household composition, sibling constellations, unusual family configurations and multiple families, i.e., foster care, adoption, stepfamilies, and god-families.  Provide specific examples of open-type, closed-type, or random-type communication and the presence of boundaries, if any.

    5. Discuss your reasons for excluding family members that may have been logical to include.

    6. Use key terms to interpret the family dynamics and communication and how it impacts the family.

    7. Interpret the family’s patterns and functioning between and within generations.  Provide specific examples to explain the family’s relationship with each other i.e., relationship dynamics between generations and intergenerational and family member roles.  Use key terms to interpret life events like marriages, divorces, transitions, traumas, family secrets, and critical life changes.

    **Submission Instructions:**

    · Your assignment will be reviewed for plagiarism with Turnitin.

    ·
    **Genogram Family Analysis Rubric**

    ·
    **Criteria**

    ·
    **Points**

    ·
    **Family Interpretation and Family Structure**

    ·
    **Proficient**

    · Thoroughly defines the family, including its structure, function, culture and means of communicating. Describes key family members in detail illustrated on the genogram.

    ·
    **20.1 to 25 pts**

    ·
    **Needs Improvement**

    · Inadequately defines the family, including its structure, function, family culture and means of communicating. Describes some key family members illustrated on the genogram.

    ·
    **0.1 to 20 pts**

    ·
    **Non-Performance**

    · Weak explanation of the family, its structure, function, culture or its means of communicating. Does not describe key family members illustrated on the genogram. Or nothing was submitted.

    ·
    **0 pts**

    · /25 pts

    ·
    **Family Dynamics**

    ·
    **Proficient**

    · Thoroughly interprets the generational and intergenerational family dynamics and family roles. Uses key terms to describe patterns illustrated on genogram and provides supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Occasionally summarizes insight derived from intergenerational relationships, attachment patterns, and other relationships identified on the genogram.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Little or no insight-derived from family dynamics or does not consist identified on the genogram. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Emotional Relationships**

    ·
    **Proficient**

    · Thoroughly describes emotional patterns illustrated on the genogram. Consistently uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Describes some emotional patterns illustrated on the genogram. Occasionally uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Undeveloped explanation of the family’s emotional patterns. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Family Patterns**

    ·
    **Proficient**

    · Information clearly relates to the main topic/criteria. It includes several supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Information clearly relates to the main topic/criteria. It provides supporting details and/or examples.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Information clearly relates to the main topic/criteria. A few details and/or examples are given.

    ·
    **0 pts**

    · /10 pts

    ·
    **Reflection on Personal Thoughts and Feelings**

    ·
    **Proficient**

    · Conveys strong evidence of reflection. Demonstrates personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges.

    ·
    **12.1 to 15 pts**

    ·
    **Needs Improvement**

    · Conveys limited evidence of reflection. Personal growth and awareness inconsistently described through examples. insights, and perceptions.

    ·
    **0.1 to 12 pts**

    ·
    **Non-Performance**

    · Little to no description of personal feelings or reactions. Personal growth and awareness not evident. Or nothing was submitted.

    ·
    **0 pts**

    · /15 pts

    ·
    **Quality of Writing, APA**

    ·
    **Proficient**

    · All references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe, or a classic/ historical source.

    ·
    **4.1 to 5 pts**

    ·
    **Needs Improvement**

    · Most references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe or a classic/historical source.

    ·
    **0.1 to 4 pts**

    ·
    **Non-Performance**

    · Some references are from non-peer-reviewed scholarly sources or older than 5-years. Or nothing was submitted.

    ·
    **0 pts**

    · /5 pts

    **NUR640FinishedGenogram.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur640finishedgenogram-pdf)

    **NUR640FinishedGenogram.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur640finishedgenogram-pdf)

    **## NUR640CLinstructionstogenogramessay.docx**

    This scholarly paper is an interpretive analysis of the comprehensive genogram illustration which highlights trends in family relationships, marital status, family issues, family patterns of mental illness, and substance abuse.

    Develop a scholarly paper that addresses the following criteria:

    1. Complete a 5-6 page in-depth analysis of the information gained in the family genogram.

    2. Three issues should be addressed in this narrative:

    3. Define what the term “family” means to you and describe how your definition of family influenced the content of the genogram. Include cultural, spiritual and ethnic influences in your response.

    4. Describe your family’s structure.  Include household composition, sibling constellations, unusual family configurations and multiple families, i.e., foster care, adoption, stepfamilies, and god-families.  Provide specific examples of open-type, closed-type, or random-type communication and the presence of boundaries, if any.

    5. Discuss your reasons for excluding family members that may have been logical to include.

    6. Use key terms to interpret the family dynamics and communication and how it impacts the family.

    7. Interpret the family’s patterns and functioning between and within generations.  Provide specific examples to explain the family’s relationship with each other i.e., relationship dynamics between generations and intergenerational and family member roles.  Use key terms to interpret life events like marriages, divorces, transitions, traumas, family secrets, and critical life changes.

    **Submission Instructions:**

    · Your assignment will be reviewed for plagiarism with Turnitin.

    ·
    **Genogram Family Analysis Rubric**

    ·
    **Criteria**

    ·
    **Points**

    ·
    **Family Interpretation and Family Structure**

    ·
    **Proficient**

    · Thoroughly defines the family, including its structure, function, culture and means of communicating. Describes key family members in detail illustrated on the genogram.

    ·
    **20.1 to 25 pts**

    ·
    **Needs Improvement**

    · Inadequately defines the family, including its structure, function, family culture and means of communicating. Describes some key family members illustrated on the genogram.

    ·
    **0.1 to 20 pts**

    ·
    **Non-Performance**

    · Weak explanation of the family, its structure, function, culture or its means of communicating. Does not describe key family members illustrated on the genogram. Or nothing was submitted.

    ·
    **0 pts**

    · /25 pts

    ·
    **Family Dynamics**

    ·
    **Proficient**

    · Thoroughly interprets the generational and intergenerational family dynamics and family roles. Uses key terms to describe patterns illustrated on genogram and provides supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Occasionally summarizes insight derived from intergenerational relationships, attachment patterns, and other relationships identified on the genogram.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Little or no insight-derived from family dynamics or does not consist identified on the genogram. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Emotional Relationships**

    ·
    **Proficient**

    · Thoroughly describes emotional patterns illustrated on the genogram. Consistently uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Describes some emotional patterns illustrated on the genogram. Occasionally uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Undeveloped explanation of the family’s emotional patterns. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Family Patterns**

    ·
    **Proficient**

    · Information clearly relates to the main topic/criteria. It includes several supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Information clearly relates to the main topic/criteria. It provides supporting details and/or examples.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Information clearly relates to the main topic/criteria. A few details and/or examples are given.

    ·
    **0 pts**

    · /10 pts

    ·
    **Reflection on Personal Thoughts and Feelings**

    ·
    **Proficient**

    · Conveys strong evidence of reflection. Demonstrates personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges.

    ·
    **12.1 to 15 pts**

    ·
    **Needs Improvement**

    · Conveys limited evidence of reflection. Personal growth and awareness inconsistently described through examples. insights, and perceptions.

    ·
    **0.1 to 12 pts**

    ·
    **Non-Performance**

    · Little to no description of personal feelings or reactions. Personal growth and awareness not evident. Or nothing was submitted.

    ·
    **0 pts**

    · /15 pts

    ·
    **Quality of Writing, APA**

    ·
    **Proficient**

    · All references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe, or a classic/ historical source.

    ·
    **4.1 to 5 pts**

    ·
    **Needs Improvement**

    · Most references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe or a classic/historical source.

    ·
    **0.1 to 4 pts**

    ·
    **Non-Performance**

    · Some references are from non-peer-reviewed scholarly sources or older than 5-years. Or nothing was submitted.

    ·
    **0 pts**

    · /5 pts

    **NUR640FinishedGenogram.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nur640finishedgenogram-pdf)

    **## NUR640CLinstructionstogenogramessay.docx**

    This scholarly paper is an interpretive analysis of the comprehensive genogram illustration which highlights trends in family relationships, marital status, family issues, family patterns of mental illness, and substance abuse.

    Develop a scholarly paper that addresses the following criteria:

    1. Complete a 5-6 page in-depth analysis of the information gained in the family genogram.

    2. Three issues should be addressed in this narrative:

    3. Define what the term “family” means to you and describe how your definition of family influenced the content of the genogram. Include cultural, spiritual and ethnic influences in your response.

    4. Describe your family’s structure.  Include household composition, sibling constellations, unusual family configurations and multiple families, i.e., foster care, adoption, stepfamilies, and god-families.  Provide specific examples of open-type, closed-type, or random-type communication and the presence of boundaries, if any.

    5. Discuss your reasons for excluding family members that may have been logical to include.

    6. Use key terms to interpret the family dynamics and communication and how it impacts the family.

    7. Interpret the family’s patterns and functioning between and within generations.  Provide specific examples to explain the family’s relationship with each other i.e., relationship dynamics between generations and intergenerational and family member roles.  Use key terms to interpret life events like marriages, divorces, transitions, traumas, family secrets, and critical life changes.

    **Submission Instructions:**

    · Your assignment will be reviewed for plagiarism with Turnitin.

    ·
    **Genogram Family Analysis Rubric**

    ·
    **Criteria**

    ·
    **Points**

    ·
    **Family Interpretation and Family Structure**

    ·
    **Proficient**

    · Thoroughly defines the family, including its structure, function, culture and means of communicating. Describes key family members in detail illustrated on the genogram.

    ·
    **20.1 to 25 pts**

    ·
    **Needs Improvement**

    · Inadequately defines the family, including its structure, function, family culture and means of communicating. Describes some key family members illustrated on the genogram.

    ·
    **0.1 to 20 pts**

    ·
    **Non-Performance**

    · Weak explanation of the family, its structure, function, culture or its means of communicating. Does not describe key family members illustrated on the genogram. Or nothing was submitted.

    ·
    **0 pts**

    · /25 pts

    ·
    **Family Dynamics**

    ·
    **Proficient**

    · Thoroughly interprets the generational and intergenerational family dynamics and family roles. Uses key terms to describe patterns illustrated on genogram and provides supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Occasionally summarizes insight derived from intergenerational relationships, attachment patterns, and other relationships identified on the genogram.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Little or no insight-derived from family dynamics or does not consist identified on the genogram. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Emotional Relationships**

    ·
    **Proficient**

    · Thoroughly describes emotional patterns illustrated on the genogram. Consistently uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Describes some emotional patterns illustrated on the genogram. Occasionally uses key terms to describe the emotional bond between family members and /or entities.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Undeveloped explanation of the family’s emotional patterns. No clear association between the genogram and the interpretation provided. Or nothing was submitted.

    ·
    **0 pts**

    · /10 pts

    ·
    **Family Patterns**

    ·
    **Proficient**

    · Information clearly relates to the main topic/criteria. It includes several supporting details and/or examples.

    ·
    **8.1 to 10 pts**

    ·
    **Needs Improvement**

    · Information clearly relates to the main topic/criteria. It provides supporting details and/or examples.

    ·
    **0.1 to 8 pts**

    ·
    **Non-Performance**

    · Information clearly relates to the main topic/criteria. A few details and/or examples are given.

    ·
    **0 pts**

    · /10 pts

    ·
    **Reflection on Personal Thoughts and Feelings**

    ·
    **Proficient**

    · Conveys strong evidence of reflection. Demonstrates personal growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges.

    ·
    **12.1 to 15 pts**

    ·
    **Needs Improvement**

    · Conveys limited evidence of reflection. Personal growth and awareness inconsistently described through examples. insights, and perceptions.

    ·
    **0.1 to 12 pts**

    ·
    **Non-Performance**

    · Little to no description of personal feelings or reactions. Personal growth and awareness not evident. Or nothing was submitted.

    ·
    **0 pts**

    · /15 pts

    ·
    **Quality of Writing, APA**

    ·
    **Proficient**

    · All references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe, or a classic/ historical source.

    ·
    **4.1 to 5 pts**

    ·
    **Needs Improvement**

    · Most references are from a relevant professional peer-reviewed scholarly journal, within a 5-year timeframe or a classic/historical source.

    ·
    **0.1 to 4 pts**

    ·
    **Non-Performance**

    · Some references are from non-peer-reviewed scholarly sources or older than 5-years. Or nothing was submitted.

    ·
    **0 pts**

    · /5 pts

    **NUR640FinishedGenogram.pdf**

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  • [Solved] writing

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    nursing – 2 years ago **files (2)** – ## WritingAssignmentRubricStudyPlan4.docx – Screenshot2025-04-16at8.57.34AM.png **## WritingAssignmentRubricStudyPlan4.docx** Written Assignment: NCLEX RN Study Plan | | | | | | | — | — | — | — | — | | **Criteria/ Points** | **Excellent** | **Good** | …

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    nursing

    – 2 years ago

    **files (2)**

    – ## WritingAssignmentRubricStudyPlan4.docx

    – Screenshot2025-04-16at8.57.34AM.png

    **## WritingAssignmentRubricStudyPlan4.docx**

    Written Assignment: NCLEX RN Study Plan

    | | | | | |
    | — | — | — | — | — |
    | **Criteria/ Points** | **Excellent** | **Good** | **Needs Improvement** | **Unsatisfactory** |
    | #### Content Quality and Relevance<br>**(40%)** | · Thoroughly identifies and discusses a variety of effective NCLEX-RN study tips.<br>· Explains how each tip can be applied to enhance exam preparation.<br>· Provides specific examples and evidence-based strategies for success.<br>· Clearly relates study tips to preparation for the NCLEX-RN exam. (<br>**7.2-8 pts)** | · Identifies and discusses multiple NCLEX-RN study tips.<br>· Includes some application or explanation of the tips, though detail may be limited.<br>· Makes general connections to NCLEX-RN exam preparation.<br>**(6-7.1 pts)** | · Lists study tips with little explanation or connection to NCLEX-RN exam preparation.<br>· Provides minimal examples or evidence to support strategies. <br>**(4.8-5.9 pts)** | · Fails to identify relevant study tips or connect them to NCLEX-RN preparation.<br>· Content is inaccurate, incomplete, or irrelevant.<br>**(0-4.7 pts)** |
    | **Analysis and Critical Thinking**<br>**(40%)** | · Demonstrates critical thinking by tailoring study tips to personal learning styles and needs.<br>· Analyzes why specific strategies are effective for NCLEX-RN preparation.<br>· Reflects on how these tips will be incorporated into their own study plan. (<br>**7.2-8 pts)** | · Includes some analysis and connection to personal study habits but lacks depth or specificity.<br>· General discussion of how tips could be applied without significant reflection<br>· <br>**(6-7.1 pts)** | · Limited analysis or personalization of study tips.<br>· Minimal reflection on application to their study plan. <br>**(4.8-5.9 pts)** | · Does not include analysis or connection to personal learning strategies.<br>· Lacks reflection or application to individual preparation <br>**(0-4.7 pts)** |
    | **Professional Writing and APA Formatting (20%)** | · Writing is professional, clear, and free from grammatical and spelling errors.<br>· Follows APA format consistently, including in-text citations and references.<br>· Adheres to the required word count (250-300 words). <br>**(3.6-4 points)** | · Writing is clear but may contain minor grammatical or spelling errors.<br>· APA format is mostly followed, with minor errors in citations or references.<br>· Stays within the word count range. (250-300 words). <br>**(3.2-3.5 points)** | · Writing contains noticeable grammatical or spelling errors that affect readability.<br>· APA format is inconsistently applied, with multiple errors in citations or references.<br>· Word count is outside the required range (25 words above or below the range) above or below).<br>**(2.4-3.1 points)** | · Writing is unclear or unprofessional, with frequent errors.<br>· APA formatting is not followed.<br>· Word count is significantly outside the required range. (more than 25 words above or below the range).<br>**(0-2.3 points)** |
    | **Total Points** | | | | |

    **Screenshot2025-04-16at8.57.34AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-16at8-57-34am-png)

    **Screenshot2025-04-16at8.57.34AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-16at8-57-34am-png)

    **## WritingAssignmentRubricStudyPlan4.docx**

    Written Assignment: NCLEX RN Study Plan

    | | | | | |
    | — | — | — | — | — |
    | **Criteria/ Points** | **Excellent** | **Good** | **Needs Improvement** | **Unsatisfactory** |
    | #### Content Quality and Relevance<br>**(40%)** | · Thoroughly identifies and discusses a variety of effective NCLEX-RN study tips.<br>· Explains how each tip can be applied to enhance exam preparation.<br>· Provides specific examples and evidence-based strategies for success.<br>· Clearly relates study tips to preparation for the NCLEX-RN exam. (<br>**7.2-8 pts)** | · Identifies and discusses multiple NCLEX-RN study tips.<br>· Includes some application or explanation of the tips, though detail may be limited.<br>· Makes general connections to NCLEX-RN exam preparation.<br>**(6-7.1 pts)** | · Lists study tips with little explanation or connection to NCLEX-RN exam preparation.<br>· Provides minimal examples or evidence to support strategies. <br>**(4.8-5.9 pts)** | · Fails to identify relevant study tips or connect them to NCLEX-RN preparation.<br>· Content is inaccurate, incomplete, or irrelevant.<br>**(0-4.7 pts)** |
    | **Analysis and Critical Thinking**<br>**(40%)** | · Demonstrates critical thinking by tailoring study tips to personal learning styles and needs.<br>· Analyzes why specific strategies are effective for NCLEX-RN preparation.<br>· Reflects on how these tips will be incorporated into their own study plan. (<br>**7.2-8 pts)** | · Includes some analysis and connection to personal study habits but lacks depth or specificity.<br>· General discussion of how tips could be applied without significant reflection<br>· <br>**(6-7.1 pts)** | · Limited analysis or personalization of study tips.<br>· Minimal reflection on application to their study plan. <br>**(4.8-5.9 pts)** | · Does not include analysis or connection to personal learning strategies.<br>· Lacks reflection or application to individual preparation <br>**(0-4.7 pts)** |
    | **Professional Writing and APA Formatting (20%)** | · Writing is professional, clear, and free from grammatical and spelling errors.<br>· Follows APA format consistently, including in-text citations and references.<br>· Adheres to the required word count (250-300 words). <br>**(3.6-4 points)** | · Writing is clear but may contain minor grammatical or spelling errors.<br>· APA format is mostly followed, with minor errors in citations or references.<br>· Stays within the word count range. (250-300 words). <br>**(3.2-3.5 points)** | · Writing contains noticeable grammatical or spelling errors that affect readability.<br>· APA format is inconsistently applied, with multiple errors in citations or references.<br>· Word count is outside the required range (25 words above or below the range) above or below).<br>**(2.4-3.1 points)** | · Writing is unclear or unprofessional, with frequent errors.<br>· APA formatting is not followed.<br>· Word count is significantly outside the required range. (more than 25 words above or below the range).<br>**(0-2.3 points)** |
    | **Total Points** | | | | |

    **Screenshot2025-04-16at8.57.34AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-16at8-57-34am-png)

    **## WritingAssignmentRubricStudyPlan4.docx**

    Written Assignment: NCLEX RN Study Plan

    | | | | | |
    | — | — | — | — | — |
    | **Criteria/ Points** | **Excellent** | **Good** | **Needs Improvement** | **Unsatisfactory** |
    | #### Content Quality and Relevance<br>**(40%)** | · Thoroughly identifies and discusses a variety of effective NCLEX-RN study tips.<br>· Explains how each tip can be applied to enhance exam preparation.<br>· Provides specific examples and evidence-based strategies for success.<br>· Clearly relates study tips to preparation for the NCLEX-RN exam. (<br>**7.2-8 pts)** | · Identifies and discusses multiple NCLEX-RN study tips.<br>· Includes some application or explanation of the tips, though detail may be limited.<br>· Makes general connections to NCLEX-RN exam preparation.<br>**(6-7.1 pts)** | · Lists study tips with little explanation or connection to NCLEX-RN exam preparation.<br>· Provides minimal examples or evidence to support strategies. <br>**(4.8-5.9 pts)** | · Fails to identify relevant study tips or connect them to NCLEX-RN preparation.<br>· Content is inaccurate, incomplete, or irrelevant.<br>**(0-4.7 pts)** |
    | **Analysis and Critical Thinking**<br>**(40%)** | · Demonstrates critical thinking by tailoring study tips to personal learning styles and needs.<br>· Analyzes why specific strategies are effective for NCLEX-RN preparation.<br>· Reflects on how these tips will be incorporated into their own study plan. (<br>**7.2-8 pts)** | · Includes some analysis and connection to personal study habits but lacks depth or specificity.<br>· General discussion of how tips could be applied without significant reflection<br>· <br>**(6-7.1 pts)** | · Limited analysis or personalization of study tips.<br>· Minimal reflection on application to their study plan. <br>**(4.8-5.9 pts)** | · Does not include analysis or connection to personal learning strategies.<br>· Lacks reflection or application to individual preparation <br>**(0-4.7 pts)** |
    | **Professional Writing and APA Formatting (20%)** | · Writing is professional, clear, and free from grammatical and spelling errors.<br>· Follows APA format consistently, including in-text citations and references.<br>· Adheres to the required word count (250-300 words). <br>**(3.6-4 points)** | · Writing is clear but may contain minor grammatical or spelling errors.<br>· APA format is mostly followed, with minor errors in citations or references.<br>· Stays within the word count range. (250-300 words). <br>**(3.2-3.5 points)** | · Writing contains noticeable grammatical or spelling errors that affect readability.<br>· APA format is inconsistently applied, with multiple errors in citations or references.<br>· Word count is outside the required range (25 words above or below the range) above or below).<br>**(2.4-3.1 points)** | · Writing is unclear or unprofessional, with frequent errors.<br>· APA formatting is not followed.<br>· Word count is significantly outside the required range. (more than 25 words above or below the range).<br>**(0-2.3 points)** |
    | **Total Points** | | | | |

    **Screenshot2025-04-16at8.57.34AM.png**

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  • [Solved] 502 case study 5.1 response

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