Category: Nursing

[Solved] 460John Doe – Emergency Department

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Use the "Case Study: John Doe – Emergency Department" template to complete the assignment. This case study has indirect care experience requirements. The "NRS-460 – Case Studies: Indirect Care Experience Hours" form, found in the Topic 1 Resources, will be used to document the indirect care experien…

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Assignment Prompt & Instructions

Use the "Case Study: John Doe – Emergency Department" template to complete the assignment.

This case study has indirect care experience requirements. The "NRS-460 – Case Studies: Indirect Care Experience Hours" form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the case study. As progress is made on the case study, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the past 5 years and appropriate for the assignment criteria and relevant to nursing practice.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

– 2 years ago

November 5, 2026
[Solved] focus note

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## GIcase.docx **## GIcase.docx** | | | — | | **Subjective:** | **Patient ID** is a 6 wk.o. male infant who is here for | | | | — | — | | | | | **Chief Complaint** | | Patient presents with | | • | Gastrophageal Reflux | **ANY SEPARATE IDENTIFIABLE PROBLEMS:** Vom…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## GIcase.docx

**## GIcase.docx**

| |
| — |
| **Subjective:** |

**Patient ID** is a 6 wk.o. male infant who is here for

| | |
| — | — |
| | |
| **Chief Complaint** |
| Patient presents with |
| • | Gastrophageal Reflux |

**ANY SEPARATE IDENTIFIABLE PROBLEMS:**

Vomiting after feeding, fussiness

**History of Present Illness:**

Mom says child has been having spit up and vomiting after almost each feed.

Timing of vomiting/spit ups: no

Weight changes: no

Aggravating factors: None

Relieving factors: None

Associated symptoms: see above

**Child has special health care needs:**

None

**Review of Systems:**

HEENT: neg

Respiratory: neg

Cardiovascular: Negative.

Genitourinary: Negative.

GI: see above.

Musculoskeletal: Negative.

Skin: neg

Neurological: Negative.

Endo/Heme/Allergies: Negative.

Psychiatric/Behavioral: Negative.

**Allergies:**

Reviewed

**Family History:**

Reviewed

**Psychosocial:**

Reviewed

**Passive Smoking:**

None

| |
| — |
| **Objective:** |

**Physical Exam ( Pertinent findings related to problems are in bold):**

Temp 98.4 °F (36.9 °C) (Temporal) | Wt 11 lb 4.5 oz (5.117 kg)

GENERAL: Appears well-developed.

HEAD: AFOF soft & flat, normocephalic

EYES: Conjunctivae and EOM are normal. Pupils are equal and reactive to light

EARS: Normal

NOSE: Normal

Mouth/Throat:
**Mucous membranes are moist, no thrush, no blisters**

Neck: Normal range of motion, supple.

CV: regular rate & rhythm, S1 and S2 normal, Pulses palpable, perfusion normal.

RESP: Effort normal & breath sounds normal, air entry clear/= bilaterally

ABD:
**Soft, Bowel sounds are normal, No masses**
GU: normal male genitalia
MS: Normal range of motion. Joints are normal.

SKIN: Normal.
NEURO: Active and alert; good tone and normal reflexes.

| |
| — |
| **Assessment and Plan:** |

**Assessment:** child is an 6 wk.o. male infant

| | | |
| — | — | — |
| **1.** | **Gastroesophageal reflux disease without esophagitis** | **famotidine (PEPCID) 40 mg/5 mL (8 mg/mL) suspension** |
| |

**PROBLEM ORIENTED PLAN:**

**GERD:**

– Famotidine PO once a day

– Small feeds and good burping

– Keep head side about 20-30 degree up

– Call back if symptoms do not improve or get worse

Parents were given education and teaching about GERD and feeding issues.

Parents verbalized good understanding about condition and plan of care.

**Follow up/next visit:** As scheduled and PRN

**## GIcase.docx**

| |
| — |
| **Subjective:** |

**Patient ID** is a 6 wk.o. male infant who is here for

| | |
| — | — |
| | |
| **Chief Complaint** |
| Patient presents with |
| • | Gastrophageal Reflux |

**ANY SEPARATE IDENTIFIABLE PROBLEMS:**

Vomiting after feeding, fussiness

**History of Present Illness:**

Mom says child has been having spit up and vomiting after almost each feed.

Timing of vomiting/spit ups: no

Weight changes: no

Aggravating factors: None

Relieving factors: None

Associated symptoms: see above

**Child has special health care needs:**

None

**Review of Systems:**

HEENT: neg

Respiratory: neg

Cardiovascular: Negative.

Genitourinary: Negative.

GI: see above.

Musculoskeletal: Negative.

Skin: neg

Neurological: Negative.

Endo/Heme/Allergies: Negative.

Psychiatric/Behavioral: Negative.

**Allergies:**

Reviewed

**Family History:**

Reviewed

**Psychosocial:**

Reviewed

**Passive Smoking:**

None

| |
| — |
| **Objective:** |

**Physical Exam ( Pertinent findings related to problems are in bold):**

Temp 98.4 °F (36.9 °C) (Temporal) | Wt 11 lb 4.5 oz (5.117 kg)

GENERAL: Appears well-developed.

HEAD: AFOF soft & flat, normocephalic

EYES: Conjunctivae and EOM are normal. Pupils are equal and reactive to light

EARS: Normal

NOSE: Normal

Mouth/Throat:
**Mucous membranes are moist, no thrush, no blisters**

Neck: Normal range of motion, supple.

CV: regular rate & rhythm, S1 and S2 normal, Pulses palpable, perfusion normal.

RESP: Effort normal & breath sounds normal, air entry clear/= bilaterally

ABD:
**Soft, Bowel sounds are normal, No masses**
GU: normal male genitalia
MS: Normal range of motion. Joints are normal.

SKIN: Normal.
NEURO: Active and alert; good tone and normal reflexes.

| |
| — |
| **Assessment and Plan:** |

**Assessment:** child is an 6 wk.o. male infant

| | | |
| — | — | — |
| **1.** | **Gastroesophageal reflux disease without esophagitis** | **famotidine (PEPCID) 40 mg/5 mL (8 mg/mL) suspension** |
| |

**PROBLEM ORIENTED PLAN:**

**GERD:**

– Famotidine PO once a day

– Small feeds and good burping

– Keep head side about 20-30 degree up

– Call back if symptoms do not improve or get worse

Parents were given education and teaching about GERD and feeding issues.

Parents verbalized good understanding about condition and plan of care.

**Follow up/next visit:** As scheduled and PRN

November 5, 2026
[Solved] PICOT

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (2)** – ## Assignment..docx – ## AppendixHSynthesisandRecommendationsWK9.docx **## Assignment..docx** **Discussion 1** · **Your proposed practice question (Pick something that aligns with Mendal health or substance use disorders).** · **Write it in PICOT format** · **Write a pr…

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Assignment Prompt & Instructions

– 2 years ago

**files (2)**

– ## Assignment..docx

– ## AppendixHSynthesisandRecommendationsWK9.docx

**## Assignment..docx**

**Discussion 1**

·
**Your proposed practice question (Pick something that aligns with Mendal health or substance use disorders).**

·
**Write it in PICOT format**

·
**Write a proposed search strategy including:**

·
**Inclusion criteria**

·
**Exclusion criteria**

·
**Research and non-research evidence.**

**Assignment**

**Review Appendix H attached which will be required to complete and submit as part of this Assignment.**

Write a paper in which you do the following:
**2 – 3 pages**

· Using a scholarly voice, summarize each of the
**three** articles below.

· Hunter, I., Lockhart, C., Rao, V., Tootell, B., & Wong, S. (2022). Enabling Rural Telehealth for Older Adults in Underserved Rural Communities: Focus Group Study.
_Journal of Medical Internet Research (JMIR) Formative Research, 6_(11), e35864.

· Jonk, Y. C., Burgess, A., Williamson, M. E., Thayer, D., MacKenzie, J., McGuire, C., Fox, K., & Coburn, A. F. (2021). Telehealth Use in a Rural State: A Mixed-Methods Study Using Maine's All-Payer Claims Database.
_The Journal of Rural Health, 37_(4), 769–779.

· Tsou, C., Robinson, S., Boyd, J., Jamieson, A., Blakeman, R., Yeung, J., … & Hendrie, D. (2021). Effectiveness of Telehealth in Rural and Remote Emergency Departments: Systematic Review.
_Journal of Medical Internet Research, 23_(11), e30632.

· Using a scholarly voice, synthesize the
**three** articles.

· Include a copy of the completed Appendix H.

**## AppendixHSynthesisandRecommendationsWK9.docx**

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

Synthesis and Recommendations Tool

Appendix H

![](https://www.sweetstudy.com/questions/picot-20901195)

| | | | |
| — | — | — | — |
| EBP Question: |
| **Strength** | **Number of Sources (Quantity)** | **Synthesized Findings With Article Number(s)**<br>(This is <br>_not_ a simple restating of information from each individual evidence summary—see directions) |
| Level | Overall Quality Rating <br>(Strong, good, or low) | | |
| **Level I**<br>· Experimental studies | | | |
| **Level II**<br>· Quasi-experimental studies | | | |
| **Level III**<br>· Nonexperimental, including qualitative studies | | | |
| **Level IV**<br>· Clinical practice guidelines or consensus panels | | | |
| **Level V**<br>· Literature reviews, QI, case reports, expert opinion | | | |

| |
| — |
| **Where does the evidence show consistency?** |
| |
| **Where does the evidence show inconsistency?** |
| |
| **Best evidence recommendations (taking into consideration the quantity, consistency, and strength of the evidence):** |
| |
| **Based on your synthesis, select the statement that best describes the overall characteristics of the body of evidence.** |
| ☐<br>**Strong & compelling evidence, consistent results** Recommendations are reliable; evaluate for organizational translation.<br> <br>☐<br>**Good evidence & consistent results** Recommendations may be reliable; evaluate for risk and organizational translation.<br> <br>☐<br>**Good evidence but conflicting results** Unable to establish best practice based on current evidence; evaluate risk, consider further investigation for new evidence, develop a research study, or discontinue the project.<br> <br>☐<br>**Little or no evidence** Unable to establish best practice based on current evidence; consider further investigation for new evidence, develop a research study, or discontinue the project. |

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

****Directions for use of the Synthesis and Recommendations Tool****

****Purpose**:**

**This tool guides the EBP team through the process of synthesizing the pertinent findings from the Individual Evidence Summary (Appendix G), sorted by evidence level, to create an overall picture of the body of the evidence related to the PICO question. The synthesis process uses quantity, strength (level and quality), and consistency to generate the best evidence recommendations for potential translation.**

****Overall quality rating and the total number of sources:****

**Record the overall quality rating and the number of sources for each level (strong, good, or low), ensuring agreement among the team members.**

****Synthesized findings:****

**This section captures key findings that answer the EBP question. Using the questions below, generate a comprehensive synthesis by combining the different pieces of evidence in the form of succinct statements that enhance the team’s knowledge and generate new insights, perspectives, and understandings into a greater whole. The following questions can help guide the team’s discussion of the evidence:**

**· How can the evidence in each of the levels be organized to produce a more comprehensive understanding of the big picture?**

**· What themes do you notice?**

**· What elements of the intervention/setting/sample seem to influence the outcome?**

**· What are the important takeaways?**

**Avoid repeating content and/or copying and pasting directly from the Individual Evidence Summary Tool. Record the article number(s) used to generate each synthesis statement to make the source of findings easy to identify.**

**Using this synthesis tool requires not only the critical thinking of the whole team but also group discussion and consensus building. The team reviews the individual evidence summary of high- and good-quality articles, uses subjective and objective reasoning to look for salient themes, and evaluates information to create higher-level insights. They include and consider the strength and consistency of findings in their evaluation.**

****Where does the evidence show consistency/inconsistency?****

**EBP teams must consider how consistent the results are across studies. Do the studies tend to show the same conclusions, or are there differences? The synthesized evidence is much more compelling when most studies have the same general results or point in the same general direction. The synthesized evidence is less compelling when the results from half the studies have one indication, while the findings from the other half point in a different direction. The team should identify the points of consistency among the evidence as well as areas where the inconsistency is apparent. Both factors are important to consider when developing recommendations or determining the next steps.**

****Best evidence recommendations:****

**In this section, the EBP team takes into consideration all the above information related to the strength, quantity, and consistency of the synthesized findings at each level to generate best practice recommendations from the evidence. Consider:**

**· What is the strength and quantity of studies related to a specific evidence recommendation?**

**· Is there a sufficient number of high-strength studies to support one recommendation over another?**

**· Are there any recommendations that can be ruled out based on the strength and quantity of the evidence?**

**· Does the team feel the evidence is of sufficient strength and quantity to be considered a best evidence recommendation?**

**Recommendations should be succinct statements that distill the synthesized evidence into an answer to the EBP question. The team bases these recommendations on the evidence and does not yet consider their specific setting. Translating the recommendations into action steps within the team’s organization occurs in the next step (Translation and Action Planning Tool, Appendix I).**

****Based on the synthesis, which statement represents the overall body of the evidence?****

**Choose the statement that best reflects the strength and congruence of the findings. This determination will help the team to decide the next steps in the translation process**
****.****

**When evidence is**
**_strong_ (includes multiple high-quality studies of Level I and Level II evidence), compelling, and consistent, EBP teams can have greater confidence in best practice recommendations and should begin organizational translation**

**When most of the evidence is**
**_good_ (high-quality Level II and Level III)**
**_and_ _consistent_ or**
**_good_ _but_ _conflicting_, the team should proceed cautiously in making practice changes. In this instance, translation typically includes evaluating risk and careful consideration for organizational translation.**

**The team makes practice changes primarily when evidence exists that is of high to good strength. Never make practice changes on**
**_little to no evidence_ (low-quality evidence at any level or Level IV or Level V evidence alone). Nonetheless, teams have a variety of options for actions that include but are not limited to, creating awareness campaigns, conducting informational and educational updates, monitoring evidence sources for new information, and designing research studies.**

**The exact quantity of sources needed to determine the strength of the evidence is subjective and depends on many factors, including the topic and the amount of available literature. The EBP team should discuss what they consider sufficient given their knowledge of the problem, literature, and setting**

**© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |**
****4****

**## image1.jpeg**

**## AppendixHSynthesisandRecommendationsWK9.docx**

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

Synthesis and Recommendations Tool

Appendix H

![](https://www.sweetstudy.com/questions/picot-20901195)

| | | | |
| — | — | — | — |
| EBP Question: |
| **Strength** | **Number of Sources (Quantity)** | **Synthesized Findings With Article Number(s)**<br>(This is <br>_not_ a simple restating of information from each individual evidence summary—see directions) |
| Level | Overall Quality Rating <br>(Strong, good, or low) | | |
| **Level I**<br>· Experimental studies | | | |
| **Level II**<br>· Quasi-experimental studies | | | |
| **Level III**<br>· Nonexperimental, including qualitative studies | | | |
| **Level IV**<br>· Clinical practice guidelines or consensus panels | | | |
| **Level V**<br>· Literature reviews, QI, case reports, expert opinion | | | |

| |
| — |
| **Where does the evidence show consistency?** |
| |
| **Where does the evidence show inconsistency?** |
| |
| **Best evidence recommendations (taking into consideration the quantity, consistency, and strength of the evidence):** |
| |
| **Based on your synthesis, select the statement that best describes the overall characteristics of the body of evidence.** |
| ☐<br>**Strong & compelling evidence, consistent results** Recommendations are reliable; evaluate for organizational translation.<br> <br>☐<br>**Good evidence & consistent results** Recommendations may be reliable; evaluate for risk and organizational translation.<br> <br>☐<br>**Good evidence but conflicting results** Unable to establish best practice based on current evidence; evaluate risk, consider further investigation for new evidence, develop a research study, or discontinue the project.<br> <br>☐<br>**Little or no evidence** Unable to establish best practice based on current evidence; consider further investigation for new evidence, develop a research study, or discontinue the project. |

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

****Directions for use of the Synthesis and Recommendations Tool****

****Purpose**:**

**This tool guides the EBP team through the process of synthesizing the pertinent findings from the Individual Evidence Summary (Appendix G), sorted by evidence level, to create an overall picture of the body of the evidence related to the PICO question. The synthesis process uses quantity, strength (level and quality), and consistency to generate the best evidence recommendations for potential translation.**

****Overall quality rating and the total number of sources:****

**Record the overall quality rating and the number of sources for each level (strong, good, or low), ensuring agreement among the team members.**

****Synthesized findings:****

**This section captures key findings that answer the EBP question. Using the questions below, generate a comprehensive synthesis by combining the different pieces of evidence in the form of succinct statements that enhance the team’s knowledge and generate new insights, perspectives, and understandings into a greater whole. The following questions can help guide the team’s discussion of the evidence:**

**· How can the evidence in each of the levels be organized to produce a more comprehensive understanding of the big picture?**

**· What themes do you notice?**

**· What elements of the intervention/setting/sample seem to influence the outcome?**

**· What are the important takeaways?**

**Avoid repeating content and/or copying and pasting directly from the Individual Evidence Summary Tool. Record the article number(s) used to generate each synthesis statement to make the source of findings easy to identify.**

**Using this synthesis tool requires not only the critical thinking of the whole team but also group discussion and consensus building. The team reviews the individual evidence summary of high- and good-quality articles, uses subjective and objective reasoning to look for salient themes, and evaluates information to create higher-level insights. They include and consider the strength and consistency of findings in their evaluation.**

****Where does the evidence show consistency/inconsistency?****

**EBP teams must consider how consistent the results are across studies. Do the studies tend to show the same conclusions, or are there differences? The synthesized evidence is much more compelling when most studies have the same general results or point in the same general direction. The synthesized evidence is less compelling when the results from half the studies have one indication, while the findings from the other half point in a different direction. The team should identify the points of consistency among the evidence as well as areas where the inconsistency is apparent. Both factors are important to consider when developing recommendations or determining the next steps.**

****Best evidence recommendations:****

**In this section, the EBP team takes into consideration all the above information related to the strength, quantity, and consistency of the synthesized findings at each level to generate best practice recommendations from the evidence. Consider:**

**· What is the strength and quantity of studies related to a specific evidence recommendation?**

**· Is there a sufficient number of high-strength studies to support one recommendation over another?**

**· Are there any recommendations that can be ruled out based on the strength and quantity of the evidence?**

**· Does the team feel the evidence is of sufficient strength and quantity to be considered a best evidence recommendation?**

**Recommendations should be succinct statements that distill the synthesized evidence into an answer to the EBP question. The team bases these recommendations on the evidence and does not yet consider their specific setting. Translating the recommendations into action steps within the team’s organization occurs in the next step (Translation and Action Planning Tool, Appendix I).**

****Based on the synthesis, which statement represents the overall body of the evidence?****

**Choose the statement that best reflects the strength and congruence of the findings. This determination will help the team to decide the next steps in the translation process**
****.****

**When evidence is**
**_strong_ (includes multiple high-quality studies of Level I and Level II evidence), compelling, and consistent, EBP teams can have greater confidence in best practice recommendations and should begin organizational translation**

**When most of the evidence is**
**_good_ (high-quality Level II and Level III)**
**_and_ _consistent_ or**
**_good_ _but_ _conflicting_, the team should proceed cautiously in making practice changes. In this instance, translation typically includes evaluating risk and careful consideration for organizational translation.**

**The team makes practice changes primarily when evidence exists that is of high to good strength. Never make practice changes on**
**_little to no evidence_ (low-quality evidence at any level or Level IV or Level V evidence alone). Nonetheless, teams have a variety of options for actions that include but are not limited to, creating awareness campaigns, conducting informational and educational updates, monitoring evidence sources for new information, and designing research studies.**

**The exact quantity of sources needed to determine the strength of the evidence is subjective and depends on many factors, including the topic and the amount of available literature. The EBP team should discuss what they consider sufficient given their knowledge of the problem, literature, and setting**

**© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |**
****4****

**## image1.jpeg**

**## Assignment..docx**

**Discussion 1**

·
**Your proposed practice question (Pick something that aligns with Mendal health or substance use disorders).**

·
**Write it in PICOT format**

·
**Write a proposed search strategy including:**

·
**Inclusion criteria**

·
**Exclusion criteria**

·
**Research and non-research evidence.**

**Assignment**

**Review Appendix H attached which will be required to complete and submit as part of this Assignment.**

Write a paper in which you do the following:
**2 – 3 pages**

· Using a scholarly voice, summarize each of the
**three** articles below.

· Hunter, I., Lockhart, C., Rao, V., Tootell, B., & Wong, S. (2022). Enabling Rural Telehealth for Older Adults in Underserved Rural Communities: Focus Group Study.
_Journal of Medical Internet Research (JMIR) Formative Research, 6_(11), e35864.

· Jonk, Y. C., Burgess, A., Williamson, M. E., Thayer, D., MacKenzie, J., McGuire, C., Fox, K., & Coburn, A. F. (2021). Telehealth Use in a Rural State: A Mixed-Methods Study Using Maine's All-Payer Claims Database.
_The Journal of Rural Health, 37_(4), 769–779.

· Tsou, C., Robinson, S., Boyd, J., Jamieson, A., Blakeman, R., Yeung, J., … & Hendrie, D. (2021). Effectiveness of Telehealth in Rural and Remote Emergency Departments: Systematic Review.
_Journal of Medical Internet Research, 23_(11), e30632.

· Using a scholarly voice, synthesize the
**three** articles.

· Include a copy of the completed Appendix H.

**## AppendixHSynthesisandRecommendationsWK9.docx**

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

Synthesis and Recommendations Tool

Appendix H

![](https://www.sweetstudy.com/questions/picot-20901195)

| | | | |
| — | — | — | — |
| EBP Question: |
| **Strength** | **Number of Sources (Quantity)** | **Synthesized Findings With Article Number(s)**<br>(This is <br>_not_ a simple restating of information from each individual evidence summary—see directions) |
| Level | Overall Quality Rating <br>(Strong, good, or low) | | |
| **Level I**<br>· Experimental studies | | | |
| **Level II**<br>· Quasi-experimental studies | | | |
| **Level III**<br>· Nonexperimental, including qualitative studies | | | |
| **Level IV**<br>· Clinical practice guidelines or consensus panels | | | |
| **Level V**<br>· Literature reviews, QI, case reports, expert opinion | | | |

| |
| — |
| **Where does the evidence show consistency?** |
| |
| **Where does the evidence show inconsistency?** |
| |
| **Best evidence recommendations (taking into consideration the quantity, consistency, and strength of the evidence):** |
| |
| **Based on your synthesis, select the statement that best describes the overall characteristics of the body of evidence.** |
| ☐<br>**Strong & compelling evidence, consistent results** Recommendations are reliable; evaluate for organizational translation.<br> <br>☐<br>**Good evidence & consistent results** Recommendations may be reliable; evaluate for risk and organizational translation.<br> <br>☐<br>**Good evidence but conflicting results** Unable to establish best practice based on current evidence; evaluate risk, consider further investigation for new evidence, develop a research study, or discontinue the project.<br> <br>☐<br>**Little or no evidence** Unable to establish best practice based on current evidence; consider further investigation for new evidence, develop a research study, or discontinue the project. |

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

****Directions for use of the Synthesis and Recommendations Tool****

****Purpose**:**

**This tool guides the EBP team through the process of synthesizing the pertinent findings from the Individual Evidence Summary (Appendix G), sorted by evidence level, to create an overall picture of the body of the evidence related to the PICO question. The synthesis process uses quantity, strength (level and quality), and consistency to generate the best evidence recommendations for potential translation.**

****Overall quality rating and the total number of sources:****

**Record the overall quality rating and the number of sources for each level (strong, good, or low), ensuring agreement among the team members.**

****Synthesized findings:****

**This section captures key findings that answer the EBP question. Using the questions below, generate a comprehensive synthesis by combining the different pieces of evidence in the form of succinct statements that enhance the team’s knowledge and generate new insights, perspectives, and understandings into a greater whole. The following questions can help guide the team’s discussion of the evidence:**

**· How can the evidence in each of the levels be organized to produce a more comprehensive understanding of the big picture?**

**· What themes do you notice?**

**· What elements of the intervention/setting/sample seem to influence the outcome?**

**· What are the important takeaways?**

**Avoid repeating content and/or copying and pasting directly from the Individual Evidence Summary Tool. Record the article number(s) used to generate each synthesis statement to make the source of findings easy to identify.**

**Using this synthesis tool requires not only the critical thinking of the whole team but also group discussion and consensus building. The team reviews the individual evidence summary of high- and good-quality articles, uses subjective and objective reasoning to look for salient themes, and evaluates information to create higher-level insights. They include and consider the strength and consistency of findings in their evaluation.**

****Where does the evidence show consistency/inconsistency?****

**EBP teams must consider how consistent the results are across studies. Do the studies tend to show the same conclusions, or are there differences? The synthesized evidence is much more compelling when most studies have the same general results or point in the same general direction. The synthesized evidence is less compelling when the results from half the studies have one indication, while the findings from the other half point in a different direction. The team should identify the points of consistency among the evidence as well as areas where the inconsistency is apparent. Both factors are important to consider when developing recommendations or determining the next steps.**

****Best evidence recommendations:****

**In this section, the EBP team takes into consideration all the above information related to the strength, quantity, and consistency of the synthesized findings at each level to generate best practice recommendations from the evidence. Consider:**

**· What is the strength and quantity of studies related to a specific evidence recommendation?**

**· Is there a sufficient number of high-strength studies to support one recommendation over another?**

**· Are there any recommendations that can be ruled out based on the strength and quantity of the evidence?**

**· Does the team feel the evidence is of sufficient strength and quantity to be considered a best evidence recommendation?**

**Recommendations should be succinct statements that distill the synthesized evidence into an answer to the EBP question. The team bases these recommendations on the evidence and does not yet consider their specific setting. Translating the recommendations into action steps within the team’s organization occurs in the next step (Translation and Action Planning Tool, Appendix I).**

****Based on the synthesis, which statement represents the overall body of the evidence?****

**Choose the statement that best reflects the strength and congruence of the findings. This determination will help the team to decide the next steps in the translation process**
****.****

**When evidence is**
**_strong_ (includes multiple high-quality studies of Level I and Level II evidence), compelling, and consistent, EBP teams can have greater confidence in best practice recommendations and should begin organizational translation**

**When most of the evidence is**
**_good_ (high-quality Level II and Level III)**
**_and_ _consistent_ or**
**_good_ _but_ _conflicting_, the team should proceed cautiously in making practice changes. In this instance, translation typically includes evaluating risk and careful consideration for organizational translation.**

**The team makes practice changes primarily when evidence exists that is of high to good strength. Never make practice changes on**
**_little to no evidence_ (low-quality evidence at any level or Level IV or Level V evidence alone). Nonetheless, teams have a variety of options for actions that include but are not limited to, creating awareness campaigns, conducting informational and educational updates, monitoring evidence sources for new information, and designing research studies.**

**The exact quantity of sources needed to determine the strength of the evidence is subjective and depends on many factors, including the topic and the amount of available literature. The EBP team should discuss what they consider sufficient given their knowledge of the problem, literature, and setting**

**© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |**
****4****

**## image1.jpeg**

**## Assignment..docx**

**Discussion 1**

·
**Your proposed practice question (Pick something that aligns with Mendal health or substance use disorders).**

·
**Write it in PICOT format**

·
**Write a proposed search strategy including:**

·
**Inclusion criteria**

·
**Exclusion criteria**

·
**Research and non-research evidence.**

**Assignment**

**Review Appendix H attached which will be required to complete and submit as part of this Assignment.**

Write a paper in which you do the following:
**2 – 3 pages**

· Using a scholarly voice, summarize each of the
**three** articles below.

· Hunter, I., Lockhart, C., Rao, V., Tootell, B., & Wong, S. (2022). Enabling Rural Telehealth for Older Adults in Underserved Rural Communities: Focus Group Study.
_Journal of Medical Internet Research (JMIR) Formative Research, 6_(11), e35864.

· Jonk, Y. C., Burgess, A., Williamson, M. E., Thayer, D., MacKenzie, J., McGuire, C., Fox, K., & Coburn, A. F. (2021). Telehealth Use in a Rural State: A Mixed-Methods Study Using Maine's All-Payer Claims Database.
_The Journal of Rural Health, 37_(4), 769–779.

· Tsou, C., Robinson, S., Boyd, J., Jamieson, A., Blakeman, R., Yeung, J., … & Hendrie, D. (2021). Effectiveness of Telehealth in Rural and Remote Emergency Departments: Systematic Review.
_Journal of Medical Internet Research, 23_(11), e30632.

· Using a scholarly voice, synthesize the
**three** articles.

· Include a copy of the completed Appendix H.

**## AppendixHSynthesisandRecommendationsWK9.docx**

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

Synthesis and Recommendations Tool

Appendix H

![](https://www.sweetstudy.com/questions/picot-20901195)

| | | | |
| — | — | — | — |
| EBP Question: |
| **Strength** | **Number of Sources (Quantity)** | **Synthesized Findings With Article Number(s)**<br>(This is <br>_not_ a simple restating of information from each individual evidence summary—see directions) |
| Level | Overall Quality Rating <br>(Strong, good, or low) | | |
| **Level I**<br>· Experimental studies | | | |
| **Level II**<br>· Quasi-experimental studies | | | |
| **Level III**<br>· Nonexperimental, including qualitative studies | | | |
| **Level IV**<br>· Clinical practice guidelines or consensus panels | | | |
| **Level V**<br>· Literature reviews, QI, case reports, expert opinion | | | |

| |
| — |
| **Where does the evidence show consistency?** |
| |
| **Where does the evidence show inconsistency?** |
| |
| **Best evidence recommendations (taking into consideration the quantity, consistency, and strength of the evidence):** |
| |
| **Based on your synthesis, select the statement that best describes the overall characteristics of the body of evidence.** |
| ☐<br>**Strong & compelling evidence, consistent results** Recommendations are reliable; evaluate for organizational translation.<br> <br>☐<br>**Good evidence & consistent results** Recommendations may be reliable; evaluate for risk and organizational translation.<br> <br>☐<br>**Good evidence but conflicting results** Unable to establish best practice based on current evidence; evaluate risk, consider further investigation for new evidence, develop a research study, or discontinue the project.<br> <br>☐<br>**Little or no evidence** Unable to establish best practice based on current evidence; consider further investigation for new evidence, develop a research study, or discontinue the project. |

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

****Directions for use of the Synthesis and Recommendations Tool****

****Purpose**:**

**This tool guides the EBP team through the process of synthesizing the pertinent findings from the Individual Evidence Summary (Appendix G), sorted by evidence level, to create an overall picture of the body of the evidence related to the PICO question. The synthesis process uses quantity, strength (level and quality), and consistency to generate the best evidence recommendations for potential translation.**

****Overall quality rating and the total number of sources:****

**Record the overall quality rating and the number of sources for each level (strong, good, or low), ensuring agreement among the team members.**

****Synthesized findings:****

**This section captures key findings that answer the EBP question. Using the questions below, generate a comprehensive synthesis by combining the different pieces of evidence in the form of succinct statements that enhance the team’s knowledge and generate new insights, perspectives, and understandings into a greater whole. The following questions can help guide the team’s discussion of the evidence:**

**· How can the evidence in each of the levels be organized to produce a more comprehensive understanding of the big picture?**

**· What themes do you notice?**

**· What elements of the intervention/setting/sample seem to influence the outcome?**

**· What are the important takeaways?**

**Avoid repeating content and/or copying and pasting directly from the Individual Evidence Summary Tool. Record the article number(s) used to generate each synthesis statement to make the source of findings easy to identify.**

**Using this synthesis tool requires not only the critical thinking of the whole team but also group discussion and consensus building. The team reviews the individual evidence summary of high- and good-quality articles, uses subjective and objective reasoning to look for salient themes, and evaluates information to create higher-level insights. They include and consider the strength and consistency of findings in their evaluation.**

****Where does the evidence show consistency/inconsistency?****

**EBP teams must consider how consistent the results are across studies. Do the studies tend to show the same conclusions, or are there differences? The synthesized evidence is much more compelling when most studies have the same general results or point in the same general direction. The synthesized evidence is less compelling when the results from half the studies have one indication, while the findings from the other half point in a different direction. The team should identify the points of consistency among the evidence as well as areas where the inconsistency is apparent. Both factors are important to consider when developing recommendations or determining the next steps.**

****Best evidence recommendations:****

**In this section, the EBP team takes into consideration all the above information related to the strength, quantity, and consistency of the synthesized findings at each level to generate best practice recommendations from the evidence. Consider:**

**· What is the strength and quantity of studies related to a specific evidence recommendation?**

**· Is there a sufficient number of high-strength studies to support one recommendation over another?**

**· Are there any recommendations that can be ruled out based on the strength and quantity of the evidence?**

**· Does the team feel the evidence is of sufficient strength and quantity to be considered a best evidence recommendation?**

**Recommendations should be succinct statements that distill the synthesized evidence into an answer to the EBP question. The team bases these recommendations on the evidence and does not yet consider their specific setting. Translating the recommendations into action steps within the team’s organization occurs in the next step (Translation and Action Planning Tool, Appendix I).**

****Based on the synthesis, which statement represents the overall body of the evidence?****

**Choose the statement that best reflects the strength and congruence of the findings. This determination will help the team to decide the next steps in the translation process**
****.****

**When evidence is**
**_strong_ (includes multiple high-quality studies of Level I and Level II evidence), compelling, and consistent, EBP teams can have greater confidence in best practice recommendations and should begin organizational translation**

**When most of the evidence is**
**_good_ (high-quality Level II and Level III)**
**_and_ _consistent_ or**
**_good_ _but_ _conflicting_, the team should proceed cautiously in making practice changes. In this instance, translation typically includes evaluating risk and careful consideration for organizational translation.**

**The team makes practice changes primarily when evidence exists that is of high to good strength. Never make practice changes on**
**_little to no evidence_ (low-quality evidence at any level or Level IV or Level V evidence alone). Nonetheless, teams have a variety of options for actions that include but are not limited to, creating awareness campaigns, conducting informational and educational updates, monitoring evidence sources for new information, and designing research studies.**

**The exact quantity of sources needed to determine the strength of the evidence is subjective and depends on many factors, including the topic and the amount of available literature. The EBP team should discuss what they consider sufficient given their knowledge of the problem, literature, and setting**

**© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |**
****4****

**## image1.jpeg**

November 5, 2026
[Solved] Weekly Clinical Experience 6

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Executive Solution Overview

Describe your clinical experience for this week. – Did you face any challenges, any success? If so, what were they? – Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales. – Mention the …

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Assignment Prompt & Instructions

Describe your clinical experience for this week.

– Did you face any challenges, any success? If so, what were they?
– Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
– Mention the health promotion intervention for this patient.
– What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?
– Support your plan of care with the current peer-reviewed research guideline.

**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 within 5 years. 2020-2025.

– 2 years ago

November 5, 2026
[Solved] Approaches to Disease Management: Hypertension

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Executive Solution Overview

You see a 3-year-old with hypertension (documented on three different visits) in your primary care clinic. – Describe the workup, differential diagnoses, assessment, and management. – How would your plan of care be different if the child were 10 years old? – What risk factor counseling and advice wo…

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Assignment Prompt & Instructions

You see a 3-year-old with hypertension (documented on three different visits) in your primary care clinic.

– Describe the workup, differential diagnoses, assessment, and management.
– How would your plan of care be different if the child were 10 years old?
– What risk factor counseling and advice would you include?

**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 within 5 years 2020-2025.

– 2 years ago

November 5, 2026
[Solved] Buddhism Written Report

✓ Verified Academic Solution Available

Executive Solution Overview

**Background Information:** When studying the different religions of the world we tend of focus on the distinctions between these religions and understanding what makes them unique, however it is important to note that although these religions are distinct and unique in their own way, there are comm…

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Assignment Prompt & Instructions

**Background Information:**

When studying the different religions of the world we tend of focus on the distinctions between these religions and understanding what makes them unique, however it is important to note that although these religions are distinct and unique in their own way, there are common themes and structures that can be applied to them. Some of the common elements present in the different religions that we will be studying this semester are:

– **Sacred Scriptures and Sacred Writings**
– Divinely inspired writings that contain origins of the religion, essential beliefs, and major teachings. Some religions also revere writings of prominent figures throughout their history who have contributed to expounding the theology of the religion (ex: writings of the Christian saints)
– **Beliefs and Practices**
– Tenets of the religion that unify its community of believers on a variety of topics ranging from their relationship with the divine, soteriology, creation, eschatology, anthropology, etc.
– **Prayer and Worship**
– Liturgical practices that believers of the faith participate in throughout their daily lives. Some liturgical practices and rituals of prayer are performed in conjunction with the celebration of religious festivals at particular times of the week (ex: Sabbath) or times of the year (ex: Christmas)
– **Morality – Code of Ethics**
– Guiding principles that adherents of the faith abide by throughout their lives informed by the theology of the religion
– **History**
– Understanding how the religion was established and the advances of the religion throughout human history that shape the global image of the religion today while also recognizing changes in theology that have occurred throughout history due to major historical events

**Instructions:**

In your reading of Chapter 5 – _Encouraging Buddhism: The Middle Path to Liberation_ you have gained a better understanding of what the religion of Buddhism is all about from the context of its history, beliefs and practices, code of ethics, etc. You will now use the information gleaned in the chapter to expand upon particular elements of Buddhism enumerated below:

1. **Buddhist Symbols and Names (.5 pages)**
1. Identify a common Buddhist symbol and explain its significance
1. Consider the following:
1. History/Origins of the symbol
2. Important religious figure(s) associated with the symbol and their involvement with it
3. How is the symbol utilized by Buddhists today?
1. Is it used during prayer/worship?
2. Is it worm as an outward sign of faith?
2. Distinguish between the terms 'Buddhism' and 'The Buddha' as it relates to the religion itself.
2. **Life of the Siddhartha Gautama (.5-1 pages)**
1. Discuss who Siddhartha Gautama was and the impact that he had on Buddhism.
2. Describe 3 key events from Siddhartha Gautama's life.
3. Address how these events are commemorated by Buddhists today.
3. **Beliefs and Practices (2 – 3 pages)**

Throughout his life, Siddhartha Gautama did not record any of his teachings, but he is known for his influential sermons and the discussions that he had with his fellow monks. These sermons were transmitted orally for centuries before they were finally committed to writing by several different Buddhist groups. One of the most famous of _The Buddha_’s discourses is his first discourse titled _Setting in Motion the Wheel of Dhamma_ and in this discourse he outlines two ideas that would become the foundation of all Buddhist thought: _**The Four Noble Truths**_ and _**The Noble Eightfold Path.**_
1. Interpret the meaning of **each** of the Four Noble Truths **(1-1.5 pages)**
1. All life is suffering.
2. The Cause of Suffering is desire.
3. To end desire is to end suffering.
4. to end desire, one must follow the Noble Eightfold Path.
2. Articulate the significance of each of the aspects of The Noble Eightfold Path listed below and demonstrate how Buddhists believe that following these practical techniques will help them to achieve nirvana **(1-1.5 pages)**
1. Right Understanding
2. Right Thought (Intention)
3. Right Speech
4. Right Conduct
5. Right Livelihood
6. Right Effort
7. Right Mindfulness
8. Right Concentration (Contemplation)

**Submission Instructions:**

– When completing this written report, the following guidelines must be followed. Failure to do so will result in points being deducted from your grade.
– This report must be typed in 12 pt. Times New Roman font & double-spaced.
– Each section of the report must include a section title on a separate line (ex: Buddhists Symbols, Beliefs and Practices, etc.)
– Each section must incorporate at least 2 direct quotations from wither the course text ( _World RELG4: Introduction to World Religions_) or one of the databases/encyclopedias available through St. Thomas University Library with an appropriate citation.
– The paper should be formatted per current CMOS and adhere to the page length requirements outlined above.
– Your paper will be assessed through Turnitin.

– [\
\
BuddhismWrittenReport-1.pdf](https://www.sweetstudy.com/files/buddhismwrittenreport-1-pdf-10270061 "BuddhismWrittenReport-1.pdf")

– 2 years ago

November 5, 2026
[Solved] Global Health 3

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– 2 years ago **files (1)** – ## GlobalHealthD3.docx **## GlobalHealthD3.docx** NUR4681CBE Section 01CBE Global Health (11 Weeks) – CBE Online Course – 2025 Spring Quarter Deliverable 3 – Impact of Global Disease Surveillance **Assignment Instructions** **Competency** Evaluate the impact of global d…

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– 2 years ago

**files (1)**

– ## GlobalHealthD3.docx

**## GlobalHealthD3.docx**

NUR4681CBE Section 01CBE Global Health (11 Weeks) – CBE Online Course – 2025 Spring Quarter

Deliverable 3 – Impact of Global Disease Surveillance

**Assignment Instructions**

**Competency**

Evaluate the impact of global disease surveillance processes among global populations.

**Student Success Criteria**

View the grading rubric for this deliverable by selecting the “Grading rubric” in the right menu.

**Scenario**

During a global health volunteer trip, you identified the need for a disease surveillance program targeting a preventable disease within a global population. You would like to create awareness about this need and propose a solution.

**Instructions**

Select a preventable disease affecting a population, and write a persuasive essay for the USAID.gov blog proposing a disease surveillance program. The essay should:

· Introduce the topic and include a thesis statement (1 paragraph)

· Describe the preventable disease and population affected by the disease (1-2 paragraphs)

· Propose methods for a disease surveillance program within the population (up to 1 page)

· Suggest global health organizations that would be suited to launch the program (1-2 paragraphs)

· Explain how the program would be communicated to healthcare providers and communities (1-2 paragraphs)

The essay should be in APA format. Information should be supported by evidence from professional sources, published within the past five years.

**Resources**

For information on writing a Persuasive Essay, please click
[here](https://rasmussen.libanswers.com/faq/32461).

**Submission**

Text Editor

_Word count: 0_

**Details & Information**

**Assessment due date**

6/20/25, 11:59 PM (CDT)

· You cannot submit work after due date

· You cannot make a new submission attempt after due date

**Attempts**

3 attempts left

**Grading rubric** [This item is graded with a rubric](https://learning.rasmussen.edu/ultra/courses/_169973_1/grades/assessment/_17863719_1/overview/attempt/create/rubric-view?columnId=_6339656_1&courseId=_169973_1)

**Grading**

**Maximum points** 4 points

Save and CloseSubmit

**## GlobalHealthD3.docx**

NUR4681CBE Section 01CBE Global Health (11 Weeks) – CBE Online Course – 2025 Spring Quarter

Deliverable 3 – Impact of Global Disease Surveillance

**Assignment Instructions**

**Competency**

Evaluate the impact of global disease surveillance processes among global populations.

**Student Success Criteria**

View the grading rubric for this deliverable by selecting the “Grading rubric” in the right menu.

**Scenario**

During a global health volunteer trip, you identified the need for a disease surveillance program targeting a preventable disease within a global population. You would like to create awareness about this need and propose a solution.

**Instructions**

Select a preventable disease affecting a population, and write a persuasive essay for the USAID.gov blog proposing a disease surveillance program. The essay should:

· Introduce the topic and include a thesis statement (1 paragraph)

· Describe the preventable disease and population affected by the disease (1-2 paragraphs)

· Propose methods for a disease surveillance program within the population (up to 1 page)

· Suggest global health organizations that would be suited to launch the program (1-2 paragraphs)

· Explain how the program would be communicated to healthcare providers and communities (1-2 paragraphs)

The essay should be in APA format. Information should be supported by evidence from professional sources, published within the past five years.

**Resources**

For information on writing a Persuasive Essay, please click
[here](https://rasmussen.libanswers.com/faq/32461).

**Submission**

Text Editor

_Word count: 0_

**Details & Information**

**Assessment due date**

6/20/25, 11:59 PM (CDT)

· You cannot submit work after due date

· You cannot make a new submission attempt after due date

**Attempts**

3 attempts left

**Grading rubric** [This item is graded with a rubric](https://learning.rasmussen.edu/ultra/courses/_169973_1/grades/assessment/_17863719_1/overview/attempt/create/rubric-view?columnId=_6339656_1&courseId=_169973_1)

**Grading**

**Maximum points** 4 points

Save and CloseSubmit

November 5, 2026
[Solved] Create a discussion of at last 400 words on APA 7 format : What has nursing accomplishing so far in regard to the recommendation made by the Institute of Medicine in 2011?

✓ Verified Academic Solution Available

Executive Solution Overview

**READ THE INSTRUCTIONS BEFORE:** **Participation Requirements** The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Wednesday, 11:59 p.m. Eastern Time of this week. Two scholarly sources references a…

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Assignment Prompt & Instructions

**READ THE INSTRUCTIONS BEFORE:**

**Participation Requirements**

The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Wednesday, 11:59 p.m. Eastern Time of this week. Two scholarly sources references are required, unless stated otherwise by your professor.

Remember that a new discussion rubric was approved by the professors, committee members, and a majority of the students. Please review the rubric before posting to ensure a maximum of points.

Here are the categories of the new discussion rubric:

**Initial Post** relevance to the topic of discussion, applicability, and insight. (20%)

**Quality of Written Communication** Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)

**Inclusion of DNP essentials explored in the discussion as well as the role-specific competencies as applicable.**(10%)

**Rigor, currency, and relevance of the scholarly references.** (Use articles that are below 5 years). (20%)

**Peer & Professor Responses.** The number of responses, quality of response posts. (20%)

**Timeliness of the initial post and the answers to the peers. (10%)**

– [\
\
DNPEssentials.pdf](https://www.sweetstudy.com/files/dnpessentials-pdf-10270221 "DNPEssentials.pdf")

– 2 years ago

November 5, 2026
[Solved] BSN D3

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (2)** – ## BSND3BachelorofScienceinNursingCapstone.docx – ## BSND3Module-3-Quotes-Client-Satisfaction-Survey-FINAL.docx **## BSND3BachelorofScienceinNursingCapstone.docx** NUR4922CBE Section 01CBE Bachelor of Science in Nursing Capstone (11 Weeks) – CBE Online Course – 2025 Spr…

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Assignment Prompt & Instructions

– 2 years ago

**files (2)**

– ## BSND3BachelorofScienceinNursingCapstone.docx

– ## BSND3Module-3-Quotes-Client-Satisfaction-Survey-FINAL.docx

**## BSND3BachelorofScienceinNursingCapstone.docx**

NUR4922CBE Section 01CBE Bachelor of Science in Nursing Capstone (11 Weeks) – CBE Online Course – 2025 Spring Quarter

Deliverable 3 – Let’s Talk

**Assignment Instructions**

**Competency**

Utilize effective intra-professional and inter-professional communication to promote a continuous and reliable therapeutic environment.

**Student Success Criteria**

View the grading rubric for this deliverable by selecting the “Grading rubric” in the right menu.

**Scenario**

You are the staff development director of an acute care rehabilitation center. The center has gone through some recent expansions resulting in “growing pains.” The staff has doubled in size in the last six months. The Director of Nursing approaches you with a problem. The client satisfaction scores have decreased significantly in the past six months, and she shows you quotes from clients that need to be addressed. She has given you the task of creating a column in the hospital newsletter focusing on positive intra- and inter-professional communication strategies.

**Instructions**

From the

**Module-3-Quotes-Client-Satisfaction-Survey-FINAL.docx**

, create a column for the hospital newsletter to assist in understanding positive intra- and inter-professional communication strategies.

· Chose two intra-professional communication examples from the list of survey quotes. For each example describe:

· Consequences of the poor communication strategy

· Propose a communication strategy to promote intra-professional communication and to create a therapeutic environment

· Support your ideas with evidence

· Chose two inter-professional communication examples from the list of survey quotes. For each example describe:

· Consequences of the poor communication strategy

· Propose a communication strategy to promote inter-professional communication and to create a therapeutic environment

· Support your ideas with evidence

· Ideas stated with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

**Resources**

·
[Click here for a Library and Learning Services APA Guide.](http://guides.rasmussen.edu/apa)

**Submission**

Text Editor

_Word count: 0_

**Details & Information**

**Assessment due date**

6/20/25, 11:59 PM (CDT)

· You cannot submit work after due date

· You cannot make a new submission attempt after due date

**Attempts**

3 attempts left

**Grading rubric** [This item is graded with a rubric](https://learning.rasmussen.edu/ultra/courses/_171279_1/grades/assessment/_18023679_1/overview/attempt/create/rubric-view?columnId=_6372668_1&courseId=_171279_1)

**Grading**

**Maximum points** 4 points

Save and CloseSubmit

**## BSND3Module-3-Quotes-Client-Satisfaction-Survey-FINAL.docx**

![](https://www.sweetstudy.com/questions/bsn-d3)

**Quotes from Client Satisfaction Surveys**

1. “Everyone was very nice to me, but they are not always so nice to each other. I felt bad for some of the nurses. Staff would roll their eyes at each other when they thought no one was watching.”

2. “It did not seem as if the staff all talked to each other. One nurse did not even know I was allowed to walk on my foot with all my weight.”

3. “The Unit was very pretty and comfortable. However, the staff always looked rushed and was hollering at each other to get things done. I even heard someone say, ‘I don’t care how you get it done, but do it now. I don’t have time to babysit you.’”

4. “I was very upset when the doctor told my nurse that she needed to go back to school and learn to read. I know I can never read what he writes.”

5. “My therapy was great. Everyone works very hard to help me get better and go home on schedule. However, the physical therapist was never happy with my nurses, saying that they needed to medicate me so that I could do more. He did not know that I refused the medicine because it makes me feel funny. I just asked for ice.”

6. “The food was great. I did not like getting woken up at 11 pm for the nurses to talk to me, but I was told that is required. I agreed, but when the one nurse left, the other nurse said that ‘only some nurses do this, that one is very rude and makes everyone wake you up. You can refuse next time. I won’t care.’ I never refused, as I felt if it was a rule, then I did not want any nurses getting in trouble. They all work hard.”

7. “I had a great stay. I healed well and always felt at home in my room. I will be back when I have my second knee replaced, but I hope at that time the staff works together more. I had a nurse aide ask occupational therapy for assistance with moving me to the bathroom, and the therapist told her to ask the nurse, as she is not responsible for helping with those things. She also asked, ‘how come you do not know how to do it? Are you a new aide? What is the issue? Ask the nurse.’ My aide was very upset, and I told her I would wait. She got another aide to help her, and it was fine.”

8. “During my team meeting for discharge, the physical therapist offers opinions outside of his turn to talk about me going home, and my doctor responded saying, ‘I don’t have time to talk with everybody about issues. We have to keep things moving.’ I felt bad for my therapist; he was trying to make sure I had what I needed to go home. Thankfully, I still got to go home. If I do come back, I do not want that doctor again. I now you have many other ones.”

9. “I overheard my occupational therapist talking to the housekeeper. The housekeeper said, ‘I guess you don’t have to like me, and I don’t have to like you. We have to work together. I will get to it when I am done here. Anyway, you’re not my boss.’”

10. “I was coming back from my dinner, and there was an x-ray tech at the desk. He asked for help finding me since I was not in my room. The nurse at the desk said, ‘You’re not the only person asking me for help, you know. It’s not like I’m sitting around doing nothing. Just wait, I am sure she is at dinner.’ I grabbed the gentleman and said, ‘here I am.’ We got my x ray, and I apologized for the nurses’ rude comments. He said, ‘don’t worry, happens all the time.’ How awful.”

## image1.jpg

**## BSND3Module-3-Quotes-Client-Satisfaction-Survey-FINAL.docx**

![](https://www.sweetstudy.com/questions/bsn-d3)

**Quotes from Client Satisfaction Surveys**

1. “Everyone was very nice to me, but they are not always so nice to each other. I felt bad for some of the nurses. Staff would roll their eyes at each other when they thought no one was watching.”

2. “It did not seem as if the staff all talked to each other. One nurse did not even know I was allowed to walk on my foot with all my weight.”

3. “The Unit was very pretty and comfortable. However, the staff always looked rushed and was hollering at each other to get things done. I even heard someone say, ‘I don’t care how you get it done, but do it now. I don’t have time to babysit you.’”

4. “I was very upset when the doctor told my nurse that she needed to go back to school and learn to read. I know I can never read what he writes.”

5. “My therapy was great. Everyone works very hard to help me get better and go home on schedule. However, the physical therapist was never happy with my nurses, saying that they needed to medicate me so that I could do more. He did not know that I refused the medicine because it makes me feel funny. I just asked for ice.”

6. “The food was great. I did not like getting woken up at 11 pm for the nurses to talk to me, but I was told that is required. I agreed, but when the one nurse left, the other nurse said that ‘only some nurses do this, that one is very rude and makes everyone wake you up. You can refuse next time. I won’t care.’ I never refused, as I felt if it was a rule, then I did not want any nurses getting in trouble. They all work hard.”

7. “I had a great stay. I healed well and always felt at home in my room. I will be back when I have my second knee replaced, but I hope at that time the staff works together more. I had a nurse aide ask occupational therapy for assistance with moving me to the bathroom, and the therapist told her to ask the nurse, as she is not responsible for helping with those things. She also asked, ‘how come you do not know how to do it? Are you a new aide? What is the issue? Ask the nurse.’ My aide was very upset, and I told her I would wait. She got another aide to help her, and it was fine.”

8. “During my team meeting for discharge, the physical therapist offers opinions outside of his turn to talk about me going home, and my doctor responded saying, ‘I don’t have time to talk with everybody about issues. We have to keep things moving.’ I felt bad for my therapist; he was trying to make sure I had what I needed to go home. Thankfully, I still got to go home. If I do come back, I do not want that doctor again. I now you have many other ones.”

9. “I overheard my occupational therapist talking to the housekeeper. The housekeeper said, ‘I guess you don’t have to like me, and I don’t have to like you. We have to work together. I will get to it when I am done here. Anyway, you’re not my boss.’”

10. “I was coming back from my dinner, and there was an x-ray tech at the desk. He asked for help finding me since I was not in my room. The nurse at the desk said, ‘You’re not the only person asking me for help, you know. It’s not like I’m sitting around doing nothing. Just wait, I am sure she is at dinner.’ I grabbed the gentleman and said, ‘here I am.’ We got my x ray, and I apologized for the nurses’ rude comments. He said, ‘don’t worry, happens all the time.’ How awful.”

## image1.jpg

**## BSND3BachelorofScienceinNursingCapstone.docx**

NUR4922CBE Section 01CBE Bachelor of Science in Nursing Capstone (11 Weeks) – CBE Online Course – 2025 Spring Quarter

Deliverable 3 – Let’s Talk

**Assignment Instructions**

**Competency**

Utilize effective intra-professional and inter-professional communication to promote a continuous and reliable therapeutic environment.

**Student Success Criteria**

View the grading rubric for this deliverable by selecting the “Grading rubric” in the right menu.

**Scenario**

You are the staff development director of an acute care rehabilitation center. The center has gone through some recent expansions resulting in “growing pains.” The staff has doubled in size in the last six months. The Director of Nursing approaches you with a problem. The client satisfaction scores have decreased significantly in the past six months, and she shows you quotes from clients that need to be addressed. She has given you the task of creating a column in the hospital newsletter focusing on positive intra- and inter-professional communication strategies.

**Instructions**

From the

**Module-3-Quotes-Client-Satisfaction-Survey-FINAL.docx**

, create a column for the hospital newsletter to assist in understanding positive intra- and inter-professional communication strategies.

· Chose two intra-professional communication examples from the list of survey quotes. For each example describe:

· Consequences of the poor communication strategy

· Propose a communication strategy to promote intra-professional communication and to create a therapeutic environment

· Support your ideas with evidence

· Chose two inter-professional communication examples from the list of survey quotes. For each example describe:

· Consequences of the poor communication strategy

· Propose a communication strategy to promote inter-professional communication and to create a therapeutic environment

· Support your ideas with evidence

· Ideas stated with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

**Resources**

·
[Click here for a Library and Learning Services APA Guide.](http://guides.rasmussen.edu/apa)

**Submission**

Text Editor

_Word count: 0_

**Details & Information**

**Assessment due date**

6/20/25, 11:59 PM (CDT)

· You cannot submit work after due date

· You cannot make a new submission attempt after due date

**Attempts**

3 attempts left

**Grading rubric** [This item is graded with a rubric](https://learning.rasmussen.edu/ultra/courses/_171279_1/grades/assessment/_18023679_1/overview/attempt/create/rubric-view?columnId=_6372668_1&courseId=_171279_1)

**Grading**

**Maximum points** 4 points

Save and CloseSubmit

**## BSND3Module-3-Quotes-Client-Satisfaction-Survey-FINAL.docx**

![](https://www.sweetstudy.com/questions/bsn-d3)

**Quotes from Client Satisfaction Surveys**

1. “Everyone was very nice to me, but they are not always so nice to each other. I felt bad for some of the nurses. Staff would roll their eyes at each other when they thought no one was watching.”

2. “It did not seem as if the staff all talked to each other. One nurse did not even know I was allowed to walk on my foot with all my weight.”

3. “The Unit was very pretty and comfortable. However, the staff always looked rushed and was hollering at each other to get things done. I even heard someone say, ‘I don’t care how you get it done, but do it now. I don’t have time to babysit you.’”

4. “I was very upset when the doctor told my nurse that she needed to go back to school and learn to read. I know I can never read what he writes.”

5. “My therapy was great. Everyone works very hard to help me get better and go home on schedule. However, the physical therapist was never happy with my nurses, saying that they needed to medicate me so that I could do more. He did not know that I refused the medicine because it makes me feel funny. I just asked for ice.”

6. “The food was great. I did not like getting woken up at 11 pm for the nurses to talk to me, but I was told that is required. I agreed, but when the one nurse left, the other nurse said that ‘only some nurses do this, that one is very rude and makes everyone wake you up. You can refuse next time. I won’t care.’ I never refused, as I felt if it was a rule, then I did not want any nurses getting in trouble. They all work hard.”

7. “I had a great stay. I healed well and always felt at home in my room. I will be back when I have my second knee replaced, but I hope at that time the staff works together more. I had a nurse aide ask occupational therapy for assistance with moving me to the bathroom, and the therapist told her to ask the nurse, as she is not responsible for helping with those things. She also asked, ‘how come you do not know how to do it? Are you a new aide? What is the issue? Ask the nurse.’ My aide was very upset, and I told her I would wait. She got another aide to help her, and it was fine.”

8. “During my team meeting for discharge, the physical therapist offers opinions outside of his turn to talk about me going home, and my doctor responded saying, ‘I don’t have time to talk with everybody about issues. We have to keep things moving.’ I felt bad for my therapist; he was trying to make sure I had what I needed to go home. Thankfully, I still got to go home. If I do come back, I do not want that doctor again. I now you have many other ones.”

9. “I overheard my occupational therapist talking to the housekeeper. The housekeeper said, ‘I guess you don’t have to like me, and I don’t have to like you. We have to work together. I will get to it when I am done here. Anyway, you’re not my boss.’”

10. “I was coming back from my dinner, and there was an x-ray tech at the desk. He asked for help finding me since I was not in my room. The nurse at the desk said, ‘You’re not the only person asking me for help, you know. It’s not like I’m sitting around doing nothing. Just wait, I am sure she is at dinner.’ I grabbed the gentleman and said, ‘here I am.’ We got my x ray, and I apologized for the nurses’ rude comments. He said, ‘don’t worry, happens all the time.’ How awful.”

## image1.jpg

**## BSND3BachelorofScienceinNursingCapstone.docx**

NUR4922CBE Section 01CBE Bachelor of Science in Nursing Capstone (11 Weeks) – CBE Online Course – 2025 Spring Quarter

Deliverable 3 – Let’s Talk

**Assignment Instructions**

**Competency**

Utilize effective intra-professional and inter-professional communication to promote a continuous and reliable therapeutic environment.

**Student Success Criteria**

View the grading rubric for this deliverable by selecting the “Grading rubric” in the right menu.

**Scenario**

You are the staff development director of an acute care rehabilitation center. The center has gone through some recent expansions resulting in “growing pains.” The staff has doubled in size in the last six months. The Director of Nursing approaches you with a problem. The client satisfaction scores have decreased significantly in the past six months, and she shows you quotes from clients that need to be addressed. She has given you the task of creating a column in the hospital newsletter focusing on positive intra- and inter-professional communication strategies.

**Instructions**

From the

**Module-3-Quotes-Client-Satisfaction-Survey-FINAL.docx**

, create a column for the hospital newsletter to assist in understanding positive intra- and inter-professional communication strategies.

· Chose two intra-professional communication examples from the list of survey quotes. For each example describe:

· Consequences of the poor communication strategy

· Propose a communication strategy to promote intra-professional communication and to create a therapeutic environment

· Support your ideas with evidence

· Chose two inter-professional communication examples from the list of survey quotes. For each example describe:

· Consequences of the poor communication strategy

· Propose a communication strategy to promote inter-professional communication and to create a therapeutic environment

· Support your ideas with evidence

· Ideas stated with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

**Resources**

·
[Click here for a Library and Learning Services APA Guide.](http://guides.rasmussen.edu/apa)

**Submission**

Text Editor

_Word count: 0_

**Details & Information**

**Assessment due date**

6/20/25, 11:59 PM (CDT)

· You cannot submit work after due date

· You cannot make a new submission attempt after due date

**Attempts**

3 attempts left

**Grading rubric** [This item is graded with a rubric](https://learning.rasmussen.edu/ultra/courses/_171279_1/grades/assessment/_18023679_1/overview/attempt/create/rubric-view?columnId=_6372668_1&courseId=_171279_1)

**Grading**

**Maximum points** 4 points

Save and CloseSubmit

**## BSND3Module-3-Quotes-Client-Satisfaction-Survey-FINAL.docx**

![](https://www.sweetstudy.com/questions/bsn-d3)

**Quotes from Client Satisfaction Surveys**

1. “Everyone was very nice to me, but they are not always so nice to each other. I felt bad for some of the nurses. Staff would roll their eyes at each other when they thought no one was watching.”

2. “It did not seem as if the staff all talked to each other. One nurse did not even know I was allowed to walk on my foot with all my weight.”

3. “The Unit was very pretty and comfortable. However, the staff always looked rushed and was hollering at each other to get things done. I even heard someone say, ‘I don’t care how you get it done, but do it now. I don’t have time to babysit you.’”

4. “I was very upset when the doctor told my nurse that she needed to go back to school and learn to read. I know I can never read what he writes.”

5. “My therapy was great. Everyone works very hard to help me get better and go home on schedule. However, the physical therapist was never happy with my nurses, saying that they needed to medicate me so that I could do more. He did not know that I refused the medicine because it makes me feel funny. I just asked for ice.”

6. “The food was great. I did not like getting woken up at 11 pm for the nurses to talk to me, but I was told that is required. I agreed, but when the one nurse left, the other nurse said that ‘only some nurses do this, that one is very rude and makes everyone wake you up. You can refuse next time. I won’t care.’ I never refused, as I felt if it was a rule, then I did not want any nurses getting in trouble. They all work hard.”

7. “I had a great stay. I healed well and always felt at home in my room. I will be back when I have my second knee replaced, but I hope at that time the staff works together more. I had a nurse aide ask occupational therapy for assistance with moving me to the bathroom, and the therapist told her to ask the nurse, as she is not responsible for helping with those things. She also asked, ‘how come you do not know how to do it? Are you a new aide? What is the issue? Ask the nurse.’ My aide was very upset, and I told her I would wait. She got another aide to help her, and it was fine.”

8. “During my team meeting for discharge, the physical therapist offers opinions outside of his turn to talk about me going home, and my doctor responded saying, ‘I don’t have time to talk with everybody about issues. We have to keep things moving.’ I felt bad for my therapist; he was trying to make sure I had what I needed to go home. Thankfully, I still got to go home. If I do come back, I do not want that doctor again. I now you have many other ones.”

9. “I overheard my occupational therapist talking to the housekeeper. The housekeeper said, ‘I guess you don’t have to like me, and I don’t have to like you. We have to work together. I will get to it when I am done here. Anyway, you’re not my boss.’”

10. “I was coming back from my dinner, and there was an x-ray tech at the desk. He asked for help finding me since I was not in my room. The nurse at the desk said, ‘You’re not the only person asking me for help, you know. It’s not like I’m sitting around doing nothing. Just wait, I am sure she is at dinner.’ I grabbed the gentleman and said, ‘here I am.’ We got my x ray, and I apologized for the nurses’ rude comments. He said, ‘don’t worry, happens all the time.’ How awful.”

## image1.jpg

November 5, 2026
[Solved] 514m6d

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November 5, 2026