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    nursing **files (3)** – ## week6hw.docx – ## NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate12.docx – NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docx **## week6hw.docx** Video notes: The patient verbalized her belief that her employer intends to terminate her emp…

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    nursing

    **files (3)**

    – ## week6hw.docx

    – ## NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate12.docx

    – NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docx

    **## week6hw.docx**

    Video notes:

    The patient verbalized her belief that her employer intends to terminate her employment because he has romantic feelings toward her. She stated that she believes her boss is attracted to her based on the way he looks at her, despite both individuals being in committed relationships. When asked to elaborate on her reasoning, the patient stated, "Because I am a strong, confident, beautiful woman. Of course, that is why he wants to fire me." The patient appeared to attribute the potential termination to her employer's perceived romantic interest rather than her reported lack of sales over the past three weeks.

    Additionally, the patient expressed that she is physically ill due to a "broken heart" and stated that she believes she has cancer. However, she acknowledged that she has not sought medical evaluation or received a formal diagnosis to support this belief. Because of her employer

    Name: Ms. Fatima Branning

    Gender: female

    Age: 28 years old

    T- 98.4 P- 82 R 18 124/74 Ht 5’0 Wt 118lbs

    Background: Raised by parents, lives alone in Coronado, CA. Only child. Works as an

    administrative assistance in car sales, has a bachelor’s in hospitality. Has medical history of

    scoliosis, currently treated with chiropractic care. Guarded and declined to discuss past

    psychiatric history. Denied family mental health issues, declined to allow you to speak to parents

    for collaborative information. Allergies: latex; menses regular, no birth control

    Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

    Incorporate the following into your responses in the template:

    ·
    **Subjective:** What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

    ·
    **Objective:** What observations did you make during the psychiatric assessment?

    ·
    **Assessment:** Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

    ·
    **Reflection notes:** What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    **## NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate12.docx**

    **NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template**

    **Week 4: (Anxiety Disorder)**

    Anthony Silva

    Walden University

    NRNP 6635: Psychopathology and Diagnostic Reasoning

    Professor Jennifer Goldsborough DNP

    9/26/26

    **Subjective:**

    **CC** (chief complaint): “I’m really scared that if I tell people I’m gay, they will treat me differently.”

    **HPI**: R.N. is a 19-year-old man, a Navy Reservist (Construction Mechanic, CM3), who has approximately two months of sadness, fear, and emotional distress due to being informed that he is being activated to go to deployment. He is having a hard time coming to terms with his sexuality and he has revealed it to no one other than this evaluator because he is afraid his unit will treat him differently; he also states that he hears homophobic words among service members, which is why he is afraid. He says, I am not comfortable telling anybody, and I have to go on tour, and I am angry about it. The severity is mild-moderate; the patient is functional but is not interacting with his peers, does not engage in any personal conversations, and his concentration and productivity in his part-time employment are significantly lower. Sleep (approximately 8 hours) and appetite intact; he withstands anhedonia, guilt, worthlessness, suicidal and homicidal ideation, self-mutilation, psychosis and mania.

    **Past Psychiatric History**:

    ·
    **G** eneral Statement: None; first evaluation.

    ·
    **C** aregivers (if applicable): independent adult, though parents remain supportive.

    ·
    **H** ospitalizations: None.

    ·
    **M** edication trials: None.

    ·
    **P** sychotherapy or
    **P** revious Psychiatric Diagnosis: None.

    **Substance Current Use and History:** Not received; to be filled in at follow-up, alcohol use consideration military-service risk.

    **Family Psychiatric/Substance Use History:** Not obtained; to be completed at follow-up

    **Psychosocial History:** Resides in Columbus, Ohio with his dog; has no children; parents live in the area and are supportive; single; part-time construction work and reserve duty; no legal or trauma history.

    **Medical History:** No chronic illness.

    ·
    **Current Medications**: None.

    ·
    **Allergies**:
    NKDA.

    ·
    **Reproductive Hx**:
    Not obtained; to be addressed as clinically indicated.

    **ROS**:

    ·
    **GENERAL:** Denies fever/weight change; reports anxiety.

    ·
    **HEENT:** Denies visual/hearing changes, sore throat.

    ·
    **SKIN:** Denies rash or sweating.

    ·
    **CARDIOVASCULAR:** Denies chest pain/palpitations.

    ·
    **RESPIRATORY:** Denies dyspnea/cough.

    ·
    **GASTROINTESTINAL:** Denies nausea/appetite change.

    ·
    **GENITOURINARY:** Denies dysuria.

    ·
    **NEUROLOGICAL:** Denies headache; reports mild concentration difficulty.

    ·
    **MUSCULOSKELETAL:** Denies pain/stiffness.

    ·
    **HEMATOLOGIC:** Denies bruising/bleeding.

    ·
    **LYMPHATICS:** Denies swollen nodes.

    ·
    **ENDOCRINOLOGIC:** Denies temperature intolerance, polyuria.

    **Objective:**

    **Physical exam:** if applicable T 97.0°F, P 70, R 18, BP 116/68, Ht 5’9”, Wt 175 lb (BMI 25.8), all within normal limits. He looks his claimed age and compliant, but evidently nervous when talking about disclosure.

    **Diagnostic results**: There are no standardized screening tools that have been implemented; GAD-7, PHQ-9, and a suicide risk screen will be used. Neither labs were ordered because there is no symptom of a medical contributor.

    **Assessment:**

    Mental Status Examination: Cooperative, groomed; speech normal. Mood scared and upset, affect anxious, slightly tearful, congruent. Thought process is linear; content is about disclosure/deployment fears, absent delusions. Denies hallucinations, suicidal/ homicidal ideation. Awareness, orientation 4/; memory intact; attention deficient. Good sense and perception.

    Differential Diagnoses:

    1.
    **Adjustment disorder with mixed anxiety and depressed mood (F43.23), primary.** Has to have an identifiable stressor, a onset within three months, and distress not attributable to another disorder (Keepers et al., 2024). His reactivation and hiding of his identity would be evident, as the new stressors would fall into this pattern; concealment is an established cause of chronic stress (Meyer, 2013).

    **2. Generalized anxiety disorder (F41.1).** Has at least six months of excessive worry in several areas, and the symptoms are characterized. He is only concerned about deployment/disclosure, which has been two months long, and the sleep/appetite intact, which eliminates this on both duration and breadth.

    **3. major depressive disorder (F32.x).** Needs five out of nine symptoms two weeks, such as depressed mood or anhedonia. The symptom threshold is not achieved as he has no anhedonia, change in appetite/sleep, or guilt.

    **4. Social anxiety disorder (F40.10).** Has six months or longer of marked fear of social/performance situations. Its fear is not that of generalized evaluation but that of a particular disclosure in a hostile environment and the term is not met, so this is precluded at present.

    **Critical thinking:** I contrasted his symptoms to the duration/breadth thresholds of the anxiety disorders and the number of symptoms in major depression; none were fulfilled. Adjustment disorder single was the most appropriate choice in case of a recent stressful event that had a proportionate and time-limited distress. Relevant positives: recognizable stressor, anxious/depressed, fear of disclosure, withdrawal, lack of concentration. Relevant negatives: no suicidal/homicidal thoughts, psychosis, history of psychiatric illness, or sleep/appetite loss.

    **Reflections:**

    Given a re-enactment of this session, I would ensure that I receive full substance use and family psychiatric history at intake, officially screen with the GAD-7 and PHQ-9 to establish a baseline of severity and conduct a full suicide risk assessment due to the high risk associated with concealment and minority stress (Meyer, 2013). I would also simply inquire about harassment, as he has heard derogatory language, as to whether he has been the one targeted.

    Legal/ethical: Military confidentiality is limited by consent, even though the advice on the ramifications of sharing information before deployment is limited by fitness-for-duty and command-notification requirements, I would discuss such limits directly instead of assuming that civilian-confidentiality is relevant. I would neither advise nor discourage his disclosure to his unit as I would respect his personal autonomy and inform him of the Equal Opportunity channels in which he heard the harassment, but would not disclose his identity to him. I would also consider the ethical risk of over-medicalizing a normal adjustment response against the risk of under-treating a service member who has an adjustment reaction that is complicated by concealment.

    Health promotion: The following factors are relevant: his age (19, emerging adult), no past history of psychiatric or medical problems, part-time-income socioeconomic status and reserve duty, and the stress of having a stigmatized identity in the military culture; at the same time, the race/ethnicity was not recorded. Since there are recorded mental health disparities and minority-related suicide risk linked to minority stress (Meyer, 2013), I would recommend him to LGBTQ-affirming, military-competent (Military OneSource, SPARTA), provide first-line cognitive-behavioral therapy (Walter et al., 2020), and regularly screen him on depression, anxiety, and substance use.

    **References**

    Keepers, G. A., Fochtmann, L. J., Anzia, J. M., Benjamin, S., Lyness, J. M., Mojtabai, R., … & Medicus, J. (2024). The American Psychiatric Association practice guideline for the treatment of patients with borderline personality disorder.
    _American Journal of Psychiatry_,
    _181_(11), 1024-1028.
    [https://psychiatryonline.org/doi/full/10.1176/appi.ajp.24181010](https://psychiatryonline.org/doi/full/10.1176/appi.ajp.24181010)

    Meyer, I. H. (2013). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: conceptual issues and research evidence.
    [https://psycnet.apa.org/journals/sgd/1/S/3/](https://psycnet.apa.org/journals/sgd/1/S/3/)

    Walter, H. J., Bukstein, O. G., Abright, A. R., Keable, H., Ramtekkar, U., Ripperger-Suhler, J., & Rockhill, C. (2020). Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders.
    _Journal of the American Academy of Child & Adolescent Psychiatry, 59_(10), 1107–1124.
    [https://www.sciencedirect.com/science/article/pii/S089085672030280X](https://www.sciencedirect.com/science/article/pii/S089085672030280X)

    © 2021 Walden University Page 1 of 3

    **NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nrnp-prac-6635-comprehensivepsychiatricevaluationexemplar-rev-4-2022-docx-10611515)

    **NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nrnp-prac-6635-comprehensivepsychiatricevaluationexemplar-rev-4-2022-docx-10611515)

    **## week6hw.docx**

    Video notes:

    The patient verbalized her belief that her employer intends to terminate her employment because he has romantic feelings toward her. She stated that she believes her boss is attracted to her based on the way he looks at her, despite both individuals being in committed relationships. When asked to elaborate on her reasoning, the patient stated, "Because I am a strong, confident, beautiful woman. Of course, that is why he wants to fire me." The patient appeared to attribute the potential termination to her employer's perceived romantic interest rather than her reported lack of sales over the past three weeks.

    Additionally, the patient expressed that she is physically ill due to a "broken heart" and stated that she believes she has cancer. However, she acknowledged that she has not sought medical evaluation or received a formal diagnosis to support this belief. Because of her employer

    Name: Ms. Fatima Branning

    Gender: female

    Age: 28 years old

    T- 98.4 P- 82 R 18 124/74 Ht 5’0 Wt 118lbs

    Background: Raised by parents, lives alone in Coronado, CA. Only child. Works as an

    administrative assistance in car sales, has a bachelor’s in hospitality. Has medical history of

    scoliosis, currently treated with chiropractic care. Guarded and declined to discuss past

    psychiatric history. Denied family mental health issues, declined to allow you to speak to parents

    for collaborative information. Allergies: latex; menses regular, no birth control

    Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

    Incorporate the following into your responses in the template:

    ·
    **Subjective:** What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

    ·
    **Objective:** What observations did you make during the psychiatric assessment?

    ·
    **Assessment:** Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

    ·
    **Reflection notes:** What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    **## NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate12.docx**

    **NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template**

    **Week 4: (Anxiety Disorder)**

    Anthony Silva

    Walden University

    NRNP 6635: Psychopathology and Diagnostic Reasoning

    Professor Jennifer Goldsborough DNP

    9/26/26

    **Subjective:**

    **CC** (chief complaint): “I’m really scared that if I tell people I’m gay, they will treat me differently.”

    **HPI**: R.N. is a 19-year-old man, a Navy Reservist (Construction Mechanic, CM3), who has approximately two months of sadness, fear, and emotional distress due to being informed that he is being activated to go to deployment. He is having a hard time coming to terms with his sexuality and he has revealed it to no one other than this evaluator because he is afraid his unit will treat him differently; he also states that he hears homophobic words among service members, which is why he is afraid. He says, I am not comfortable telling anybody, and I have to go on tour, and I am angry about it. The severity is mild-moderate; the patient is functional but is not interacting with his peers, does not engage in any personal conversations, and his concentration and productivity in his part-time employment are significantly lower. Sleep (approximately 8 hours) and appetite intact; he withstands anhedonia, guilt, worthlessness, suicidal and homicidal ideation, self-mutilation, psychosis and mania.

    **Past Psychiatric History**:

    ·
    **G** eneral Statement: None; first evaluation.

    ·
    **C** aregivers (if applicable): independent adult, though parents remain supportive.

    ·
    **H** ospitalizations: None.

    ·
    **M** edication trials: None.

    ·
    **P** sychotherapy or
    **P** revious Psychiatric Diagnosis: None.

    **Substance Current Use and History:** Not received; to be filled in at follow-up, alcohol use consideration military-service risk.

    **Family Psychiatric/Substance Use History:** Not obtained; to be completed at follow-up

    **Psychosocial History:** Resides in Columbus, Ohio with his dog; has no children; parents live in the area and are supportive; single; part-time construction work and reserve duty; no legal or trauma history.

    **Medical History:** No chronic illness.

    ·
    **Current Medications**: None.

    ·
    **Allergies**:
    NKDA.

    ·
    **Reproductive Hx**:
    Not obtained; to be addressed as clinically indicated.

    **ROS**:

    ·
    **GENERAL:** Denies fever/weight change; reports anxiety.

    ·
    **HEENT:** Denies visual/hearing changes, sore throat.

    ·
    **SKIN:** Denies rash or sweating.

    ·
    **CARDIOVASCULAR:** Denies chest pain/palpitations.

    ·
    **RESPIRATORY:** Denies dyspnea/cough.

    ·
    **GASTROINTESTINAL:** Denies nausea/appetite change.

    ·
    **GENITOURINARY:** Denies dysuria.

    ·
    **NEUROLOGICAL:** Denies headache; reports mild concentration difficulty.

    ·
    **MUSCULOSKELETAL:** Denies pain/stiffness.

    ·
    **HEMATOLOGIC:** Denies bruising/bleeding.

    ·
    **LYMPHATICS:** Denies swollen nodes.

    ·
    **ENDOCRINOLOGIC:** Denies temperature intolerance, polyuria.

    **Objective:**

    **Physical exam:** if applicable T 97.0°F, P 70, R 18, BP 116/68, Ht 5’9”, Wt 175 lb (BMI 25.8), all within normal limits. He looks his claimed age and compliant, but evidently nervous when talking about disclosure.

    **Diagnostic results**: There are no standardized screening tools that have been implemented; GAD-7, PHQ-9, and a suicide risk screen will be used. Neither labs were ordered because there is no symptom of a medical contributor.

    **Assessment:**

    Mental Status Examination: Cooperative, groomed; speech normal. Mood scared and upset, affect anxious, slightly tearful, congruent. Thought process is linear; content is about disclosure/deployment fears, absent delusions. Denies hallucinations, suicidal/ homicidal ideation. Awareness, orientation 4/; memory intact; attention deficient. Good sense and perception.

    Differential Diagnoses:

    1.
    **Adjustment disorder with mixed anxiety and depressed mood (F43.23), primary.** Has to have an identifiable stressor, a onset within three months, and distress not attributable to another disorder (Keepers et al., 2024). His reactivation and hiding of his identity would be evident, as the new stressors would fall into this pattern; concealment is an established cause of chronic stress (Meyer, 2013).

    **2. Generalized anxiety disorder (F41.1).** Has at least six months of excessive worry in several areas, and the symptoms are characterized. He is only concerned about deployment/disclosure, which has been two months long, and the sleep/appetite intact, which eliminates this on both duration and breadth.

    **3. major depressive disorder (F32.x).** Needs five out of nine symptoms two weeks, such as depressed mood or anhedonia. The symptom threshold is not achieved as he has no anhedonia, change in appetite/sleep, or guilt.

    **4. Social anxiety disorder (F40.10).** Has six months or longer of marked fear of social/performance situations. Its fear is not that of generalized evaluation but that of a particular disclosure in a hostile environment and the term is not met, so this is precluded at present.

    **Critical thinking:** I contrasted his symptoms to the duration/breadth thresholds of the anxiety disorders and the number of symptoms in major depression; none were fulfilled. Adjustment disorder single was the most appropriate choice in case of a recent stressful event that had a proportionate and time-limited distress. Relevant positives: recognizable stressor, anxious/depressed, fear of disclosure, withdrawal, lack of concentration. Relevant negatives: no suicidal/homicidal thoughts, psychosis, history of psychiatric illness, or sleep/appetite loss.

    **Reflections:**

    Given a re-enactment of this session, I would ensure that I receive full substance use and family psychiatric history at intake, officially screen with the GAD-7 and PHQ-9 to establish a baseline of severity and conduct a full suicide risk assessment due to the high risk associated with concealment and minority stress (Meyer, 2013). I would also simply inquire about harassment, as he has heard derogatory language, as to whether he has been the one targeted.

    Legal/ethical: Military confidentiality is limited by consent, even though the advice on the ramifications of sharing information before deployment is limited by fitness-for-duty and command-notification requirements, I would discuss such limits directly instead of assuming that civilian-confidentiality is relevant. I would neither advise nor discourage his disclosure to his unit as I would respect his personal autonomy and inform him of the Equal Opportunity channels in which he heard the harassment, but would not disclose his identity to him. I would also consider the ethical risk of over-medicalizing a normal adjustment response against the risk of under-treating a service member who has an adjustment reaction that is complicated by concealment.

    Health promotion: The following factors are relevant: his age (19, emerging adult), no past history of psychiatric or medical problems, part-time-income socioeconomic status and reserve duty, and the stress of having a stigmatized identity in the military culture; at the same time, the race/ethnicity was not recorded. Since there are recorded mental health disparities and minority-related suicide risk linked to minority stress (Meyer, 2013), I would recommend him to LGBTQ-affirming, military-competent (Military OneSource, SPARTA), provide first-line cognitive-behavioral therapy (Walter et al., 2020), and regularly screen him on depression, anxiety, and substance use.

    **References**

    Keepers, G. A., Fochtmann, L. J., Anzia, J. M., Benjamin, S., Lyness, J. M., Mojtabai, R., … & Medicus, J. (2024). The American Psychiatric Association practice guideline for the treatment of patients with borderline personality disorder.
    _American Journal of Psychiatry_,
    _181_(11), 1024-1028.
    [https://psychiatryonline.org/doi/full/10.1176/appi.ajp.24181010](https://psychiatryonline.org/doi/full/10.1176/appi.ajp.24181010)

    Meyer, I. H. (2013). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: conceptual issues and research evidence.
    [https://psycnet.apa.org/journals/sgd/1/S/3/](https://psycnet.apa.org/journals/sgd/1/S/3/)

    Walter, H. J., Bukstein, O. G., Abright, A. R., Keable, H., Ramtekkar, U., Ripperger-Suhler, J., & Rockhill, C. (2020). Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders.
    _Journal of the American Academy of Child & Adolescent Psychiatry, 59_(10), 1107–1124.
    [https://www.sciencedirect.com/science/article/pii/S089085672030280X](https://www.sciencedirect.com/science/article/pii/S089085672030280X)

    © 2021 Walden University Page 1 of 3

    **NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nrnp-prac-6635-comprehensivepsychiatricevaluationexemplar-rev-4-2022-docx-10611515)

    **## week6hw.docx**

    Video notes:

    The patient verbalized her belief that her employer intends to terminate her employment because he has romantic feelings toward her. She stated that she believes her boss is attracted to her based on the way he looks at her, despite both individuals being in committed relationships. When asked to elaborate on her reasoning, the patient stated, "Because I am a strong, confident, beautiful woman. Of course, that is why he wants to fire me." The patient appeared to attribute the potential termination to her employer's perceived romantic interest rather than her reported lack of sales over the past three weeks.

    Additionally, the patient expressed that she is physically ill due to a "broken heart" and stated that she believes she has cancer. However, she acknowledged that she has not sought medical evaluation or received a formal diagnosis to support this belief. Because of her employer

    Name: Ms. Fatima Branning

    Gender: female

    Age: 28 years old

    T- 98.4 P- 82 R 18 124/74 Ht 5’0 Wt 118lbs

    Background: Raised by parents, lives alone in Coronado, CA. Only child. Works as an

    administrative assistance in car sales, has a bachelor’s in hospitality. Has medical history of

    scoliosis, currently treated with chiropractic care. Guarded and declined to discuss past

    psychiatric history. Denied family mental health issues, declined to allow you to speak to parents

    for collaborative information. Allergies: latex; menses regular, no birth control

    Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

    Incorporate the following into your responses in the template:

    ·
    **Subjective:** What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

    ·
    **Objective:** What observations did you make during the psychiatric assessment?

    ·
    **Assessment:** Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

    ·
    **Reflection notes:** What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

    **## NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate12.docx**

    **NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Template**

    **Week 4: (Anxiety Disorder)**

    Anthony Silva

    Walden University

    NRNP 6635: Psychopathology and Diagnostic Reasoning

    Professor Jennifer Goldsborough DNP

    9/26/26

    **Subjective:**

    **CC** (chief complaint): “I’m really scared that if I tell people I’m gay, they will treat me differently.”

    **HPI**: R.N. is a 19-year-old man, a Navy Reservist (Construction Mechanic, CM3), who has approximately two months of sadness, fear, and emotional distress due to being informed that he is being activated to go to deployment. He is having a hard time coming to terms with his sexuality and he has revealed it to no one other than this evaluator because he is afraid his unit will treat him differently; he also states that he hears homophobic words among service members, which is why he is afraid. He says, I am not comfortable telling anybody, and I have to go on tour, and I am angry about it. The severity is mild-moderate; the patient is functional but is not interacting with his peers, does not engage in any personal conversations, and his concentration and productivity in his part-time employment are significantly lower. Sleep (approximately 8 hours) and appetite intact; he withstands anhedonia, guilt, worthlessness, suicidal and homicidal ideation, self-mutilation, psychosis and mania.

    **Past Psychiatric History**:

    ·
    **G** eneral Statement: None; first evaluation.

    ·
    **C** aregivers (if applicable): independent adult, though parents remain supportive.

    ·
    **H** ospitalizations: None.

    ·
    **M** edication trials: None.

    ·
    **P** sychotherapy or
    **P** revious Psychiatric Diagnosis: None.

    **Substance Current Use and History:** Not received; to be filled in at follow-up, alcohol use consideration military-service risk.

    **Family Psychiatric/Substance Use History:** Not obtained; to be completed at follow-up

    **Psychosocial History:** Resides in Columbus, Ohio with his dog; has no children; parents live in the area and are supportive; single; part-time construction work and reserve duty; no legal or trauma history.

    **Medical History:** No chronic illness.

    ·
    **Current Medications**: None.

    ·
    **Allergies**:
    NKDA.

    ·
    **Reproductive Hx**:
    Not obtained; to be addressed as clinically indicated.

    **ROS**:

    ·
    **GENERAL:** Denies fever/weight change; reports anxiety.

    ·
    **HEENT:** Denies visual/hearing changes, sore throat.

    ·
    **SKIN:** Denies rash or sweating.

    ·
    **CARDIOVASCULAR:** Denies chest pain/palpitations.

    ·
    **RESPIRATORY:** Denies dyspnea/cough.

    ·
    **GASTROINTESTINAL:** Denies nausea/appetite change.

    ·
    **GENITOURINARY:** Denies dysuria.

    ·
    **NEUROLOGICAL:** Denies headache; reports mild concentration difficulty.

    ·
    **MUSCULOSKELETAL:** Denies pain/stiffness.

    ·
    **HEMATOLOGIC:** Denies bruising/bleeding.

    ·
    **LYMPHATICS:** Denies swollen nodes.

    ·
    **ENDOCRINOLOGIC:** Denies temperature intolerance, polyuria.

    **Objective:**

    **Physical exam:** if applicable T 97.0°F, P 70, R 18, BP 116/68, Ht 5’9”, Wt 175 lb (BMI 25.8), all within normal limits. He looks his claimed age and compliant, but evidently nervous when talking about disclosure.

    **Diagnostic results**: There are no standardized screening tools that have been implemented; GAD-7, PHQ-9, and a suicide risk screen will be used. Neither labs were ordered because there is no symptom of a medical contributor.

    **Assessment:**

    Mental Status Examination: Cooperative, groomed; speech normal. Mood scared and upset, affect anxious, slightly tearful, congruent. Thought process is linear; content is about disclosure/deployment fears, absent delusions. Denies hallucinations, suicidal/ homicidal ideation. Awareness, orientation 4/; memory intact; attention deficient. Good sense and perception.

    Differential Diagnoses:

    1.
    **Adjustment disorder with mixed anxiety and depressed mood (F43.23), primary.** Has to have an identifiable stressor, a onset within three months, and distress not attributable to another disorder (Keepers et al., 2024). His reactivation and hiding of his identity would be evident, as the new stressors would fall into this pattern; concealment is an established cause of chronic stress (Meyer, 2013).

    **2. Generalized anxiety disorder (F41.1).** Has at least six months of excessive worry in several areas, and the symptoms are characterized. He is only concerned about deployment/disclosure, which has been two months long, and the sleep/appetite intact, which eliminates this on both duration and breadth.

    **3. major depressive disorder (F32.x).** Needs five out of nine symptoms two weeks, such as depressed mood or anhedonia. The symptom threshold is not achieved as he has no anhedonia, change in appetite/sleep, or guilt.

    **4. Social anxiety disorder (F40.10).** Has six months or longer of marked fear of social/performance situations. Its fear is not that of generalized evaluation but that of a particular disclosure in a hostile environment and the term is not met, so this is precluded at present.

    **Critical thinking:** I contrasted his symptoms to the duration/breadth thresholds of the anxiety disorders and the number of symptoms in major depression; none were fulfilled. Adjustment disorder single was the most appropriate choice in case of a recent stressful event that had a proportionate and time-limited distress. Relevant positives: recognizable stressor, anxious/depressed, fear of disclosure, withdrawal, lack of concentration. Relevant negatives: no suicidal/homicidal thoughts, psychosis, history of psychiatric illness, or sleep/appetite loss.

    **Reflections:**

    Given a re-enactment of this session, I would ensure that I receive full substance use and family psychiatric history at intake, officially screen with the GAD-7 and PHQ-9 to establish a baseline of severity and conduct a full suicide risk assessment due to the high risk associated with concealment and minority stress (Meyer, 2013). I would also simply inquire about harassment, as he has heard derogatory language, as to whether he has been the one targeted.

    Legal/ethical: Military confidentiality is limited by consent, even though the advice on the ramifications of sharing information before deployment is limited by fitness-for-duty and command-notification requirements, I would discuss such limits directly instead of assuming that civilian-confidentiality is relevant. I would neither advise nor discourage his disclosure to his unit as I would respect his personal autonomy and inform him of the Equal Opportunity channels in which he heard the harassment, but would not disclose his identity to him. I would also consider the ethical risk of over-medicalizing a normal adjustment response against the risk of under-treating a service member who has an adjustment reaction that is complicated by concealment.

    Health promotion: The following factors are relevant: his age (19, emerging adult), no past history of psychiatric or medical problems, part-time-income socioeconomic status and reserve duty, and the stress of having a stigmatized identity in the military culture; at the same time, the race/ethnicity was not recorded. Since there are recorded mental health disparities and minority-related suicide risk linked to minority stress (Meyer, 2013), I would recommend him to LGBTQ-affirming, military-competent (Military OneSource, SPARTA), provide first-line cognitive-behavioral therapy (Walter et al., 2020), and regularly screen him on depression, anxiety, and substance use.

    **References**

    Keepers, G. A., Fochtmann, L. J., Anzia, J. M., Benjamin, S., Lyness, J. M., Mojtabai, R., … & Medicus, J. (2024). The American Psychiatric Association practice guideline for the treatment of patients with borderline personality disorder.
    _American Journal of Psychiatry_,
    _181_(11), 1024-1028.
    [https://psychiatryonline.org/doi/full/10.1176/appi.ajp.24181010](https://psychiatryonline.org/doi/full/10.1176/appi.ajp.24181010)

    Meyer, I. H. (2013). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: conceptual issues and research evidence.
    [https://psycnet.apa.org/journals/sgd/1/S/3/](https://psycnet.apa.org/journals/sgd/1/S/3/)

    Walter, H. J., Bukstein, O. G., Abright, A. R., Keable, H., Ramtekkar, U., Ripperger-Suhler, J., & Rockhill, C. (2020). Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders.
    _Journal of the American Academy of Child & Adolescent Psychiatry, 59_(10), 1107–1124.
    [https://www.sciencedirect.com/science/article/pii/S089085672030280X](https://www.sciencedirect.com/science/article/pii/S089085672030280X)

    © 2021 Walden University Page 1 of 3

    **NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docx**

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  • [Solved] Pathophysiology

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    **files (1)** – ## Finalassignment.pdf **## Finalassignment.pdf** Week 8 Signature Assignment: Professional Nursing Values Reflection Submission Assignment Instructions For your final assignment, reflect on what you have learned in this course, your nursing practice, your vision for future practice,…

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    **files (1)**

    – ## Finalassignment.pdf

    **## Finalassignment.pdf**

    Week 8 Signature Assignment: Professional Nursing Values Reflection

    Submission

    Assignment Instructions

    For your final assignment, reflect on what you have learned in this course, your nursing practice, your vision for
    future practice, and write your personal philosophy of nursing. Your reflection essay should include:

    • your personal and professional beliefs, values, and assumptions regarding the metaparadigm of
    nursing (person, health, environment, and nursing). [It may be helpful for you to reflect on
    actual patient care situations in order to clarify your professional beliefs, values, and
    assumptions about the 4 areas: person, health, environment, and nursing.];

    • the areas of cultural sensitivity and spirituality;
    • your vision for leadership in advanced nursing practice (how you may expand your current

    philosophy as an MSN prepared nurse), and
    • other key elements from this course.

    This may sound like an all-encompassing project but it is not meant to be insurmountable! You may have
    written one of these at the BSN level. If that is the case, please review it and see what may have changed
    since the time it was written.

    Organization of the paper should include an introduction with a thesis statement and a conclusion that
    summarizes the paper. The body of the paper needs to flow logically however you are free to configure it as
    you wish. Your APA-style reflection essay should be 5-8 pages in length. Additionally, include a reference list
    including at least 3 scholarly sources.

    Please submit your reflection typed in a Word document (.DOCX). PDF submissions will not be accepted. Click
    the assignment link to compare your work to the rubric before submitting it. Click the same link to submit your
    assignment.

    Due: Saturday at 11:59 p.m., CT
    Points Possible: 100

    ▾ ▾ ▾ ▾ ▾ ▾ ▾ ▾

    Word count: 0

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    **## Finalassignment.pdf**

    Week 8 Signature Assignment: Professional Nursing Values Reflection

    Submission

    Assignment Instructions

    For your final assignment, reflect on what you have learned in this course, your nursing practice, your vision for
    future practice, and write your personal philosophy of nursing. Your reflection essay should include:

    • your personal and professional beliefs, values, and assumptions regarding the metaparadigm of
    nursing (person, health, environment, and nursing). [It may be helpful for you to reflect on
    actual patient care situations in order to clarify your professional beliefs, values, and
    assumptions about the 4 areas: person, health, environment, and nursing.];

    • the areas of cultural sensitivity and spirituality;
    • your vision for leadership in advanced nursing practice (how you may expand your current

    philosophy as an MSN prepared nurse), and
    • other key elements from this course.

    This may sound like an all-encompassing project but it is not meant to be insurmountable! You may have
    written one of these at the BSN level. If that is the case, please review it and see what may have changed
    since the time it was written.

    Organization of the paper should include an introduction with a thesis statement and a conclusion that
    summarizes the paper. The body of the paper needs to flow logically however you are free to configure it as
    you wish. Your APA-style reflection essay should be 5-8 pages in length. Additionally, include a reference list
    including at least 3 scholarly sources.

    Please submit your reflection typed in a Word document (.DOCX). PDF submissions will not be accepted. Click
    the assignment link to compare your work to the rubric before submitting it. Click the same link to submit your
    assignment.

    Due: Saturday at 11:59 p.m., CT
    Points Possible: 100

    ▾ ▾ ▾ ▾ ▾ ▾ ▾ ▾

    Word count: 0

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    Drag files here
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  • [Solved] PICOT Sources review

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    **files (4)** – ## PICOTQuestion.docx – ## BSN355LitReviewTemplate1.docx – ## BSN355_Literature_Review_Checklist1.docx – ## CapstoneRubric.docx **## PICOTQuestion.docx** PICOT Question In patients undergoing surgical procedures, will preoperative skin cleansing with chlorhexidine compared to the …

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    **files (4)**

    – ## PICOTQuestion.docx

    – ## BSN355LitReviewTemplate1.docx

    – ## BSN355_Literature_Review_Checklist1.docx

    – ## CapstoneRubric.docx

    **## PICOTQuestion.docx**

    PICOT Question

    In patients undergoing surgical procedures, will preoperative skin cleansing with chlorhexidine compared to the current practice, number of surgical site infections by 30% within 7days after surgery?

    **## BSN355LitReviewTemplate1.docx**

    1

    2

    For the title page, follow the guidelines below. Information without brackets should remain as written. The learner should replace the information within the brackets with the requested information, and all prior information and brackets should be removed.

    **Literature Review**

    [Remove brackets & insert Your Full Name Here]

    Nightingale College

    [Remove brackets & insert Your Course Number, Section & Course Title]

    [Remove brackets & insert Your instructor’s name using Professor or Dr. ________]

    [Remove brackets & insert Month, Day, Year – this is the date the assignment is due, not the date it is submitted]

    **Prior to submitting your paper, make sure to remove all instructions in brackets on the following pages.**

    **Literature Review**

    [
    **The introduction to the paper must be at least 5 sentences with 1 in-text citation, a fully stated purpose statement, and PICOT Question.** In this section, introduce the topic to the reader. Indicate why the selected topic is important and why it is important to conduct a literature review as part of the project. Make sure the PICOT question is written as a quality improvement question, not a research question and that it contains all components of “PICOT”. End this section stating, "The purpose of this paper is … "]

    **Project Proposal Topic**

    [
    **The project proposal section must be at least 1 fully formed paragraph (at least 5 sentences in length) with in-text citations.** In this section, present an overview of the topic by discussing the topic in general. Consider providing some background information and describing the gap (current practice versus best practice) in nursing practice that was identified. Consider using statistics here to reinforce the point.]

    **Methods of Searching**

    [
    **This section must be at least 1 fully formed paragraph (at least 5 sentences in length).** This section should describe how the literature search was conducted. For example: “A literature review was conducted using both electronic and manual resources…” Describe how the search for literature was conducted by explaining what databases or search engines were used to find the peer-reviewed articles. Describe what keywords were used; what date range was used to obtain the most current information (remember they must be less than 5 years old); what things were excluded (example: blogs, websites with biased information, etc).]

    **Review of the Literature**

    [
    **There must be at least 5 fully formed paragraphs (at least 5 sentences in length) with 5 in-text citations that correlate with the current, peer-reviewed references used.** This will be the bulk of the review. Organization of the material here is important. In one paragraph for each of the 5 current, peer-reviewed articles, elaborate on the relation to the project topic/PICOT question, as well as what best practices were identified. Integrate key details of each article, demonstrating a clear understanding of the content reviewed. Consider the main takeaways after reading each article as they relate to the project project/intervention. This section should outline details of each article and also include the learner’s insight as they relate to the project and PICOT. Also include any other pertinent information about the topic that was discussed in the articles chosen.]

    **Findings**

    [
    **This section must be at least 2 fully formed paragraphs (at least 5 sentences in length) with in-text citations.** In this section, provide a summary of the most significant findings found in the “Review of the Literature” section. Identify strengths and weaknesses of the literature (for example, small sample sizes that limit the validity of the findings or conclusions that you disagree with as an evaluator); and identify any gaps in the literature found. Begin with “The literature has shown…”]

    **Conclusion**

    [
    **The section should be at least 1 paragraph (at least 5 sentences in length), summarize at least 3 key points, and contain at least 1 in-text citation**. Provide a thorough summary with at least 3 key points. Although not required, it is suggested learners restate the PICOT question in this section, so the reader is drawn to refocus on the topic/question.]

    **References**

    [There must be at least 5 current (within the last 5 years), peer-reviewed references. Use APA-7 formatting specific to reference type, including (but not limited to) alphabetical order and hanging indent. Specific reference examples have been discussed in the webinars.]

    **## BSN355_Literature_Review_Checklist1.docx**

    **BSN 355 Literature Review**

    Quick-Reference Checklist

    _Use this checklist to make sure your Literature Review assignment meets all requirements before submission._

    | | | |
    | — | — | — |
    | **Section** | **Length** | **Must Include** |
    | **Title Page** | — | Standard title page elements; APA-7 format: right-aligned page number; title 3–4 lines down, centered; double-spaced; date written long-form (no "st"/"th"); page numbers top-right on every page |
    | **Literature Review (Intro)** | 1 paragraph, <br>> 5 sentences per ¶; at least 1 citation | Why the topic matters, why a lit review is done, correctly written quality improvement PICOT question (correct format with changes made based on previous instructor feedback), purpose statement (purpose of the paper, not the project) |
    | **Project Proposal Topic** | 1 paragraph,<br>> 5 sentences per ¶; intext citations | Topic overview, background information about the topic, current vs. best practice gap, cited statistics |
    | **Methods of Searching** | 1 paragraph, <br>> 5 sentences per ¶ | Databases used, keywords, date range (less than 5 years old), inclusion/exclusion criteria |
    | **Review of the Literature** | 5 paragraphs, <br>> 5 sentences per ¶; 1 citation per <br>> 5 ¶ | One recent peer-reviewed article (5 years or newer) per paragraph (non-peer-reviewed/older than 5 years will not be accepted in this section); at least 5 sources; integrate key details of each article and demonstrate a clear understanding of the content; summarize each article findings plus relevance to PICOT |
    | **Findings** | 2 paragraphs, <br>> 5 sentences per ¶; intext citations | Summarize key findings across all 5 articles; synthesize strengths, weaknesses, and gaps |
    | **Conclusion** | 1 paragraph, <br>> 5 sentences per ¶; 1 intext citation | At least 3 key points, summarizes the project and ties back to literature, restates PICOT |
    | **Reference List** | 5 current (within 5 years), peer-reviewed sources | Separate page, alphabetized, handing indent for each reference, double-space throughout, all references in APA-7 format based on type of reference; working links (DOIs or hyperlinks) |

    **Before You Submit**

    ☐ Read your paper aloud — catch 3rd-person slips, missing citations, and paragraph length issues

    ☐ Confirm every in-text citation has a matching reference list entry

    ☐ Confirm your PICOT is correct/approved before pasting it into this paper — an incorrect PICOT costs 10 points automatically

    ☐ Double-check all sources are within the last 5 years, are peer-reviewed and the DOI/hyperlink is functional/accessible

    ☐ This assignment may be submitted only once — make sure your final draft is truly ready before uploading

    _BSN 355 Capstone Proposal — Week 6 Literature Review Assignment_

    **## CapstoneRubric.docx**

    **BSN355 Capstone Literature Review 2026-1**

    | | | |
    | — | — | — |
    | BSN355 Capstone Literature Review 2026-1 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeIntentional Learning and Reflection | **15 ptsExemplary**(15 pts) Identifies and addresses a meaningful quality improvement opportunity, presenting a clear purpose statement and PICOT question that guides the content in an engaging and thought provoking- manner. The PICOT question clearly and concisely articulates the improvement aim or practice change focus and remains- the central focal point throughout the presentation. Demonstrates a strong understanding of the quality issue and provides a careful, critical analysis of contributing factors, current practices, and proposed improvement strategies.<br> <br>**10 ptsAccomplished**(10 pts) Identifies and addresses a relevant quality improvement opportunity and presents a clear purpose statement and PICOT question that provide adequate direction for the content. The PICOT question outlines the improvement aim or practice change- focus and generally remains the focal point throughout the paper. Demonstrates an understanding of the quality issue and provides general critical analysis of contributing factors, current processes, and potential improvement strategies.<br> <br>**5 ptsDeveloping**(5 pts) Identifies a quality improvement issue, though the focus may be too broad and/or the purpose statement OR PICOT question lack clarity and require further development. The central improvement aim is not consistently maintained throughout the paper. Demonstrates a basic understanding of the quality issue with limited critical analysis of contributing factors, current processes, or potential improvement strategies. Summarizes different approaches, barriers, or alternative solutions but does not yet deeply explore their implications for practice or outcomes.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Fails to identify a relevant quality improvement issue, or the issue is not clearly defined and the paper lacks consistent focus throughout. The PICOT question is not present. Demonstrates a lack of understanding of the quality problem and provides inadequate analysis of contributing factors, current processes, or potential improvement strategies. Discussion remains superficial, relying on personal opinions or preferences rather than data informed, -system based critical analysis-. | 15 pts |
    | This criterion is linked to a Learning OutcomeDecision Making and Clinical Reasoning | **15 ptsExemplary**(15 pts) Provides five current, peer-reviewed sources that present accurate, distinguishing evidence and effectively integrate the main concept into the assignment. Sources are relevant, accurate, current (less than 5 years old) and reliable, reflecting and validating the strength of the content.<br> <br>**10 ptsAccomplished**(10 pts) Provides evidence to support the main concept. There are at least 5 sources, however, there are not at least 5 sources that are peer-reviewed and current (less than 5 years).<br> <br>**5 ptsDeveloping**(5 pts) Provides evidence to support the main concept with less than 5 adequate and permissible (current/less than 5 years old and peer-reviewed) sources<br> <br>**0 ptsUnsatisfactory – Beginning**(0 pts) There are no sources or the sources in the submission are not aligned with the reference list. | 15 pts |
    | This criterion is linked to a Learning OutcomeOrganization & Presentation | **15 ptsExemplary**(15 pts) Ideas are organized logically, flows smoothly, and with an effective progression of thought from paragraph to paragraph connecting to the central position. Includes all required components (introduction, body, conclusion, citations, references, etc)<br> <br>**10 ptsAccomplished**(10 pts) Ideas are organized with progression of thought from paragraph to paragraph connecting to the central position. The progression may flow awkwardly and be difficult to follow at times but is generally understandable. Includes all required components (introduction, body, conclusion, citations, references, etc.).<br> <br>**5 ptsDeveloping**(5 pts) Ideas may not flow well and/or connect to the central position. The lack of logical progression diminishes understanding. Or may be missing a required component and/or components (introduction, body, conclusion, citations, references, etc.) are less than complete.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Content lacks logical organization and impedes readers’ comprehension of ideas. For a paper, central position is not evident, or the paper is missing multiple required components (introduction, body, conclusion, citations, references, etc.). | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting and APA Formatting | **15 ptsExemplary**(15 pts) Content is well written and uses standard English characterized by elements of a strong writing style. Basically, free from grammar, punctuation, spelling, usage, or formatting errors. APA guidelines for formatting are consistently followed.<br> <br>**10 ptsAccomplished**(10 pts) Content shows above average writing style and clarity in writing using standard English. Minor errors in grammar, punctuation, spelling, usage, and/or formatting are noted. APA guidelines for formatting are mostly followed.<br> <br>**5 ptsDeveloping**(5 pts) Content shows an average and/or casual writing style using standard English. Some errors in spelling, grammar, punctuation, and word usage. Use of APA guidelines for formatting are generally present, however several errors are noted.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Content shows a below average/poor writing style lacking in elements of appropriate standard English. Frequent errors in spelling, grammar, punctuation, and word usage. APA guidelines for formatting are not followed. | 15 pts |

    Total Points: 60

    **## CapstoneRubric.docx**

    **BSN355 Capstone Literature Review 2026-1**

    | | | |
    | — | — | — |
    | BSN355 Capstone Literature Review 2026-1 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeIntentional Learning and Reflection | **15 ptsExemplary**(15 pts) Identifies and addresses a meaningful quality improvement opportunity, presenting a clear purpose statement and PICOT question that guides the content in an engaging and thought provoking- manner. The PICOT question clearly and concisely articulates the improvement aim or practice change focus and remains- the central focal point throughout the presentation. Demonstrates a strong understanding of the quality issue and provides a careful, critical analysis of contributing factors, current practices, and proposed improvement strategies.<br> <br>**10 ptsAccomplished**(10 pts) Identifies and addresses a relevant quality improvement opportunity and presents a clear purpose statement and PICOT question that provide adequate direction for the content. The PICOT question outlines the improvement aim or practice change- focus and generally remains the focal point throughout the paper. Demonstrates an understanding of the quality issue and provides general critical analysis of contributing factors, current processes, and potential improvement strategies.<br> <br>**5 ptsDeveloping**(5 pts) Identifies a quality improvement issue, though the focus may be too broad and/or the purpose statement OR PICOT question lack clarity and require further development. The central improvement aim is not consistently maintained throughout the paper. Demonstrates a basic understanding of the quality issue with limited critical analysis of contributing factors, current processes, or potential improvement strategies. Summarizes different approaches, barriers, or alternative solutions but does not yet deeply explore their implications for practice or outcomes.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Fails to identify a relevant quality improvement issue, or the issue is not clearly defined and the paper lacks consistent focus throughout. The PICOT question is not present. Demonstrates a lack of understanding of the quality problem and provides inadequate analysis of contributing factors, current processes, or potential improvement strategies. Discussion remains superficial, relying on personal opinions or preferences rather than data informed, -system based critical analysis-. | 15 pts |
    | This criterion is linked to a Learning OutcomeDecision Making and Clinical Reasoning | **15 ptsExemplary**(15 pts) Provides five current, peer-reviewed sources that present accurate, distinguishing evidence and effectively integrate the main concept into the assignment. Sources are relevant, accurate, current (less than 5 years old) and reliable, reflecting and validating the strength of the content.<br> <br>**10 ptsAccomplished**(10 pts) Provides evidence to support the main concept. There are at least 5 sources, however, there are not at least 5 sources that are peer-reviewed and current (less than 5 years).<br> <br>**5 ptsDeveloping**(5 pts) Provides evidence to support the main concept with less than 5 adequate and permissible (current/less than 5 years old and peer-reviewed) sources<br> <br>**0 ptsUnsatisfactory – Beginning**(0 pts) There are no sources or the sources in the submission are not aligned with the reference list. | 15 pts |
    | This criterion is linked to a Learning OutcomeOrganization & Presentation | **15 ptsExemplary**(15 pts) Ideas are organized logically, flows smoothly, and with an effective progression of thought from paragraph to paragraph connecting to the central position. Includes all required components (introduction, body, conclusion, citations, references, etc)<br> <br>**10 ptsAccomplished**(10 pts) Ideas are organized with progression of thought from paragraph to paragraph connecting to the central position. The progression may flow awkwardly and be difficult to follow at times but is generally understandable. Includes all required components (introduction, body, conclusion, citations, references, etc.).<br> <br>**5 ptsDeveloping**(5 pts) Ideas may not flow well and/or connect to the central position. The lack of logical progression diminishes understanding. Or may be missing a required component and/or components (introduction, body, conclusion, citations, references, etc.) are less than complete.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Content lacks logical organization and impedes readers’ comprehension of ideas. For a paper, central position is not evident, or the paper is missing multiple required components (introduction, body, conclusion, citations, references, etc.). | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting and APA Formatting | **15 ptsExemplary**(15 pts) Content is well written and uses standard English characterized by elements of a strong writing style. Basically, free from grammar, punctuation, spelling, usage, or formatting errors. APA guidelines for formatting are consistently followed.<br> <br>**10 ptsAccomplished**(10 pts) Content shows above average writing style and clarity in writing using standard English. Minor errors in grammar, punctuation, spelling, usage, and/or formatting are noted. APA guidelines for formatting are mostly followed.<br> <br>**5 ptsDeveloping**(5 pts) Content shows an average and/or casual writing style using standard English. Some errors in spelling, grammar, punctuation, and word usage. Use of APA guidelines for formatting are generally present, however several errors are noted.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Content shows a below average/poor writing style lacking in elements of appropriate standard English. Frequent errors in spelling, grammar, punctuation, and word usage. APA guidelines for formatting are not followed. | 15 pts |

    Total Points: 60

    **## PICOTQuestion.docx**

    PICOT Question

    In patients undergoing surgical procedures, will preoperative skin cleansing with chlorhexidine compared to the current practice, number of surgical site infections by 30% within 7days after surgery?

    **## BSN355LitReviewTemplate1.docx**

    1

    2

    For the title page, follow the guidelines below. Information without brackets should remain as written. The learner should replace the information within the brackets with the requested information, and all prior information and brackets should be removed.

    **Literature Review**

    [Remove brackets & insert Your Full Name Here]

    Nightingale College

    [Remove brackets & insert Your Course Number, Section & Course Title]

    [Remove brackets & insert Your instructor’s name using Professor or Dr. ________]

    [Remove brackets & insert Month, Day, Year – this is the date the assignment is due, not the date it is submitted]

    **Prior to submitting your paper, make sure to remove all instructions in brackets on the following pages.**

    **Literature Review**

    [
    **The introduction to the paper must be at least 5 sentences with 1 in-text citation, a fully stated purpose statement, and PICOT Question.** In this section, introduce the topic to the reader. Indicate why the selected topic is important and why it is important to conduct a literature review as part of the project. Make sure the PICOT question is written as a quality improvement question, not a research question and that it contains all components of “PICOT”. End this section stating, "The purpose of this paper is … "]

    **Project Proposal Topic**

    [
    **The project proposal section must be at least 1 fully formed paragraph (at least 5 sentences in length) with in-text citations.** In this section, present an overview of the topic by discussing the topic in general. Consider providing some background information and describing the gap (current practice versus best practice) in nursing practice that was identified. Consider using statistics here to reinforce the point.]

    **Methods of Searching**

    [
    **This section must be at least 1 fully formed paragraph (at least 5 sentences in length).** This section should describe how the literature search was conducted. For example: “A literature review was conducted using both electronic and manual resources…” Describe how the search for literature was conducted by explaining what databases or search engines were used to find the peer-reviewed articles. Describe what keywords were used; what date range was used to obtain the most current information (remember they must be less than 5 years old); what things were excluded (example: blogs, websites with biased information, etc).]

    **Review of the Literature**

    [
    **There must be at least 5 fully formed paragraphs (at least 5 sentences in length) with 5 in-text citations that correlate with the current, peer-reviewed references used.** This will be the bulk of the review. Organization of the material here is important. In one paragraph for each of the 5 current, peer-reviewed articles, elaborate on the relation to the project topic/PICOT question, as well as what best practices were identified. Integrate key details of each article, demonstrating a clear understanding of the content reviewed. Consider the main takeaways after reading each article as they relate to the project project/intervention. This section should outline details of each article and also include the learner’s insight as they relate to the project and PICOT. Also include any other pertinent information about the topic that was discussed in the articles chosen.]

    **Findings**

    [
    **This section must be at least 2 fully formed paragraphs (at least 5 sentences in length) with in-text citations.** In this section, provide a summary of the most significant findings found in the “Review of the Literature” section. Identify strengths and weaknesses of the literature (for example, small sample sizes that limit the validity of the findings or conclusions that you disagree with as an evaluator); and identify any gaps in the literature found. Begin with “The literature has shown…”]

    **Conclusion**

    [
    **The section should be at least 1 paragraph (at least 5 sentences in length), summarize at least 3 key points, and contain at least 1 in-text citation**. Provide a thorough summary with at least 3 key points. Although not required, it is suggested learners restate the PICOT question in this section, so the reader is drawn to refocus on the topic/question.]

    **References**

    [There must be at least 5 current (within the last 5 years), peer-reviewed references. Use APA-7 formatting specific to reference type, including (but not limited to) alphabetical order and hanging indent. Specific reference examples have been discussed in the webinars.]

    **## BSN355_Literature_Review_Checklist1.docx**

    **BSN 355 Literature Review**

    Quick-Reference Checklist

    _Use this checklist to make sure your Literature Review assignment meets all requirements before submission._

    | | | |
    | — | — | — |
    | **Section** | **Length** | **Must Include** |
    | **Title Page** | — | Standard title page elements; APA-7 format: right-aligned page number; title 3–4 lines down, centered; double-spaced; date written long-form (no "st"/"th"); page numbers top-right on every page |
    | **Literature Review (Intro)** | 1 paragraph, <br>> 5 sentences per ¶; at least 1 citation | Why the topic matters, why a lit review is done, correctly written quality improvement PICOT question (correct format with changes made based on previous instructor feedback), purpose statement (purpose of the paper, not the project) |
    | **Project Proposal Topic** | 1 paragraph,<br>> 5 sentences per ¶; intext citations | Topic overview, background information about the topic, current vs. best practice gap, cited statistics |
    | **Methods of Searching** | 1 paragraph, <br>> 5 sentences per ¶ | Databases used, keywords, date range (less than 5 years old), inclusion/exclusion criteria |
    | **Review of the Literature** | 5 paragraphs, <br>> 5 sentences per ¶; 1 citation per <br>> 5 ¶ | One recent peer-reviewed article (5 years or newer) per paragraph (non-peer-reviewed/older than 5 years will not be accepted in this section); at least 5 sources; integrate key details of each article and demonstrate a clear understanding of the content; summarize each article findings plus relevance to PICOT |
    | **Findings** | 2 paragraphs, <br>> 5 sentences per ¶; intext citations | Summarize key findings across all 5 articles; synthesize strengths, weaknesses, and gaps |
    | **Conclusion** | 1 paragraph, <br>> 5 sentences per ¶; 1 intext citation | At least 3 key points, summarizes the project and ties back to literature, restates PICOT |
    | **Reference List** | 5 current (within 5 years), peer-reviewed sources | Separate page, alphabetized, handing indent for each reference, double-space throughout, all references in APA-7 format based on type of reference; working links (DOIs or hyperlinks) |

    **Before You Submit**

    ☐ Read your paper aloud — catch 3rd-person slips, missing citations, and paragraph length issues

    ☐ Confirm every in-text citation has a matching reference list entry

    ☐ Confirm your PICOT is correct/approved before pasting it into this paper — an incorrect PICOT costs 10 points automatically

    ☐ Double-check all sources are within the last 5 years, are peer-reviewed and the DOI/hyperlink is functional/accessible

    ☐ This assignment may be submitted only once — make sure your final draft is truly ready before uploading

    _BSN 355 Capstone Proposal — Week 6 Literature Review Assignment_

    **## CapstoneRubric.docx**

    **BSN355 Capstone Literature Review 2026-1**

    | | | |
    | — | — | — |
    | BSN355 Capstone Literature Review 2026-1 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeIntentional Learning and Reflection | **15 ptsExemplary**(15 pts) Identifies and addresses a meaningful quality improvement opportunity, presenting a clear purpose statement and PICOT question that guides the content in an engaging and thought provoking- manner. The PICOT question clearly and concisely articulates the improvement aim or practice change focus and remains- the central focal point throughout the presentation. Demonstrates a strong understanding of the quality issue and provides a careful, critical analysis of contributing factors, current practices, and proposed improvement strategies.<br> <br>**10 ptsAccomplished**(10 pts) Identifies and addresses a relevant quality improvement opportunity and presents a clear purpose statement and PICOT question that provide adequate direction for the content. The PICOT question outlines the improvement aim or practice change- focus and generally remains the focal point throughout the paper. Demonstrates an understanding of the quality issue and provides general critical analysis of contributing factors, current processes, and potential improvement strategies.<br> <br>**5 ptsDeveloping**(5 pts) Identifies a quality improvement issue, though the focus may be too broad and/or the purpose statement OR PICOT question lack clarity and require further development. The central improvement aim is not consistently maintained throughout the paper. Demonstrates a basic understanding of the quality issue with limited critical analysis of contributing factors, current processes, or potential improvement strategies. Summarizes different approaches, barriers, or alternative solutions but does not yet deeply explore their implications for practice or outcomes.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Fails to identify a relevant quality improvement issue, or the issue is not clearly defined and the paper lacks consistent focus throughout. The PICOT question is not present. Demonstrates a lack of understanding of the quality problem and provides inadequate analysis of contributing factors, current processes, or potential improvement strategies. Discussion remains superficial, relying on personal opinions or preferences rather than data informed, -system based critical analysis-. | 15 pts |
    | This criterion is linked to a Learning OutcomeDecision Making and Clinical Reasoning | **15 ptsExemplary**(15 pts) Provides five current, peer-reviewed sources that present accurate, distinguishing evidence and effectively integrate the main concept into the assignment. Sources are relevant, accurate, current (less than 5 years old) and reliable, reflecting and validating the strength of the content.<br> <br>**10 ptsAccomplished**(10 pts) Provides evidence to support the main concept. There are at least 5 sources, however, there are not at least 5 sources that are peer-reviewed and current (less than 5 years).<br> <br>**5 ptsDeveloping**(5 pts) Provides evidence to support the main concept with less than 5 adequate and permissible (current/less than 5 years old and peer-reviewed) sources<br> <br>**0 ptsUnsatisfactory – Beginning**(0 pts) There are no sources or the sources in the submission are not aligned with the reference list. | 15 pts |
    | This criterion is linked to a Learning OutcomeOrganization & Presentation | **15 ptsExemplary**(15 pts) Ideas are organized logically, flows smoothly, and with an effective progression of thought from paragraph to paragraph connecting to the central position. Includes all required components (introduction, body, conclusion, citations, references, etc)<br> <br>**10 ptsAccomplished**(10 pts) Ideas are organized with progression of thought from paragraph to paragraph connecting to the central position. The progression may flow awkwardly and be difficult to follow at times but is generally understandable. Includes all required components (introduction, body, conclusion, citations, references, etc.).<br> <br>**5 ptsDeveloping**(5 pts) Ideas may not flow well and/or connect to the central position. The lack of logical progression diminishes understanding. Or may be missing a required component and/or components (introduction, body, conclusion, citations, references, etc.) are less than complete.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Content lacks logical organization and impedes readers’ comprehension of ideas. For a paper, central position is not evident, or the paper is missing multiple required components (introduction, body, conclusion, citations, references, etc.). | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting and APA Formatting | **15 ptsExemplary**(15 pts) Content is well written and uses standard English characterized by elements of a strong writing style. Basically, free from grammar, punctuation, spelling, usage, or formatting errors. APA guidelines for formatting are consistently followed.<br> <br>**10 ptsAccomplished**(10 pts) Content shows above average writing style and clarity in writing using standard English. Minor errors in grammar, punctuation, spelling, usage, and/or formatting are noted. APA guidelines for formatting are mostly followed.<br> <br>**5 ptsDeveloping**(5 pts) Content shows an average and/or casual writing style using standard English. Some errors in spelling, grammar, punctuation, and word usage. Use of APA guidelines for formatting are generally present, however several errors are noted.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Content shows a below average/poor writing style lacking in elements of appropriate standard English. Frequent errors in spelling, grammar, punctuation, and word usage. APA guidelines for formatting are not followed. | 15 pts |

    Total Points: 60

    **## PICOTQuestion.docx**

    PICOT Question

    In patients undergoing surgical procedures, will preoperative skin cleansing with chlorhexidine compared to the current practice, number of surgical site infections by 30% within 7days after surgery?

    **## BSN355LitReviewTemplate1.docx**

    1

    2

    For the title page, follow the guidelines below. Information without brackets should remain as written. The learner should replace the information within the brackets with the requested information, and all prior information and brackets should be removed.

    **Literature Review**

    [Remove brackets & insert Your Full Name Here]

    Nightingale College

    [Remove brackets & insert Your Course Number, Section & Course Title]

    [Remove brackets & insert Your instructor’s name using Professor or Dr. ________]

    [Remove brackets & insert Month, Day, Year – this is the date the assignment is due, not the date it is submitted]

    **Prior to submitting your paper, make sure to remove all instructions in brackets on the following pages.**

    **Literature Review**

    [
    **The introduction to the paper must be at least 5 sentences with 1 in-text citation, a fully stated purpose statement, and PICOT Question.** In this section, introduce the topic to the reader. Indicate why the selected topic is important and why it is important to conduct a literature review as part of the project. Make sure the PICOT question is written as a quality improvement question, not a research question and that it contains all components of “PICOT”. End this section stating, "The purpose of this paper is … "]

    **Project Proposal Topic**

    [
    **The project proposal section must be at least 1 fully formed paragraph (at least 5 sentences in length) with in-text citations.** In this section, present an overview of the topic by discussing the topic in general. Consider providing some background information and describing the gap (current practice versus best practice) in nursing practice that was identified. Consider using statistics here to reinforce the point.]

    **Methods of Searching**

    [
    **This section must be at least 1 fully formed paragraph (at least 5 sentences in length).** This section should describe how the literature search was conducted. For example: “A literature review was conducted using both electronic and manual resources…” Describe how the search for literature was conducted by explaining what databases or search engines were used to find the peer-reviewed articles. Describe what keywords were used; what date range was used to obtain the most current information (remember they must be less than 5 years old); what things were excluded (example: blogs, websites with biased information, etc).]

    **Review of the Literature**

    [
    **There must be at least 5 fully formed paragraphs (at least 5 sentences in length) with 5 in-text citations that correlate with the current, peer-reviewed references used.** This will be the bulk of the review. Organization of the material here is important. In one paragraph for each of the 5 current, peer-reviewed articles, elaborate on the relation to the project topic/PICOT question, as well as what best practices were identified. Integrate key details of each article, demonstrating a clear understanding of the content reviewed. Consider the main takeaways after reading each article as they relate to the project project/intervention. This section should outline details of each article and also include the learner’s insight as they relate to the project and PICOT. Also include any other pertinent information about the topic that was discussed in the articles chosen.]

    **Findings**

    [
    **This section must be at least 2 fully formed paragraphs (at least 5 sentences in length) with in-text citations.** In this section, provide a summary of the most significant findings found in the “Review of the Literature” section. Identify strengths and weaknesses of the literature (for example, small sample sizes that limit the validity of the findings or conclusions that you disagree with as an evaluator); and identify any gaps in the literature found. Begin with “The literature has shown…”]

    **Conclusion**

    [
    **The section should be at least 1 paragraph (at least 5 sentences in length), summarize at least 3 key points, and contain at least 1 in-text citation**. Provide a thorough summary with at least 3 key points. Although not required, it is suggested learners restate the PICOT question in this section, so the reader is drawn to refocus on the topic/question.]

    **References**

    [There must be at least 5 current (within the last 5 years), peer-reviewed references. Use APA-7 formatting specific to reference type, including (but not limited to) alphabetical order and hanging indent. Specific reference examples have been discussed in the webinars.]

    **## BSN355_Literature_Review_Checklist1.docx**

    **BSN 355 Literature Review**

    Quick-Reference Checklist

    _Use this checklist to make sure your Literature Review assignment meets all requirements before submission._

    | | | |
    | — | — | — |
    | **Section** | **Length** | **Must Include** |
    | **Title Page** | — | Standard title page elements; APA-7 format: right-aligned page number; title 3–4 lines down, centered; double-spaced; date written long-form (no "st"/"th"); page numbers top-right on every page |
    | **Literature Review (Intro)** | 1 paragraph, <br>> 5 sentences per ¶; at least 1 citation | Why the topic matters, why a lit review is done, correctly written quality improvement PICOT question (correct format with changes made based on previous instructor feedback), purpose statement (purpose of the paper, not the project) |
    | **Project Proposal Topic** | 1 paragraph,<br>> 5 sentences per ¶; intext citations | Topic overview, background information about the topic, current vs. best practice gap, cited statistics |
    | **Methods of Searching** | 1 paragraph, <br>> 5 sentences per ¶ | Databases used, keywords, date range (less than 5 years old), inclusion/exclusion criteria |
    | **Review of the Literature** | 5 paragraphs, <br>> 5 sentences per ¶; 1 citation per <br>> 5 ¶ | One recent peer-reviewed article (5 years or newer) per paragraph (non-peer-reviewed/older than 5 years will not be accepted in this section); at least 5 sources; integrate key details of each article and demonstrate a clear understanding of the content; summarize each article findings plus relevance to PICOT |
    | **Findings** | 2 paragraphs, <br>> 5 sentences per ¶; intext citations | Summarize key findings across all 5 articles; synthesize strengths, weaknesses, and gaps |
    | **Conclusion** | 1 paragraph, <br>> 5 sentences per ¶; 1 intext citation | At least 3 key points, summarizes the project and ties back to literature, restates PICOT |
    | **Reference List** | 5 current (within 5 years), peer-reviewed sources | Separate page, alphabetized, handing indent for each reference, double-space throughout, all references in APA-7 format based on type of reference; working links (DOIs or hyperlinks) |

    **Before You Submit**

    ☐ Read your paper aloud — catch 3rd-person slips, missing citations, and paragraph length issues

    ☐ Confirm every in-text citation has a matching reference list entry

    ☐ Confirm your PICOT is correct/approved before pasting it into this paper — an incorrect PICOT costs 10 points automatically

    ☐ Double-check all sources are within the last 5 years, are peer-reviewed and the DOI/hyperlink is functional/accessible

    ☐ This assignment may be submitted only once — make sure your final draft is truly ready before uploading

    _BSN 355 Capstone Proposal — Week 6 Literature Review Assignment_

    **## CapstoneRubric.docx**

    **BSN355 Capstone Literature Review 2026-1**

    | | | |
    | — | — | — |
    | BSN355 Capstone Literature Review 2026-1 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeIntentional Learning and Reflection | **15 ptsExemplary**(15 pts) Identifies and addresses a meaningful quality improvement opportunity, presenting a clear purpose statement and PICOT question that guides the content in an engaging and thought provoking- manner. The PICOT question clearly and concisely articulates the improvement aim or practice change focus and remains- the central focal point throughout the presentation. Demonstrates a strong understanding of the quality issue and provides a careful, critical analysis of contributing factors, current practices, and proposed improvement strategies.<br> <br>**10 ptsAccomplished**(10 pts) Identifies and addresses a relevant quality improvement opportunity and presents a clear purpose statement and PICOT question that provide adequate direction for the content. The PICOT question outlines the improvement aim or practice change- focus and generally remains the focal point throughout the paper. Demonstrates an understanding of the quality issue and provides general critical analysis of contributing factors, current processes, and potential improvement strategies.<br> <br>**5 ptsDeveloping**(5 pts) Identifies a quality improvement issue, though the focus may be too broad and/or the purpose statement OR PICOT question lack clarity and require further development. The central improvement aim is not consistently maintained throughout the paper. Demonstrates a basic understanding of the quality issue with limited critical analysis of contributing factors, current processes, or potential improvement strategies. Summarizes different approaches, barriers, or alternative solutions but does not yet deeply explore their implications for practice or outcomes.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Fails to identify a relevant quality improvement issue, or the issue is not clearly defined and the paper lacks consistent focus throughout. The PICOT question is not present. Demonstrates a lack of understanding of the quality problem and provides inadequate analysis of contributing factors, current processes, or potential improvement strategies. Discussion remains superficial, relying on personal opinions or preferences rather than data informed, -system based critical analysis-. | 15 pts |
    | This criterion is linked to a Learning OutcomeDecision Making and Clinical Reasoning | **15 ptsExemplary**(15 pts) Provides five current, peer-reviewed sources that present accurate, distinguishing evidence and effectively integrate the main concept into the assignment. Sources are relevant, accurate, current (less than 5 years old) and reliable, reflecting and validating the strength of the content.<br> <br>**10 ptsAccomplished**(10 pts) Provides evidence to support the main concept. There are at least 5 sources, however, there are not at least 5 sources that are peer-reviewed and current (less than 5 years).<br> <br>**5 ptsDeveloping**(5 pts) Provides evidence to support the main concept with less than 5 adequate and permissible (current/less than 5 years old and peer-reviewed) sources<br> <br>**0 ptsUnsatisfactory – Beginning**(0 pts) There are no sources or the sources in the submission are not aligned with the reference list. | 15 pts |
    | This criterion is linked to a Learning OutcomeOrganization & Presentation | **15 ptsExemplary**(15 pts) Ideas are organized logically, flows smoothly, and with an effective progression of thought from paragraph to paragraph connecting to the central position. Includes all required components (introduction, body, conclusion, citations, references, etc)<br> <br>**10 ptsAccomplished**(10 pts) Ideas are organized with progression of thought from paragraph to paragraph connecting to the central position. The progression may flow awkwardly and be difficult to follow at times but is generally understandable. Includes all required components (introduction, body, conclusion, citations, references, etc.).<br> <br>**5 ptsDeveloping**(5 pts) Ideas may not flow well and/or connect to the central position. The lack of logical progression diminishes understanding. Or may be missing a required component and/or components (introduction, body, conclusion, citations, references, etc.) are less than complete.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Content lacks logical organization and impedes readers’ comprehension of ideas. For a paper, central position is not evident, or the paper is missing multiple required components (introduction, body, conclusion, citations, references, etc.). | 15 pts |
    | This criterion is linked to a Learning OutcomeWriting and APA Formatting | **15 ptsExemplary**(15 pts) Content is well written and uses standard English characterized by elements of a strong writing style. Basically, free from grammar, punctuation, spelling, usage, or formatting errors. APA guidelines for formatting are consistently followed.<br> <br>**10 ptsAccomplished**(10 pts) Content shows above average writing style and clarity in writing using standard English. Minor errors in grammar, punctuation, spelling, usage, and/or formatting are noted. APA guidelines for formatting are mostly followed.<br> <br>**5 ptsDeveloping**(5 pts) Content shows an average and/or casual writing style using standard English. Some errors in spelling, grammar, punctuation, and word usage. Use of APA guidelines for formatting are generally present, however several errors are noted.<br> <br>**0 ptsUnsatisfactory – Beginning**( 0 pts) Content shows a below average/poor writing style lacking in elements of appropriate standard English. Frequent errors in spelling, grammar, punctuation, and word usage. APA guidelines for formatting are not followed. | 15 pts |

    Total Points: 60

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  • [Solved] time managemen and academic management

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    i want you to expalin to me about academic management in your owl term **files (1)** – ## AssignmentBriefAS1-AcademicandCareerFoundation-DueDate16Nov20261.docx **## AssignmentBriefAS1-AcademicandCareerFoundation-DueDate16Nov20261.docx** ## Assessment 1 Brief | | | | — | — | | **Module** | **Acad…

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    i want you to expalin to me about academic management in your owl term

    **files (1)**

    – ## AssignmentBriefAS1-AcademicandCareerFoundation-DueDate16Nov20261.docx

    **## AssignmentBriefAS1-AcademicandCareerFoundation-DueDate16Nov20261.docx**

    ## Assessment 1 Brief

    | | |
    | — | — |
    | **Module** | **Academic and Career Foundation Part One** |
    | **Submission Format** | Academic Individual Report |
    | **Module Leader** | **Ritesh Punjabi** (<br>[r.punjabi@bathspa.ac.uk](mailto:r.punjabi@bathspa.ac.uk) ) |
    | **Submission Deadline** | **16 November 2026 before 23:59** |
    | **Contribution towards overall module mark** | 50% |
    | **Word Count** | 3000 words equivalent |
    | **Learning Outcomes** | This assignment will enable you to demonstrate your ability to:<br>**LO1: Manage your time effectively and reflect on your approach to organisation and learning within the Foundation Year.**<br>**LO2: Integrate relevant literature into your written work, supported by an understanding of academic integrity principles.** |
    | **If you require support with your assessment, please contact:** | If you require support with your assessment, please contact your module tutor.<br>Our friendly Academic Skills (ASk) team support you with academic skills online or in-person.<br>Contact us at <br>[academicskills@bathspa.ac.uk,](mailto:academicskills@bathspa.ac.uk) use Library chat for 24/7 referencing help and see ASk resources on <br>[Ultra](https://minerva.bathspa.ac.uk/ultra/organizations/_127051_1/cl/outline)<br>Access skills support across BSU: book an appointment with: <br>[Academic Skills advisors;](https://www.bathspa.ac.uk/students/ask/) [Subject Librarian](https://www.bathspa.ac.uk/library/subject-resources-a-z/) [s;](https://gbr01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.bathspa.ac.uk%2Flibrary%2Fsubject-resources-a-z%2F%23d.en.81912&data=05%7C01%7Ch.king%40bathspa.ac.uk%7Cb394fa3eca6a455ebe8108db9d665cf9%7C23706653cd5745049a590960251db4b0%7C0%7C0%7C638276835220232906%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=6v0%2BGsDzdOeGwDZKkX%2Fgd67EQ38q%2BsUtk1yQGZz%2B8xU%3D&reserved=0) or <br>[English Language Unit](https://www.bathspa.ac.uk/students/international/support/english-language-unit/) |
    | **Assignment Task** |
    | You are required to prepare a structured academic report addressing the following two sections.<br>**Section 1: Personal Time Management Analysis**<br>Provide a detailed analysis of your personal time management strategies within the Foundation Year.<br>You should:<br>· Examine how you organise your academic workload<br>· Identify challenges you have experienced in balancing academic, personal and/or professional commitments |

    ![](https://www.sweetstudy.com/questions/time-managemen-and-academic-management)

    1

    **· Reflect on how you have responded to these challenges**

    **· Evaluate the effectiveness of your current organisational strategies**

    **· Identify areas for improvement and development**

    **Your discussion should demonstrate reflective thinking appropriate to Foundation level.**

    **### Section 2: Literature Review and Application**

    **Select**
    ****one model or theory** from the list provided for your programme of study (Business, Computing, or Health and Social Care).**

    **Note: You can find the document with the theories here:**

    **1. Computing – Computing -**
    **[Computing Theories Academic and Career Foundation AS1.docx](https://bathspaonline-my.sharepoint.com/:w:/g/personal/i_sachan_bathspa_ac_uk/IQCMQ2GocQCXQIil9Svoz-8IAa-YnjiytpmlJs8EhkxFZqI?e=dyGSY2&isSPOFile=1&xsdata=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&sdata=UTZYb2pXcWtucWFhNDJGUGcvRGMvVWpOTEVwSEE3MytBQU5QWlViWTRCST0%3D&ovuser=23706653-cd57-4504-9a59-0960251db4b0%2Cr.punjabi%40bathspa.ac.uk)**

    **2. Health & Social Care -**
    **[Health & Social Care Theories Academic and Career Foundation AS1](https://bathspaonline-my.sharepoint.com/:w:/g/personal/i_sachan_bathspa_ac_uk/IQCkdF3HRK-fTpvjtUT8THvgARxQ2ZqWThZFTzO1BcfTNu4?e=3rc84z&isSPOFile=1&xsdata=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&sdata=T2Q5N0lIamhFWjVhT2ZYZ2xuazVlRldldVhmbHNGUHU3dk1BU25WUGpFcz0%3D&ovuser=23706653-cd57-4504-9a59-0960251db4b0%2Cr.punjabi%40bathspa.ac.uk)**

    **3. Business and Management -**
    **[Business & Management Theories Academic and Career Foundation AS1](https://bathspaonline-my.sharepoint.com/:w:/g/personal/i_sachan_bathspa_ac_uk/IQA4BWGfA0AZQaC3dL_GDU49AZfz__EANZWfe1KJ1CiLItw?e=qhbnFU&isSPOFile=1&xsdata=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&sdata=QlgyNDlvaWtSNVExOE9vK3ZLOVJyMWVyK0puRFpFVXM2emNRODVrRURVMD0%3D&ovuser=23706653-cd57-4504-9a59-0960251db4b0%2Cr.punjabi%40bathspa.ac.uk)**

    **You are required to conduct a**
    ****literature review** based on**
    ****two peer-reviewed academic articles** that critically discuss your chosen model.In this section, you should:**

    **· Introduce the selected model and outline its key concepts**

    **· Summarise and compare the arguments presented in the two academic sources**

    **· Evaluate the strengths and limitations of the model as discussed in the literature**

    **· Discuss the relevance of the model to your academic development within your chosen discipline**

    **· Demonstrate appropriate integration of academic sources using Harvard referencing conventions**

    **Students are expected to demonstrate emerging analytical and evaluative skills appropriate to Foundation level.**

    **### Format and Structure**

    **Your report must be presented in a clear academic format and include the following:**

    **1.**
    ****Title Page**(Name, Student ID, Programme of Study, Module Title, Assessment Title, Submission Date)**

    **### 2. Table of Contents**

    **3.**
    ****Introduction**(200-300 words)**

    **· Define time management and organisation in a university context.**

    **· Explain why these are important for academic success and professional development.**

    **· Briefly outline the structure of your report and identify the selected disciplinary model for Section 2.**

    **### 4. Main Body**

    **### a. Section 1: Personal Time Management and Organisational Reflection (approx. 1,200–1,400 words) You should: · Describe the strategies and tools you use to manage your academic workload. · Identify challenges you have experienced. · Reflect on what has worked well and what has not. · Evaluate how your approach has developed during the Foundation Year. · Provide specific examples from your academic experience. b. Section 2: Literature Review and Application of a Disciplinary Model (approx. 1,000–1,200 words) You must: · Select one model from the list provided for your programme (Business, Computing, or Health and Social Care). · Use at least **two peer-reviewed academic articles**(must be peer-reviewed, no blogs, websites, or Wikipedia). · Explain the key concepts of the selected model. · Summarise and compare the arguments in the literature. · Evaluate strengths and limitations of the model. · Discuss how the model is relevant to your academic development within your discipline. 5. **Conclusion**(Summarise key points and learning) · Summarise key insights from both sections. · Reflect on what you have learned. · Identify 2–3 areas for future improvement. 6. **Reference List**(Harvard style). Include at least 10 Academic sources (mix of books, journal articles, reports). **Submission Guideline** 1. Font: Arial 2. Size: 12 3. Line spacing: 1.5 4. Academic tone must be maintained 5. Work must be proofread and free from significant grammatical errors 6. Submit in PDF or Word format via Turnitin link on ULTRA before the deadline. **Assessment Criteria** **Marking Criteria & Grade Descriptors** **Use of Artificial Intelligence (AI) Tools** All assessments permit the use of established assistive AI tools for spelling, punctuation and grammar (e.g. Grammarly, spellchecks, autocorrect). For this assessment task, you [are/are not] permitted to use additional generative AI tools. The Bath Spa University [Academic Misconduct Policy](https://www.bathspa.ac.uk/about-us/governance/policies/academic-misconduct/) always emphasises the need for academic integrity. This means that you are expected to be honest in your studies, acknowledging the work of others where appropriate and giving credit where you have legitimately used ideas from other sources, including through Artificial Intelligence tools, as part of presenting your own work In addition to referencing books, literature and other academic sources, if you use any generative AI tools at any stage of your assessment, include the following information as an appendix at the end of your piece of work: 1. **Name the generative AI tool(s) you have used and summarise how you have used them**. For example (select all that apply): · I acknowledge the use of <insert name(s) and url> to generate information for background research. · I acknowledge the use of <insert name(s) and url> at the drafting stage of the writing process with the creation of an outline structure for this essay. · I acknowledge the use of <insert name(s) and url> to identify improvements in the writing style. · I acknowledge the use of <insert name(s) and url> as an information source to generate materials that were included within my final assessment in my own words. · I acknowledge the use of <insert name(s) and url> to create the images included in this presentation. · No content generated by AI technologies has been presented as my own work 2. **Provide a reference**: generative AI source(s) must be acknowledged through appropriate referencing, as you would any other literature or sources of information whether paraphrasing or quoting. Citethemrightonline.com offers guidance on [how to](https://www.citethemrightonline.com/sourcetype?docid=b-9781350927964&tocid=b-9781350927964-217) [cite generative AI sources using the Harvard referencing system.](https://www.citethemrightonline.com/sourcetype?docid=b-9781350927964&tocid=b-9781350927964-217)**

    **### Extensions and Deferrals**

    **Details about applying for a short-term extension, or a longer term deferral due to exceptional circumstances are available on the**
    **[BSU website.](https://www.bathspa.ac.uk/about-us/governance/policies/exceptional-circumstances/)**

    **## image2.png**

    **## image3.jpeg**

    **## image4.png**

    **## image5.jpeg**

    **## image1.jpeg**

    **## AssignmentBriefAS1-AcademicandCareerFoundation-DueDate16Nov20261.docx**

    ## Assessment 1 Brief

    | | |
    | — | — |
    | **Module** | **Academic and Career Foundation Part One** |
    | **Submission Format** | Academic Individual Report |
    | **Module Leader** | **Ritesh Punjabi** (<br>[r.punjabi@bathspa.ac.uk](mailto:r.punjabi@bathspa.ac.uk) ) |
    | **Submission Deadline** | **16 November 2026 before 23:59** |
    | **Contribution towards overall module mark** | 50% |
    | **Word Count** | 3000 words equivalent |
    | **Learning Outcomes** | This assignment will enable you to demonstrate your ability to:<br>**LO1: Manage your time effectively and reflect on your approach to organisation and learning within the Foundation Year.**<br>**LO2: Integrate relevant literature into your written work, supported by an understanding of academic integrity principles.** |
    | **If you require support with your assessment, please contact:** | If you require support with your assessment, please contact your module tutor.<br>Our friendly Academic Skills (ASk) team support you with academic skills online or in-person.<br>Contact us at <br>[academicskills@bathspa.ac.uk,](mailto:academicskills@bathspa.ac.uk) use Library chat for 24/7 referencing help and see ASk resources on <br>[Ultra](https://minerva.bathspa.ac.uk/ultra/organizations/_127051_1/cl/outline)<br>Access skills support across BSU: book an appointment with: <br>[Academic Skills advisors;](https://www.bathspa.ac.uk/students/ask/) [Subject Librarian](https://www.bathspa.ac.uk/library/subject-resources-a-z/) [s;](https://gbr01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.bathspa.ac.uk%2Flibrary%2Fsubject-resources-a-z%2F%23d.en.81912&data=05%7C01%7Ch.king%40bathspa.ac.uk%7Cb394fa3eca6a455ebe8108db9d665cf9%7C23706653cd5745049a590960251db4b0%7C0%7C0%7C638276835220232906%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=6v0%2BGsDzdOeGwDZKkX%2Fgd67EQ38q%2BsUtk1yQGZz%2B8xU%3D&reserved=0) or <br>[English Language Unit](https://www.bathspa.ac.uk/students/international/support/english-language-unit/) |
    | **Assignment Task** |
    | You are required to prepare a structured academic report addressing the following two sections.<br>**Section 1: Personal Time Management Analysis**<br>Provide a detailed analysis of your personal time management strategies within the Foundation Year.<br>You should:<br>· Examine how you organise your academic workload<br>· Identify challenges you have experienced in balancing academic, personal and/or professional commitments |

    ![](https://www.sweetstudy.com/questions/time-managemen-and-academic-management)

    1

    **· Reflect on how you have responded to these challenges**

    **· Evaluate the effectiveness of your current organisational strategies**

    **· Identify areas for improvement and development**

    **Your discussion should demonstrate reflective thinking appropriate to Foundation level.**

    **### Section 2: Literature Review and Application**

    **Select**
    ****one model or theory** from the list provided for your programme of study (Business, Computing, or Health and Social Care).**

    **Note: You can find the document with the theories here:**

    **1. Computing – Computing -**
    **[Computing Theories Academic and Career Foundation AS1.docx](https://bathspaonline-my.sharepoint.com/:w:/g/personal/i_sachan_bathspa_ac_uk/IQCMQ2GocQCXQIil9Svoz-8IAa-YnjiytpmlJs8EhkxFZqI?e=dyGSY2&isSPOFile=1&xsdata=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&sdata=UTZYb2pXcWtucWFhNDJGUGcvRGMvVWpOTEVwSEE3MytBQU5QWlViWTRCST0%3D&ovuser=23706653-cd57-4504-9a59-0960251db4b0%2Cr.punjabi%40bathspa.ac.uk)**

    **2. Health & Social Care -**
    **[Health & Social Care Theories Academic and Career Foundation AS1](https://bathspaonline-my.sharepoint.com/:w:/g/personal/i_sachan_bathspa_ac_uk/IQCkdF3HRK-fTpvjtUT8THvgARxQ2ZqWThZFTzO1BcfTNu4?e=3rc84z&isSPOFile=1&xsdata=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&sdata=T2Q5N0lIamhFWjVhT2ZYZ2xuazVlRldldVhmbHNGUHU3dk1BU25WUGpFcz0%3D&ovuser=23706653-cd57-4504-9a59-0960251db4b0%2Cr.punjabi%40bathspa.ac.uk)**

    **3. Business and Management -**
    **[Business & Management Theories Academic and Career Foundation AS1](https://bathspaonline-my.sharepoint.com/:w:/g/personal/i_sachan_bathspa_ac_uk/IQA4BWGfA0AZQaC3dL_GDU49AZfz__EANZWfe1KJ1CiLItw?e=qhbnFU&isSPOFile=1&xsdata=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&sdata=QlgyNDlvaWtSNVExOE9vK3ZLOVJyMWVyK0puRFpFVXM2emNRODVrRURVMD0%3D&ovuser=23706653-cd57-4504-9a59-0960251db4b0%2Cr.punjabi%40bathspa.ac.uk)**

    **You are required to conduct a**
    ****literature review** based on**
    ****two peer-reviewed academic articles** that critically discuss your chosen model.In this section, you should:**

    **· Introduce the selected model and outline its key concepts**

    **· Summarise and compare the arguments presented in the two academic sources**

    **· Evaluate the strengths and limitations of the model as discussed in the literature**

    **· Discuss the relevance of the model to your academic development within your chosen discipline**

    **· Demonstrate appropriate integration of academic sources using Harvard referencing conventions**

    **Students are expected to demonstrate emerging analytical and evaluative skills appropriate to Foundation level.**

    **### Format and Structure**

    **Your report must be presented in a clear academic format and include the following:**

    **1.**
    ****Title Page**(Name, Student ID, Programme of Study, Module Title, Assessment Title, Submission Date)**

    **### 2. Table of Contents**

    **3.**
    ****Introduction**(200-300 words)**

    **· Define time management and organisation in a university context.**

    **· Explain why these are important for academic success and professional development.**

    **· Briefly outline the structure of your report and identify the selected disciplinary model for Section 2.**

    **### 4. Main Body**

    **### a. Section 1: Personal Time Management and Organisational Reflection (approx. 1,200–1,400 words) You should: · Describe the strategies and tools you use to manage your academic workload. · Identify challenges you have experienced. · Reflect on what has worked well and what has not. · Evaluate how your approach has developed during the Foundation Year. · Provide specific examples from your academic experience. b. Section 2: Literature Review and Application of a Disciplinary Model (approx. 1,000–1,200 words) You must: · Select one model from the list provided for your programme (Business, Computing, or Health and Social Care). · Use at least **two peer-reviewed academic articles**(must be peer-reviewed, no blogs, websites, or Wikipedia). · Explain the key concepts of the selected model. · Summarise and compare the arguments in the literature. · Evaluate strengths and limitations of the model. · Discuss how the model is relevant to your academic development within your discipline. 5. **Conclusion**(Summarise key points and learning) · Summarise key insights from both sections. · Reflect on what you have learned. · Identify 2–3 areas for future improvement. 6. **Reference List**(Harvard style). Include at least 10 Academic sources (mix of books, journal articles, reports). **Submission Guideline** 1. Font: Arial 2. Size: 12 3. Line spacing: 1.5 4. Academic tone must be maintained 5. Work must be proofread and free from significant grammatical errors 6. Submit in PDF or Word format via Turnitin link on ULTRA before the deadline. **Assessment Criteria** **Marking Criteria & Grade Descriptors** **Use of Artificial Intelligence (AI) Tools** All assessments permit the use of established assistive AI tools for spelling, punctuation and grammar (e.g. Grammarly, spellchecks, autocorrect). For this assessment task, you [are/are not] permitted to use additional generative AI tools. The Bath Spa University [Academic Misconduct Policy](https://www.bathspa.ac.uk/about-us/governance/policies/academic-misconduct/) always emphasises the need for academic integrity. This means that you are expected to be honest in your studies, acknowledging the work of others where appropriate and giving credit where you have legitimately used ideas from other sources, including through Artificial Intelligence tools, as part of presenting your own work In addition to referencing books, literature and other academic sources, if you use any generative AI tools at any stage of your assessment, include the following information as an appendix at the end of your piece of work: 1. **Name the generative AI tool(s) you have used and summarise how you have used them**. For example (select all that apply): · I acknowledge the use of <insert name(s) and url> to generate information for background research. · I acknowledge the use of <insert name(s) and url> at the drafting stage of the writing process with the creation of an outline structure for this essay. · I acknowledge the use of <insert name(s) and url> to identify improvements in the writing style. · I acknowledge the use of <insert name(s) and url> as an information source to generate materials that were included within my final assessment in my own words. · I acknowledge the use of <insert name(s) and url> to create the images included in this presentation. · No content generated by AI technologies has been presented as my own work 2. **Provide a reference**: generative AI source(s) must be acknowledged through appropriate referencing, as you would any other literature or sources of information whether paraphrasing or quoting. Citethemrightonline.com offers guidance on [how to](https://www.citethemrightonline.com/sourcetype?docid=b-9781350927964&tocid=b-9781350927964-217) [cite generative AI sources using the Harvard referencing system.](https://www.citethemrightonline.com/sourcetype?docid=b-9781350927964&tocid=b-9781350927964-217)**

    **### Extensions and Deferrals**

    **Details about applying for a short-term extension, or a longer term deferral due to exceptional circumstances are available on the**
    **[BSU website.](https://www.bathspa.ac.uk/about-us/governance/policies/exceptional-circumstances/)**

    **## image2.png**

    **## image3.jpeg**

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    **files (4)** – ## APA_7_Professional_Paper_Template_June_20203.docx – ## Topic_and_Outline_GLP1.docx – ## APA7professional-annotated-compressed.pdf – DecisionMakingProcessPaperDue.docx **## APA_7_Professional_Paper_Template_June_20203.docx** TITLE OF YOUR PAPER 1 **Title of Your Pape…

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    – ## APA_7_Professional_Paper_Template_June_20203.docx

    – ## Topic_and_Outline_GLP1.docx

    – ## APA7professional-annotated-compressed.pdf

    – DecisionMakingProcessPaperDue.docx

    **## APA_7_Professional_Paper_Template_June_20203.docx**

    TITLE OF YOUR PAPER 1

    **Title of Your Paper**

    Your Name

    Gateway Technical College

    **Abstract**

    The abstract is a brief summary of your paper and generally around 250 words. Consult your course syllabus or your instructor for specific details.

    **Title of Your Paper**

    The main text of your paper begins here. Consult with your assignment details in regard to section headings and other requirements.

    **References**

    Enter your reference citations in alphabetical order by author or title. Include hanging indents where the first line is flush to the left margin and the second and additional lines are indented by a half-inch.

    **## Topic_and_Outline_GLP1.docx**

    5

    **Advanced Practice Nursing & Clinical Governance, Topic 1:**

    **GLP-1 Medication Prioritization and Scarcity**

    Mirlenys Diaz

    Florida National University

    Decision-Making

    Dr. Nora Hernandez-Pupo

    September 19, 2026

    2

    **GLP-1 Medication Prioritization and Scarcity: Topic and Outline**

    **I. Introduction**

    **_A. Background Information_**

    Originally developed for use in type 2 diabetes, GLP-1 receptor agonists are now being used for weight loss and cardiovascular protection. Demand, particularly for off-label weight loss use, has been outstripping supply, creating an ongoing national shortage and requiring a decision as to who will be treated first (Whitley et al., 2023).

    **_B. Statement of the Problem_**

    In a scarcity scenario, GLP-1 access moves from a strictly clinical to an ethical and organizational decision. When prescriptions can't be filled, bedside nurses handle the distress of patients, while APNs decide who has met prioritization criteria and nurse leaders determine policies that guide this decision. If not structured, allocation may become inconsistent or be based on persistence and not clinical need (Emanuel et al., 2024).

    **_C. Thesis Statement_**

    Therefore, it is critical that nurses at all levels ( bedside, APN & Leadership) use structured, value-driven decision making frameworks to ensure that GLP-1 therapy is equitably and consistently administered based on the evidence.

    **II. Literature Review / Background**

    **_A. Overview of Existing Research_**

    According to literature, GLP-1 shortages are unlikely to be soon remedied, and have already created access disparities; some clinically indicated patients may not be able to access the medication for off-label use (Whitley et al., 2023). Formal drug allocation frameworks have been suggested, specifically for this class of drugs, on the basis that ad hoc prescribing is an ethically insufficient way of prescribing during prolonged shortages (Emanuel et al., 2024). Literature on nursing confirms that as NPs are becoming more prevalent, they are the ones balancing demand and limiting access because of shortage (Rodriguez et al., 2026).

    **_B. Key Theories and Decision-Making Models_**

    1. Shared Ethical Framework for Scarce Resource Allocation: five core values (benefit, fairness, equal concern, reciprocity, instrumental value) and transparency and evidence-responsiveness (Emanuel & Persad, 2023).

    1. Nursing Shared Governance Model: Shared decision-making power at a practice level shared between bedside nurses, leaders and APNs regarding practice level resource decisions (McKnight & Moore, 2022).

    **III. Main Body / Discussion**

    **_A. Section One – Topic Analysis and Context_**

    1. Why GLP-1 demand has outpaced supply: off-label weight-loss use and expanding approved indications.

    1. How the shortage is experienced differently at the bedside, prescribing, and leadership levels.

    **_B. Section Two – Comparative Analysis_**

    1. Both bedside patient advocacy when prescriptions cannot be filled and APN use of prioritization criteria.

    1. Shared Ethical Framework (APN/policy level) vs. Shared Governance (frontline-to-leadership channel).

    **_C. Section Three – Application and Implications_**

    1. Shared Ethical Framework used for APN ranking of patients by need (Emanuel et al., 2024).

    1. Some shared governance in which bedside nurses inform the allocation policy (McKnight & Moore, 2022)

    1. Benefits: consistent and defensible decisions. Adverse effects: placed additional administrative burden; criteria may not be up to date with the current shortages.

    **IV. Conclusion**

    **_A. Summary of Key Points_**

    The problem of GLP-1 deficiency is a nursing problem at all practice levels. There are complementary tools for addressing this, such as the Shared Ethical Framework and Nursing Shared Governance Model.

    **_B. Implications and Next Steps_**

    The final paper will introduce a third model of decision making, include a detailed analysis of all three models at bedside, leadership and APN levels, and a funding source for an evidence-based initiative for equitable access to GLP-1.

    **V. Preliminary References**

    2

    **References**

    Emanuel, E. J., Dellgren, J. L., McCoy, M. S., & Persad, G. (2024). Fair allocation of GLP-1 and dual GLP-1–GIP receptor agonists. New England Journal of Medicine, 390(20), 1839–1842. https://doi.org/10.1056/NEJMp2400978

    Emanuel, E. J., & Persad, G. (2023). The shared ethical framework to allocate scarce medical resources: A lesson from COVID-19. The Lancet, 401(10391), 1892–1902. https://doi.org/10.1016/S0140-6736(23)00812-7

    McKnight, H., & Moore, S. M. (2022). Nursing shared governance. In StatPearls. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK549862/

    Rodriguez, M. E., Lavell, J., & Foreman, R. M. (2026). GLP-1 receptor agonists: The good, the bad, and the ugly—A comprehensive guide for NPs. The Nurse Practitioner, 51(5), 22–30. https://doi.org/10.1097/01.NPR.0000000000000430

    Whitley, H. P., Trujillo, J. M., & Neumiller, J. J. (2023). Special report: Potential strategies for addressing GLP-1 and dual GLP-1/GIP receptor agonist shortages. Clinical Diabetes, 41(3), 467–473. https://doi.org/10.2337/cd23-0023

    **## APA7professional-annotated-compressed.pdf**

    https://apastyle.org

    Hi, APA Styler!

    Thank you for using the APA Style annotated sample professional
    paper for guidance when wri�ng your paper or assignment.

    This sample paper PDF contains annota�ons that draw aten�on
    to key APA Style content and forma�ng such as the �tle page,
    headings, in-text cita�ons, references, and more. Relevant
    sec�ons of the seventh edi�on of the Publication Manual are also
    provided for your reference.

    You can find this sample paper and many other resources in the
    seventh edi�ons of the Publication Manual and Concise Guide to
    APA Style.

    Please use discount code STYLEPAPER15 for 15% off APA Style
    print products with free shipping in the United States.

    Happy wri�ng!

    APA_PM7_Ch2-BLueline.indd 50 8/1/19 7:01 PM

    50 • PAPER ELEMENTS AND FORMAT

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    keywords, 2.10

    professional
    title page, 2.3

    APA_PM7_Ch2-BLueline.indd 51 8/1/19 7:01 PM

    Sample Papers • 51

    Sample Professional Paper (continued)

    Level 2 heading in the
    introduction, 2.27,
    Table 2.3, Figure 2.4

    narrative citation, 8.11;
    paraphrasing, 8.23

    parenthetical citation
    of a work with one
    author, 8.17

    parenthetical citation
    for works with the
    same author and
    same date, 8.19

    parenthetical citation
    of multiple works, 8.12

    Level 2 heading in the
    introduction, 2.27,
    Table 2.3, Figure 2.4

    title, 2.4, Table 2.1

    running head, 2.8

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    Level 2 heading in the
    introduction, 2.27,

    Table 2.3, Figure 2.4

    narrative citation used
    to paraphrase methods
    from two studies, 8.23

    long paraphrase, 8.24

    APA_PM7_Ch2-BLueline.indd 53 8/1/19 7:01 PM

    Sample Papers • 53

    Sample Professional Paper (continued)

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    Level 1 heading after
    the introduction, 2.27,
    Table 2.3, Figure 2.5

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    italics used for anchors
    of a scale, 6.22

    statistics presented
    in text, 6.43

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    en dash used in a
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    Level 1 heading, 2.27,
    Table 2.3, Figure 2.5

    statistics presented in
    text, 6.43

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    table called out in
    text, 7.5; table
    numbers, 7.10

    APA_PM7_Ch2-BLueline.indd 55 8/1/19 7:01 PM

    Sample Papers • 55

    Sample Professional Paper (continued)

    footnote callout, 2.13

    referring to a previous
    footnote, 2.13

    footnote in page
    footer, 2.13

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    figure called out in
    text, 7.5; figure
    numbers, 7.24

    Level 1 heading, 2.27,
    Table 2.3, Figure 2.5

    parenthetical citation
    of multiple papers by
    the same author, 8.12

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    of multiple works, 8.12

    parenthetical citation
    of a work with two

    authors, 8.17

    Level 3 heading, 2.27,
    Table 2.3, Figure 2.5

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    APA_PM7_Ch2-BLueline.indd 57 8/1/19 7:01 PM

    Sample Papers • 57

    Sample Professional Paper (continued)

    Level 3 heading, 2.27,
    Table 2.3, Figure 2.5

    parenthetical citation
    of two works, 8.12

    “see also” citation, 8.12

    parenthetical citation
    of a work with one
    author, 8.17

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    quotation marks used
    to indicate an ironic

    comment, 6.7

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    journal article reference
    without a DOI, 10.1

    journal article reference,
    10.1

    reference list, 2.12,
    Chapter 9; section
    labels, 2.28

    letters used after the
    year for multiple works
    with the same author
    and year, 9.47

    book reference, 10.2

    APA_PM7_Ch2-BLueline.indd 59 8/1/19 7:01 PM

    Sample Papers • 59

    Sample Professional Paper (continued)

    journal article
    reference with missing

    issue number, 9.26

    title ending with a
    question mark, 9.19

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    table number, 7.10

    figure number,
    7.24

    table title, 7.11

    figure title, 7.25

    table note, 7.14

    figure note,
    7.28

    **DecisionMakingProcessPaperDue.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decisionmakingprocesspaperdue-docx-10611963)

    **DecisionMakingProcessPaperDue.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decisionmakingprocesspaperdue-docx-10611963)

    **## APA_7_Professional_Paper_Template_June_20203.docx**

    TITLE OF YOUR PAPER 1

    **Title of Your Paper**

    Your Name

    Gateway Technical College

    **Abstract**

    The abstract is a brief summary of your paper and generally around 250 words. Consult your course syllabus or your instructor for specific details.

    **Title of Your Paper**

    The main text of your paper begins here. Consult with your assignment details in regard to section headings and other requirements.

    **References**

    Enter your reference citations in alphabetical order by author or title. Include hanging indents where the first line is flush to the left margin and the second and additional lines are indented by a half-inch.

    **## Topic_and_Outline_GLP1.docx**

    5

    **Advanced Practice Nursing & Clinical Governance, Topic 1:**

    **GLP-1 Medication Prioritization and Scarcity**

    Mirlenys Diaz

    Florida National University

    Decision-Making

    Dr. Nora Hernandez-Pupo

    September 19, 2026

    2

    **GLP-1 Medication Prioritization and Scarcity: Topic and Outline**

    **I. Introduction**

    **_A. Background Information_**

    Originally developed for use in type 2 diabetes, GLP-1 receptor agonists are now being used for weight loss and cardiovascular protection. Demand, particularly for off-label weight loss use, has been outstripping supply, creating an ongoing national shortage and requiring a decision as to who will be treated first (Whitley et al., 2023).

    **_B. Statement of the Problem_**

    In a scarcity scenario, GLP-1 access moves from a strictly clinical to an ethical and organizational decision. When prescriptions can't be filled, bedside nurses handle the distress of patients, while APNs decide who has met prioritization criteria and nurse leaders determine policies that guide this decision. If not structured, allocation may become inconsistent or be based on persistence and not clinical need (Emanuel et al., 2024).

    **_C. Thesis Statement_**

    Therefore, it is critical that nurses at all levels ( bedside, APN & Leadership) use structured, value-driven decision making frameworks to ensure that GLP-1 therapy is equitably and consistently administered based on the evidence.

    **II. Literature Review / Background**

    **_A. Overview of Existing Research_**

    According to literature, GLP-1 shortages are unlikely to be soon remedied, and have already created access disparities; some clinically indicated patients may not be able to access the medication for off-label use (Whitley et al., 2023). Formal drug allocation frameworks have been suggested, specifically for this class of drugs, on the basis that ad hoc prescribing is an ethically insufficient way of prescribing during prolonged shortages (Emanuel et al., 2024). Literature on nursing confirms that as NPs are becoming more prevalent, they are the ones balancing demand and limiting access because of shortage (Rodriguez et al., 2026).

    **_B. Key Theories and Decision-Making Models_**

    1. Shared Ethical Framework for Scarce Resource Allocation: five core values (benefit, fairness, equal concern, reciprocity, instrumental value) and transparency and evidence-responsiveness (Emanuel & Persad, 2023).

    1. Nursing Shared Governance Model: Shared decision-making power at a practice level shared between bedside nurses, leaders and APNs regarding practice level resource decisions (McKnight & Moore, 2022).

    **III. Main Body / Discussion**

    **_A. Section One – Topic Analysis and Context_**

    1. Why GLP-1 demand has outpaced supply: off-label weight-loss use and expanding approved indications.

    1. How the shortage is experienced differently at the bedside, prescribing, and leadership levels.

    **_B. Section Two – Comparative Analysis_**

    1. Both bedside patient advocacy when prescriptions cannot be filled and APN use of prioritization criteria.

    1. Shared Ethical Framework (APN/policy level) vs. Shared Governance (frontline-to-leadership channel).

    **_C. Section Three – Application and Implications_**

    1. Shared Ethical Framework used for APN ranking of patients by need (Emanuel et al., 2024).

    1. Some shared governance in which bedside nurses inform the allocation policy (McKnight & Moore, 2022)

    1. Benefits: consistent and defensible decisions. Adverse effects: placed additional administrative burden; criteria may not be up to date with the current shortages.

    **IV. Conclusion**

    **_A. Summary of Key Points_**

    The problem of GLP-1 deficiency is a nursing problem at all practice levels. There are complementary tools for addressing this, such as the Shared Ethical Framework and Nursing Shared Governance Model.

    **_B. Implications and Next Steps_**

    The final paper will introduce a third model of decision making, include a detailed analysis of all three models at bedside, leadership and APN levels, and a funding source for an evidence-based initiative for equitable access to GLP-1.

    **V. Preliminary References**

    2

    **References**

    Emanuel, E. J., Dellgren, J. L., McCoy, M. S., & Persad, G. (2024). Fair allocation of GLP-1 and dual GLP-1–GIP receptor agonists. New England Journal of Medicine, 390(20), 1839–1842. https://doi.org/10.1056/NEJMp2400978

    Emanuel, E. J., & Persad, G. (2023). The shared ethical framework to allocate scarce medical resources: A lesson from COVID-19. The Lancet, 401(10391), 1892–1902. https://doi.org/10.1016/S0140-6736(23)00812-7

    McKnight, H., & Moore, S. M. (2022). Nursing shared governance. In StatPearls. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK549862/

    Rodriguez, M. E., Lavell, J., & Foreman, R. M. (2026). GLP-1 receptor agonists: The good, the bad, and the ugly—A comprehensive guide for NPs. The Nurse Practitioner, 51(5), 22–30. https://doi.org/10.1097/01.NPR.0000000000000430

    Whitley, H. P., Trujillo, J. M., & Neumiller, J. J. (2023). Special report: Potential strategies for addressing GLP-1 and dual GLP-1/GIP receptor agonist shortages. Clinical Diabetes, 41(3), 467–473. https://doi.org/10.2337/cd23-0023

    **## APA7professional-annotated-compressed.pdf**

    https://apastyle.org

    Hi, APA Styler!

    Thank you for using the APA Style annotated sample professional
    paper for guidance when wri�ng your paper or assignment.

    This sample paper PDF contains annota�ons that draw aten�on
    to key APA Style content and forma�ng such as the �tle page,
    headings, in-text cita�ons, references, and more. Relevant
    sec�ons of the seventh edi�on of the Publication Manual are also
    provided for your reference.

    You can find this sample paper and many other resources in the
    seventh edi�ons of the Publication Manual and Concise Guide to
    APA Style.

    Please use discount code STYLEPAPER15 for 15% off APA Style
    print products with free shipping in the United States.

    Happy wri�ng!

    APA_PM7_Ch2-BLueline.indd 50 8/1/19 7:01 PM

    50 • PAPER ELEMENTS AND FORMAT

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    abstract, 2.9;
    section labels, 2.28

    keywords, 2.10

    professional
    title page, 2.3

    APA_PM7_Ch2-BLueline.indd 51 8/1/19 7:01 PM

    Sample Papers • 51

    Sample Professional Paper (continued)

    Level 2 heading in the
    introduction, 2.27,
    Table 2.3, Figure 2.4

    narrative citation, 8.11;
    paraphrasing, 8.23

    parenthetical citation
    of a work with one
    author, 8.17

    parenthetical citation
    for works with the
    same author and
    same date, 8.19

    parenthetical citation
    of multiple works, 8.12

    Level 2 heading in the
    introduction, 2.27,
    Table 2.3, Figure 2.4

    title, 2.4, Table 2.1

    running head, 2.8

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    parenthetical citation of
    multiple works, 8.12

    Level 2 heading in the
    introduction, 2.27,

    Table 2.3, Figure 2.4

    narrative citation used
    to paraphrase methods
    from two studies, 8.23

    long paraphrase, 8.24

    APA_PM7_Ch2-BLueline.indd 53 8/1/19 7:01 PM

    Sample Papers • 53

    Sample Professional Paper (continued)

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    Level 1 heading after
    the introduction, 2.27,
    Table 2.3, Figure 2.5

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    italics used for anchors
    of a scale, 6.22

    statistics presented
    in text, 6.43

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    en dash used in a
    numerical range, 6.6

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    Sample Professional Paper (continued)

    Level 1 heading, 2.27,
    Table 2.3, Figure 2.5

    statistics presented in
    text, 6.43

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    table called out in
    text, 7.5; table
    numbers, 7.10

    APA_PM7_Ch2-BLueline.indd 55 8/1/19 7:01 PM

    Sample Papers • 55

    Sample Professional Paper (continued)

    footnote callout, 2.13

    referring to a previous
    footnote, 2.13

    footnote in page
    footer, 2.13

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    figure called out in
    text, 7.5; figure
    numbers, 7.24

    Level 1 heading, 2.27,
    Table 2.3, Figure 2.5

    parenthetical citation
    of multiple papers by
    the same author, 8.12

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    Sample Professional Paper (continued)

    percent symbol
    repeated in a range,

    6.44

    parenthetical citation
    of multiple works, 8.12

    parenthetical citation
    of a work with two

    authors, 8.17

    Level 3 heading, 2.27,
    Table 2.3, Figure 2.5

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    APA_PM7_Ch2-BLueline.indd 57 8/1/19 7:01 PM

    Sample Papers • 57

    Sample Professional Paper (continued)

    Level 3 heading, 2.27,
    Table 2.3, Figure 2.5

    parenthetical citation
    of two works, 8.12

    “see also” citation, 8.12

    parenthetical citation
    of a work with one
    author, 8.17

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    quotation marks used
    to indicate an ironic

    comment, 6.7

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    journal article reference
    without a DOI, 10.1

    journal article reference,
    10.1

    reference list, 2.12,
    Chapter 9; section
    labels, 2.28

    letters used after the
    year for multiple works
    with the same author
    and year, 9.47

    book reference, 10.2

    APA_PM7_Ch2-BLueline.indd 59 8/1/19 7:01 PM

    Sample Papers • 59

    Sample Professional Paper (continued)

    journal article
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    issue number, 9.26

    title ending with a
    question mark, 9.19

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    Sample Professional Paper (continued)

    table number, 7.10

    figure number,
    7.24

    table title, 7.11

    figure title, 7.25

    table note, 7.14

    figure note,
    7.28

    **DecisionMakingProcessPaperDue.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/decisionmakingprocesspaperdue-docx-10611963)

    **## APA_7_Professional_Paper_Template_June_20203.docx**

    TITLE OF YOUR PAPER 1

    **Title of Your Paper**

    Your Name

    Gateway Technical College

    **Abstract**

    The abstract is a brief summary of your paper and generally around 250 words. Consult your course syllabus or your instructor for specific details.

    **Title of Your Paper**

    The main text of your paper begins here. Consult with your assignment details in regard to section headings and other requirements.

    **References**

    Enter your reference citations in alphabetical order by author or title. Include hanging indents where the first line is flush to the left margin and the second and additional lines are indented by a half-inch.

    **## Topic_and_Outline_GLP1.docx**

    5

    **Advanced Practice Nursing & Clinical Governance, Topic 1:**

    **GLP-1 Medication Prioritization and Scarcity**

    Mirlenys Diaz

    Florida National University

    Decision-Making

    Dr. Nora Hernandez-Pupo

    September 19, 2026

    2

    **GLP-1 Medication Prioritization and Scarcity: Topic and Outline**

    **I. Introduction**

    **_A. Background Information_**

    Originally developed for use in type 2 diabetes, GLP-1 receptor agonists are now being used for weight loss and cardiovascular protection. Demand, particularly for off-label weight loss use, has been outstripping supply, creating an ongoing national shortage and requiring a decision as to who will be treated first (Whitley et al., 2023).

    **_B. Statement of the Problem_**

    In a scarcity scenario, GLP-1 access moves from a strictly clinical to an ethical and organizational decision. When prescriptions can't be filled, bedside nurses handle the distress of patients, while APNs decide who has met prioritization criteria and nurse leaders determine policies that guide this decision. If not structured, allocation may become inconsistent or be based on persistence and not clinical need (Emanuel et al., 2024).

    **_C. Thesis Statement_**

    Therefore, it is critical that nurses at all levels ( bedside, APN & Leadership) use structured, value-driven decision making frameworks to ensure that GLP-1 therapy is equitably and consistently administered based on the evidence.

    **II. Literature Review / Background**

    **_A. Overview of Existing Research_**

    According to literature, GLP-1 shortages are unlikely to be soon remedied, and have already created access disparities; some clinically indicated patients may not be able to access the medication for off-label use (Whitley et al., 2023). Formal drug allocation frameworks have been suggested, specifically for this class of drugs, on the basis that ad hoc prescribing is an ethically insufficient way of prescribing during prolonged shortages (Emanuel et al., 2024). Literature on nursing confirms that as NPs are becoming more prevalent, they are the ones balancing demand and limiting access because of shortage (Rodriguez et al., 2026).

    **_B. Key Theories and Decision-Making Models_**

    1. Shared Ethical Framework for Scarce Resource Allocation: five core values (benefit, fairness, equal concern, reciprocity, instrumental value) and transparency and evidence-responsiveness (Emanuel & Persad, 2023).

    1. Nursing Shared Governance Model: Shared decision-making power at a practice level shared between bedside nurses, leaders and APNs regarding practice level resource decisions (McKnight & Moore, 2022).

    **III. Main Body / Discussion**

    **_A. Section One – Topic Analysis and Context_**

    1. Why GLP-1 demand has outpaced supply: off-label weight-loss use and expanding approved indications.

    1. How the shortage is experienced differently at the bedside, prescribing, and leadership levels.

    **_B. Section Two – Comparative Analysis_**

    1. Both bedside patient advocacy when prescriptions cannot be filled and APN use of prioritization criteria.

    1. Shared Ethical Framework (APN/policy level) vs. Shared Governance (frontline-to-leadership channel).

    **_C. Section Three – Application and Implications_**

    1. Shared Ethical Framework used for APN ranking of patients by need (Emanuel et al., 2024).

    1. Some shared governance in which bedside nurses inform the allocation policy (McKnight & Moore, 2022)

    1. Benefits: consistent and defensible decisions. Adverse effects: placed additional administrative burden; criteria may not be up to date with the current shortages.

    **IV. Conclusion**

    **_A. Summary of Key Points_**

    The problem of GLP-1 deficiency is a nursing problem at all practice levels. There are complementary tools for addressing this, such as the Shared Ethical Framework and Nursing Shared Governance Model.

    **_B. Implications and Next Steps_**

    The final paper will introduce a third model of decision making, include a detailed analysis of all three models at bedside, leadership and APN levels, and a funding source for an evidence-based initiative for equitable access to GLP-1.

    **V. Preliminary References**

    2

    **References**

    Emanuel, E. J., Dellgren, J. L., McCoy, M. S., & Persad, G. (2024). Fair allocation of GLP-1 and dual GLP-1–GIP receptor agonists. New England Journal of Medicine, 390(20), 1839–1842. https://doi.org/10.1056/NEJMp2400978

    Emanuel, E. J., & Persad, G. (2023). The shared ethical framework to allocate scarce medical resources: A lesson from COVID-19. The Lancet, 401(10391), 1892–1902. https://doi.org/10.1016/S0140-6736(23)00812-7

    McKnight, H., & Moore, S. M. (2022). Nursing shared governance. In StatPearls. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK549862/

    Rodriguez, M. E., Lavell, J., & Foreman, R. M. (2026). GLP-1 receptor agonists: The good, the bad, and the ugly—A comprehensive guide for NPs. The Nurse Practitioner, 51(5), 22–30. https://doi.org/10.1097/01.NPR.0000000000000430

    Whitley, H. P., Trujillo, J. M., & Neumiller, J. J. (2023). Special report: Potential strategies for addressing GLP-1 and dual GLP-1/GIP receptor agonist shortages. Clinical Diabetes, 41(3), 467–473. https://doi.org/10.2337/cd23-0023

    **## APA7professional-annotated-compressed.pdf**

    https://apastyle.org

    Hi, APA Styler!

    Thank you for using the APA Style annotated sample professional
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    APA_PM7_Ch2-BLueline.indd 50 8/1/19 7:01 PM

    50 • PAPER ELEMENTS AND FORMAT

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    section labels, 2.28

    keywords, 2.10

    professional
    title page, 2.3

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    Sample Papers • 51

    Sample Professional Paper (continued)

    Level 2 heading in the
    introduction, 2.27,
    Table 2.3, Figure 2.4

    narrative citation, 8.11;
    paraphrasing, 8.23

    parenthetical citation
    of a work with one
    author, 8.17

    parenthetical citation
    for works with the
    same author and
    same date, 8.19

    parenthetical citation
    of multiple works, 8.12

    Level 2 heading in the
    introduction, 2.27,
    Table 2.3, Figure 2.4

    title, 2.4, Table 2.1

    running head, 2.8

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    parenthetical citation of
    multiple works, 8.12

    Level 2 heading in the
    introduction, 2.27,

    Table 2.3, Figure 2.4

    narrative citation used
    to paraphrase methods
    from two studies, 8.23

    long paraphrase, 8.24

    APA_PM7_Ch2-BLueline.indd 53 8/1/19 7:01 PM

    Sample Papers • 53

    Sample Professional Paper (continued)

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    Level 1 heading after
    the introduction, 2.27,
    Table 2.3, Figure 2.5

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    italics used for anchors
    of a scale, 6.22

    statistics presented
    in text, 6.43

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    en dash used in a
    numerical range, 6.6

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    Sample Professional Paper (continued)

    Level 1 heading, 2.27,
    Table 2.3, Figure 2.5

    statistics presented in
    text, 6.43

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    table called out in
    text, 7.5; table
    numbers, 7.10

    APA_PM7_Ch2-BLueline.indd 55 8/1/19 7:01 PM

    Sample Papers • 55

    Sample Professional Paper (continued)

    footnote callout, 2.13

    referring to a previous
    footnote, 2.13

    footnote in page
    footer, 2.13

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    figure called out in
    text, 7.5; figure
    numbers, 7.24

    Level 1 heading, 2.27,
    Table 2.3, Figure 2.5

    parenthetical citation
    of multiple papers by
    the same author, 8.12

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    Sample Professional Paper (continued)

    percent symbol
    repeated in a range,

    6.44

    parenthetical citation
    of multiple works, 8.12

    parenthetical citation
    of a work with two

    authors, 8.17

    Level 3 heading, 2.27,
    Table 2.3, Figure 2.5

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    APA_PM7_Ch2-BLueline.indd 57 8/1/19 7:01 PM

    Sample Papers • 57

    Sample Professional Paper (continued)

    Level 3 heading, 2.27,
    Table 2.3, Figure 2.5

    parenthetical citation
    of two works, 8.12

    “see also” citation, 8.12

    parenthetical citation
    of a work with one
    author, 8.17

    Level 2 heading, 2.27,
    Table 2.3, Figure 2.5

    quotation marks used
    to indicate an ironic

    comment, 6.7

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    Sample Professional Paper (continued)

    journal article reference
    without a DOI, 10.1

    journal article reference,
    10.1

    reference list, 2.12,
    Chapter 9; section
    labels, 2.28

    letters used after the
    year for multiple works
    with the same author
    and year, 9.47

    book reference, 10.2

    APA_PM7_Ch2-BLueline.indd 59 8/1/19 7:01 PM

    Sample Papers • 59

    Sample Professional Paper (continued)

    journal article
    reference with missing

    issue number, 9.26

    title ending with a
    question mark, 9.19

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    60 • PAPER ELEMENTS AND FORMAT

    Sample Professional Paper (continued)

    table number, 7.10

    figure number,
    7.24

    table title, 7.11

    figure title, 7.25

    table note, 7.14

    figure note,
    7.28

    **DecisionMakingProcessPaperDue.docx**

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