Category: Nursing

[Solved] WK 10 ASSIGN DATA

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– a year ago **files (2)** – ## WK8Rubric.docx – WK10ASSIGN.DATAQualityImprovementProject.docx **## WK8Rubric.docx** Close Rubric | | | | | — | — | — | | NURS_8211_Week8_Assignment_Rubric | | | | | | **NURS_8211_Week8_Assignment_Rubric** | | **Criteria** | **Ratings** | **Pts** | | Com…

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Assignment Prompt & Instructions

– a year ago

**files (2)**

– ## WK8Rubric.docx

– WK10ASSIGN.DATAQualityImprovementProject.docx

**## WK8Rubric.docx**

Close Rubric

| | | |
| — | — | — |
| NURS_8211_Week8_Assignment_Rubric |
| | | |
| **NURS_8211_Week8_Assignment_Rubric** |
| **Criteria** | **Ratings** | **Pts** |
| Completed Appendix E: Determined if the evidence answered the evidence-based practice question. | **20 to >16 pts**<br>**Excellent**<br>The response comprehensively and clearly determined if the evidence answered the EBP question. The response comprehensively and clearly analyzes the evidence.<br>**16 to >15 pts**<br>**Good**<br>The response clearly determined if the evidence answered the EBP question. The response clearly analyzes the evidence.<br>**15 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely determined if the evidence answered the EBP question. The response inaccurately or vaguely analyzes the evidence.<br>**12 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately determined if the evidence answered the EBP question, or it is missing. The response includes inaccurate and vague examples that do not analyze the evidence, or it is missing. | 20 / 20 pts |
| Completed Appendix E: Select the appropriate appraisal for the selected study: quantitative, qualitative, or mixed methods. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly analyzed the evidence. The response comprehensively and clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**49 to >43 pts**<br>**Good**<br>The response clearly analyzed the evidence. The response clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely analyzed the evidence. The response inaccurately or vaguely analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely analyzed the evidence, or it is missing. The response inaccurately or vaguely analyzes the effectiveness of evidence or did not accurately complete the section in the appendix, or it is missing. | 55 / 55 pts |
| Completed Appendix G: Identified the EBP question for one selected article. | **5 to >4 pts**<br>**Excellent**<br>The response clearly and accurately identified the EBP question of the selected article.<br>**4 to >3.5 pts**<br>**Good**<br>The response accurately identified the EBP question of the selected article.<br>**3.5 to >3 pts**<br>**Fair**<br>The response vaguely or inaccurately identified the EBP question of the selected article.<br>**3 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately identified the EBP question of the selected article, or it is missing. | 0 / 5 pts |
| Completed Appendix G: Completed all components of the form for the selected article. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly completed all sections of the form. The response comprehensively and clearly analyzes the article and provides a clear review of the article selected.<br>**49 to >43 pts**<br>**Good**<br>The response clearly completed all sections of the form. The response clearly analyzes the article and provides a clear review of the article selected.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely completed all sections of the form. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely completed all sections of the form, or it is missing. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected, or it is missing. | 55 / 55 pts |
| Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br>**4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet are only briefly described.<br>**3.5 to >3 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br>**3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. | 0 / 5 pts |
| Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. | **5 to >4 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors.<br>**3 to >0 pts**<br>**Poor**<br>Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 / 5 pts |
| Written Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4 pts**<br>**Excellent**<br>Uses correct APA format with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) APA format errors. | |

**WK10ASSIGN.DATAQualityImprovementProject.docx**

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**WK10ASSIGN.DATAQualityImprovementProject.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10assign-dataqualityimprovementproject-docx-10275531)

**## WK8Rubric.docx**

Close Rubric

| | | |
| — | — | — |
| NURS_8211_Week8_Assignment_Rubric |
| | | |
| **NURS_8211_Week8_Assignment_Rubric** |
| **Criteria** | **Ratings** | **Pts** |
| Completed Appendix E: Determined if the evidence answered the evidence-based practice question. | **20 to >16 pts**<br>**Excellent**<br>The response comprehensively and clearly determined if the evidence answered the EBP question. The response comprehensively and clearly analyzes the evidence.<br>**16 to >15 pts**<br>**Good**<br>The response clearly determined if the evidence answered the EBP question. The response clearly analyzes the evidence.<br>**15 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely determined if the evidence answered the EBP question. The response inaccurately or vaguely analyzes the evidence.<br>**12 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately determined if the evidence answered the EBP question, or it is missing. The response includes inaccurate and vague examples that do not analyze the evidence, or it is missing. | 20 / 20 pts |
| Completed Appendix E: Select the appropriate appraisal for the selected study: quantitative, qualitative, or mixed methods. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly analyzed the evidence. The response comprehensively and clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**49 to >43 pts**<br>**Good**<br>The response clearly analyzed the evidence. The response clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely analyzed the evidence. The response inaccurately or vaguely analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely analyzed the evidence, or it is missing. The response inaccurately or vaguely analyzes the effectiveness of evidence or did not accurately complete the section in the appendix, or it is missing. | 55 / 55 pts |
| Completed Appendix G: Identified the EBP question for one selected article. | **5 to >4 pts**<br>**Excellent**<br>The response clearly and accurately identified the EBP question of the selected article.<br>**4 to >3.5 pts**<br>**Good**<br>The response accurately identified the EBP question of the selected article.<br>**3.5 to >3 pts**<br>**Fair**<br>The response vaguely or inaccurately identified the EBP question of the selected article.<br>**3 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately identified the EBP question of the selected article, or it is missing. | 0 / 5 pts |
| Completed Appendix G: Completed all components of the form for the selected article. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly completed all sections of the form. The response comprehensively and clearly analyzes the article and provides a clear review of the article selected.<br>**49 to >43 pts**<br>**Good**<br>The response clearly completed all sections of the form. The response clearly analyzes the article and provides a clear review of the article selected.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely completed all sections of the form. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely completed all sections of the form, or it is missing. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected, or it is missing. | 55 / 55 pts |
| Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br>**4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet are only briefly described.<br>**3.5 to >3 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br>**3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. | 0 / 5 pts |
| Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. | **5 to >4 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors.<br>**3 to >0 pts**<br>**Poor**<br>Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 / 5 pts |
| Written Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4 pts**<br>**Excellent**<br>Uses correct APA format with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) APA format errors. | |

**WK10ASSIGN.DATAQualityImprovementProject.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10assign-dataqualityimprovementproject-docx-10275531)

**## WK8Rubric.docx**

Close Rubric

| | | |
| — | — | — |
| NURS_8211_Week8_Assignment_Rubric |
| | | |
| **NURS_8211_Week8_Assignment_Rubric** |
| **Criteria** | **Ratings** | **Pts** |
| Completed Appendix E: Determined if the evidence answered the evidence-based practice question. | **20 to >16 pts**<br>**Excellent**<br>The response comprehensively and clearly determined if the evidence answered the EBP question. The response comprehensively and clearly analyzes the evidence.<br>**16 to >15 pts**<br>**Good**<br>The response clearly determined if the evidence answered the EBP question. The response clearly analyzes the evidence.<br>**15 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely determined if the evidence answered the EBP question. The response inaccurately or vaguely analyzes the evidence.<br>**12 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately determined if the evidence answered the EBP question, or it is missing. The response includes inaccurate and vague examples that do not analyze the evidence, or it is missing. | 20 / 20 pts |
| Completed Appendix E: Select the appropriate appraisal for the selected study: quantitative, qualitative, or mixed methods. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly analyzed the evidence. The response comprehensively and clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**49 to >43 pts**<br>**Good**<br>The response clearly analyzed the evidence. The response clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely analyzed the evidence. The response inaccurately or vaguely analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely analyzed the evidence, or it is missing. The response inaccurately or vaguely analyzes the effectiveness of evidence or did not accurately complete the section in the appendix, or it is missing. | 55 / 55 pts |
| Completed Appendix G: Identified the EBP question for one selected article. | **5 to >4 pts**<br>**Excellent**<br>The response clearly and accurately identified the EBP question of the selected article.<br>**4 to >3.5 pts**<br>**Good**<br>The response accurately identified the EBP question of the selected article.<br>**3.5 to >3 pts**<br>**Fair**<br>The response vaguely or inaccurately identified the EBP question of the selected article.<br>**3 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately identified the EBP question of the selected article, or it is missing. | 0 / 5 pts |
| Completed Appendix G: Completed all components of the form for the selected article. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly completed all sections of the form. The response comprehensively and clearly analyzes the article and provides a clear review of the article selected.<br>**49 to >43 pts**<br>**Good**<br>The response clearly completed all sections of the form. The response clearly analyzes the article and provides a clear review of the article selected.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely completed all sections of the form. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely completed all sections of the form, or it is missing. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected, or it is missing. | 55 / 55 pts |
| Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br>**4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet are only briefly described.<br>**3.5 to >3 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br>**3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. | 0 / 5 pts |
| Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. | **5 to >4 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors.<br>**3 to >0 pts**<br>**Poor**<br>Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 / 5 pts |
| Written Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4 pts**<br>**Excellent**<br>Uses correct APA format with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) APA format errors. | |

**WK10ASSIGN.DATAQualityImprovementProject.docx**

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November 5, 2026
[Solved] Reflective Analysis on the Research Project and Clinical Hours

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The purpose of this analysis is to reflect on your experience in the course, focusing on your final research project and clinical hours. This assignment will allow you to analyze how these experiences impacted your professional development, your community, and future project sustainability. **Instru…

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Assignment Prompt & Instructions

The purpose of this analysis is to reflect on your experience in the course, focusing on your final research project and clinical hours. This assignment will allow you to analyze how these experiences impacted your professional development, your community, and future project sustainability.

**Instructions:**

1. Write a reflective analysis addressing the following points:

**Final Research Project:**

– Explain how your project can generate a positive change in the community and patients' lives.
– Analyze how your project contributed to your personal and professional experience and prepared you for the future as a DN-prepared nurse.
– Reflect on the strategies you would implement to ensure your project remains sustainable and does not fall into disuse after graduation.

**Clinical Hours Experience:**

– Evaluate whether the clinical hours completed during the course were sufficient to meet your learning objectives. Provide clear and detailed reasoning to support your response.
– Reflect on how the clinical hours positively impacted your professional development, emphasizing the most beneficial aspects.
– Identify specific elements of the clinical hours that you would modify and explain the reasons for suggesting these changes.

**Submission Instructions:**

– Your assignment will be run through TurnItIn to check for plagiarism.

– [\
\
ProjectFinalProposaltotheSchoolofNursing.docx](https://www.sweetstudy.com/files/projectfinalproposaltotheschoolofnursing-docx "ProjectFinalProposaltotheSchoolofNursing.docx")

– a year ago

November 5, 2026
[Solved] Mod.6D DiscussionReply

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Executive Solution Overview

You should respond to both discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts. Minimum 150 words each reply with references under each reply. Incorporate a minimum of 2 current (published within the last five year…

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Assignment Prompt & Instructions

You should respond to both discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts.

Minimum 150 words each reply with references under each reply.

Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

Discussion 1

**Caring for Korean, Puerto Rican, & Jordanian Populations**

**Biological Variations Among Korean Americans**

Nursing professionals must recognize how biological differences among Korean Americans impact their healthcare outcomes healthcare provision methods. One of the major concerns is the genetic make-up of Korean Americans which brings inherited risks of diseases that frequently affect their population (Park et al., 2023). Korean Americans experience hypertension and diabetes at higher rates than members of other ethnic groups (Giger & Haddad, 2021). The genetic susceptibility toward hypertension among Korean Americans are exacerbated by traditional food choices which frequently contain high sodium levels (Giger & Haddad, 2021). Besides, the combination of specific cultural healthcare beliefs about traditional treatments and self-restriction toward primary healthcare assistance creates additional barriers for proper health management.

Korean Americans face significant challenges with their mental health which requires attention for proper care. Many people refrain from seeking mental health assistance because of cultural prejudices thereby causing mental health disorders to go undetected (Giger & Haddad, 2021). Understanding these cultural differences permits nurses to create open-minded environments that motivate patients to express their emotional health concerns without prejudice. Nurses who understand biological and cultural factors will provide better care to Korean American patients through enhanced assessment and customized care planning.

**Stereotyping Puerto Ricans**

The practice of stereotyping Puerto Ricans have identical cultural traits to Hispanic Americans results in profound errors affecting healthcare delivery to patients. Generalizations about Puerto Ricans tend to disregard their unique cultural elements and social factors that affect the way they experience healthcare and their specific medical requirements (Díaz et al., 2021). Puerto Ricans face distinctive health challenges including metabolic disorders that show different prevalence rates when compared with other Hispanic communities. Using stereotypes in nursing practice often leads to misjudging a patient's healthcare practices including dietary choices and therapeutic compliance.

When healthcare providers apply stereotypical assumptions they provide substandard health assessments which leads to communication failures that diminish the quality of care delivered to patients. The incorrect assumption that Puerto Rican patient health issues match Mexican American patient health issues forces nurses to miss vital assessments or screenings specific to Puerto Rican health needs (Giger & Haddad, 2021). The incorrect assessment process creates health plans that fail to meet unique patient requirements thus producing lower overall treatment effectiveness.

**Geographical Location of Jordan and Its Impact**

The nation of Jordan stands in the Middle East region between Israel and the West Bank. It also neighbors Syria, Iraq and Saudi Arabia. Its strategic geographic location places it between different cultural and political dynamics that has prolonged political turbulence across the region (Bani Issa, 2023). Recent Jordanian immigrants to the United States face substantial socio-economic impacts stemming from the country's enduring conflicts affecting their health outcomes.

Political instability in Jordan causes significant trauma and anxiety problems among its American immigrants who experienced conflict or instability (Giger & Haddad, 2021). People who go through such experiences show increased risks of mental health conditions including PTSD and depression. Immigrants face psychological stress together with cultural adjustment difficulties that intensify mental health problems. Healthcare providers must understand the distinctive healthcare needs of recently immigrated Jordanians because their experiences of political turmoil will shape their health requirements.

Discussion 2

The nurses and the healthcare team members should be aware that there are going to be biological variations among many different cultural groups. However, some of the most common biological variations among the Korean Americans are related to very specific conditions. Some of these genetic conditions that Korean Americans are exposed to or have a high risk of are stomach cancer, hepatitis B, lactose intolerance ,low alcohol metabolism and glucose 6 phosphate dehydrogenase deficiency. Korean Americans are at a higher risk of getting stomach cancer due to genetic factors or dietary patterns which may include high consumption of salty foods and smoked foods. Chronic hepatitis B is also a high risk for many Korean Americans because of the high risk for liver cirrhosis and hepatocellular carcinoma (Jo et al., 2019). There is also a big population of people that may also be lactose intolerant and dietary needs have to be taken into consideration while making any treatment plans or any dietary recommendations. Another thing that nurses and the healthcare team members should be aware of is the low level of alcohol metabolism which can lead to symptoms of facial redness, nausea, and headache (Oh et al., 2021).

Nurses and healthcare members should also consider the genetic variations that can influence how certain medication is being metabolized in the body and this may vary due to different ethnic groups and the genetic makeup of the patients.

Stereotyping Puerto Ricans as similar to other Hispanic Americans can lead to many different errors due to a difference in the historical background and the cultural background. There are certain commonalities between the Hispanic groups would be the language however there are different dialects and different slangs that are used in each Latin American countries. Even though Spanish is a very common language there are going to be some different idioms and dialects that not everyone is going to understand and this can lead to misunderstandings about the symptoms and the treatment options. There are also going to be some traditional remedies that may be shared among other Hispanic cultures however, it would be wrong to assume that everyone and every culture would have the same traditional remedies. There is also a difference in the historical and political aspect which can lead to a misunderstanding if stereotypes and assumptions are being made without any knowledge. There are many different ways that a nurse or any health care member can avoid to stereotype all Hispanics and one of them is to learn about the specific culture of the patient and ask questions. It is very important to ask any open-ended questions to understand more about their culture and to make sure that if interpreters are needed they are appropriate and they can understand the patient.

The geographical location of Jordan is in the Middle East and it does share borders with the other Middle Eastern countries such as Syria, Iraq, and Saudi Arabia along with Palestine. The political turmoil that many residents of Jordan might experience will affect their mental health in a negative way. Many of these people will have trauma and PTSD from the different political conflict and many of them will worry and go through grief and or guilt (Altobaishat et al., 2025). There is also going to be an effect on the financial and the social issues due to the poor economy and there is going to be a problem with discrimination as well for the immigrated Jordanian Americans.

– a year ago

November 5, 2026
[Solved] Chinese

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– [\ \ IMG_1614.jpg](https://www.sweetstudy.com/files/img-1614-jpg "IMG_1614.jpg") – [\ \ IMG_1612.jpg](https://www.sweetstudy.com/files/img-1612-jpg "IMG_1612.jpg") – [\ \ IMG_1613.jpg](https://www.sweetstudy.com/files/img-1613-jpg "IMG_1613.jpg") – [\ \ IMG_1611.jpg](https://www.sweets…

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Assignment Prompt & Instructions

– [\
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– [\
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IMG_1612.jpg](https://www.sweetstudy.com/files/img-1612-jpg "IMG_1612.jpg")
– [\
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IMG_1613.jpg](https://www.sweetstudy.com/files/img-1613-jpg "IMG_1613.jpg")
– [\
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IMG_1611.jpg](https://www.sweetstudy.com/files/img-1611-jpg "IMG_1611.jpg")

– a year ago

November 5, 2026
[Solved] Task #4

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In-depth study guidance and analytical solution covering Task #4.

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Assignment Prompt & Instructions

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

November 5, 2026
[Solved] Change Implementation and Management Plan

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you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival. As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead other…

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Assignment Prompt & Instructions

you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.

As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.

– a year ago

November 5, 2026
[Solved] Evidence-Based Project, Part 4: Recommending an Evidence-Based Practice Change

✓ Verified Academic Solution Available

Executive Solution Overview

you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach. – a year ago

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Assignment Prompt & Instructions

you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.

– a year ago

November 5, 2026
[Solved] Patient Preferences and Decision Making

✓ Verified Academic Solution Available

Executive Solution Overview

What has your experience been with patient involvement in treatment or healthcare decisions? In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices …

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Assignment Prompt & Instructions

What has your experience been with patient involvement in treatment or healthcare decisions?

In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.

– a year ago

November 5, 2026
[Solved] Literature Review

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (6)** – ## Assignment.docx – ## AppendixG.docx – AppendixH.docx – AppendixB.docx – AppendixF.docx – AppendixE.docx **## Assignment.docx** Review the resources Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. t…

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Assignment Prompt & Instructions

– a year ago

**files (6)**

– ## Assignment.docx

– ## AppendixG.docx

– AppendixH.docx
– AppendixB.docx
– AppendixF.docx
– AppendixE.docx

**## Assignment.docx**

Review the resources Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_(4th ed.). Sigma Theta Tau International.

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024). Translation of evidence into nursing and healthcare (4th ed.). Springer.

Note: Be sure to review Appendices B, E, F, G, and H in the Dang et al. attached. You will be required to complete and submit
**Appendices B, G, and H for this Assignment.**

1.
**Select an organization issue which needs addressing.**

Consider possible practice questions to address the issue you selected.

**Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?**

Ask yourself:

Why is it a problem?

What has been done about it?

What is the gap in practice?

**2. Select one practice question to develop using Appendix B. Use the practice question below.**

**_Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?_**

PICOT Format P (Population): Adults with mental health or substance use disorders in rural communities

I (Intervention): Telehealth interventions

C (Comparison): In-person mental health or substance use treatment

O (Outcome): Improved access to care and treatment outcomes

T (Time): Over a period of 6 months

Search literature evidence to identify 15 or more recent peer-reviewed articles (within the past 5 years) related to the practice question.

**Note: Use Appendices E and F to help you search, but you do not need to submit these for grading.**

3. Using Appendix H, grade the evidence and select the 10 articles with the strongest evidence ratings.

Using Appendix H, synthesize the 10 articles you selected.

4. Using Appendix G, enter all relevant information about the 10 articles you selected and synthesized.

You will submit
**three** items as follows:

**Part 1:** Submit completed
**Appendix B**, which demonstrates your fully developed practice question.

**Part 2:** Submit your completed
**Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
**Note:** You will complete Appendix H
_before_ Appendix G, despite being out of order alphabetically.

**Part 3:** Submit your completed
**Appendix G**, which lists the relevant information about the evidence you selected.

**## AppendixG.docx**

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

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/literature-review-20902489)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

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

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

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

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

**Reviewer name(s):**

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

**Article number:**

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

**Author, date, and title:**

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

**Type of evidence:**

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

**Population, size, and setting:**

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

**Intervention:**

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

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

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

**Measures used**:

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

**Limitations:**

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

**Evidence level and quality:**

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

**Notes to team:**

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

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

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

## image1.jpeg

**AppendixH.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixh-docx-10276389)

**AppendixB.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixb-docx-10276385)

**AppendixF.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixf-docx-10276387)

**AppendixE.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10276391)

**AppendixE.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10276391)

**## Assignment.docx**

Review the resources Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_(4th ed.). Sigma Theta Tau International.

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024). Translation of evidence into nursing and healthcare (4th ed.). Springer.

Note: Be sure to review Appendices B, E, F, G, and H in the Dang et al. attached. You will be required to complete and submit
**Appendices B, G, and H for this Assignment.**

1.
**Select an organization issue which needs addressing.**

Consider possible practice questions to address the issue you selected.

**Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?**

Ask yourself:

Why is it a problem?

What has been done about it?

What is the gap in practice?

**2. Select one practice question to develop using Appendix B. Use the practice question below.**

**_Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?_**

PICOT Format P (Population): Adults with mental health or substance use disorders in rural communities

I (Intervention): Telehealth interventions

C (Comparison): In-person mental health or substance use treatment

O (Outcome): Improved access to care and treatment outcomes

T (Time): Over a period of 6 months

Search literature evidence to identify 15 or more recent peer-reviewed articles (within the past 5 years) related to the practice question.

**Note: Use Appendices E and F to help you search, but you do not need to submit these for grading.**

3. Using Appendix H, grade the evidence and select the 10 articles with the strongest evidence ratings.

Using Appendix H, synthesize the 10 articles you selected.

4. Using Appendix G, enter all relevant information about the 10 articles you selected and synthesized.

You will submit
**three** items as follows:

**Part 1:** Submit completed
**Appendix B**, which demonstrates your fully developed practice question.

**Part 2:** Submit your completed
**Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
**Note:** You will complete Appendix H
_before_ Appendix G, despite being out of order alphabetically.

**Part 3:** Submit your completed
**Appendix G**, which lists the relevant information about the evidence you selected.

**## AppendixG.docx**

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

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/literature-review-20902489)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

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

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

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

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

**Reviewer name(s):**

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

**Article number:**

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

**Author, date, and title:**

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

**Type of evidence:**

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

**Population, size, and setting:**

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

**Intervention:**

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

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

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

**Measures used**:

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

**Limitations:**

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

**Evidence level and quality:**

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

**Notes to team:**

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

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

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

## image1.jpeg

**AppendixH.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixh-docx-10276389)

**AppendixB.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixb-docx-10276385)

**AppendixF.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixf-docx-10276387)

**AppendixE.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10276391)

**## Assignment.docx**

Review the resources Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_(4th ed.). Sigma Theta Tau International.

White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024). Translation of evidence into nursing and healthcare (4th ed.). Springer.

Note: Be sure to review Appendices B, E, F, G, and H in the Dang et al. attached. You will be required to complete and submit
**Appendices B, G, and H for this Assignment.**

1.
**Select an organization issue which needs addressing.**

Consider possible practice questions to address the issue you selected.

**Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?**

Ask yourself:

Why is it a problem?

What has been done about it?

What is the gap in practice?

**2. Select one practice question to develop using Appendix B. Use the practice question below.**

**_Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?_**

PICOT Format P (Population): Adults with mental health or substance use disorders in rural communities

I (Intervention): Telehealth interventions

C (Comparison): In-person mental health or substance use treatment

O (Outcome): Improved access to care and treatment outcomes

T (Time): Over a period of 6 months

Search literature evidence to identify 15 or more recent peer-reviewed articles (within the past 5 years) related to the practice question.

**Note: Use Appendices E and F to help you search, but you do not need to submit these for grading.**

3. Using Appendix H, grade the evidence and select the 10 articles with the strongest evidence ratings.

Using Appendix H, synthesize the 10 articles you selected.

4. Using Appendix G, enter all relevant information about the 10 articles you selected and synthesized.

You will submit
**three** items as follows:

**Part 1:** Submit completed
**Appendix B**, which demonstrates your fully developed practice question.

**Part 2:** Submit your completed
**Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
**Note:** You will complete Appendix H
_before_ Appendix G, despite being out of order alphabetically.

**Part 3:** Submit your completed
**Appendix G**, which lists the relevant information about the evidence you selected.

**## AppendixG.docx**

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

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/literature-review-20902489)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

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

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

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

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

**Reviewer name(s):**

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

**Article number:**

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

**Author, date, and title:**

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

**Type of evidence:**

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

**Population, size, and setting:**

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

**Intervention:**

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

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

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

**Measures used**:

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

**Limitations:**

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

**Evidence level and quality:**

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

**Notes to team:**

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

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

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

## image1.jpeg

**AppendixH.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixh-docx-10276389)

**AppendixB.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixb-docx-10276385)

**AppendixF.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixf-docx-10276387)

**AppendixE.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10276391)

November 5, 2026
[Solved] Discussion

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## Discussion.docx **## Discussion.docx** **Discussion 1** · Share your experiences identifying Level 1 evidence to address the practice question below. Be specific and provide concrete examples. · PICOT Question: In adults with mental health or substance use disorders i…

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

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Order on TutorsGallery →

Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## Discussion.docx

**## Discussion.docx**

**Discussion 1**

· Share your experiences identifying Level 1 evidence to address the practice question below. Be specific and provide concrete examples.

· PICOT Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?

· Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.

· If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.

Resources

**Discussion 2**

**Resources for discussion 2 only**

Clark, K., Rödlach, A., Ballesteros, M., Davis, R., Holmes, L., Miller, J., Minnich, M., & Schultz, A. (2024). The role of doctor of nursing practice programs' mission, vision, and values statements in the development of students' professional identity: A qualitative study.Links to an external site. Nurse Education Today, 134, Article 106096. https://doi.org/10.1016/j.nedt.2024.106096

Fornili, K. S. (2022). Expanded conceptual framework for ethical action by nurses on the “further upstream and farther downstream” determinants of health equity.Links to an external site. Journal of Addictions Nursing, 33(3), 203–214. https://doi.org/10.1097/jan.0000000000000484

Green, C. (2022). Applying the Nightingale pledge in reducing health disparities: A hospital-acquired pressure injury case studyLinks to an external site.. Advances in Skin and Wound Care, 35(3), 180–183. https://doi.org/10.1097/01.asw.0000815492.11595.6

Khaghanizadeh M, Koohi A, Ebadi A, Vahedian-Azimi A. (2023). The effect and comparison of training in ethical decision-making through lectures and group discussions on moral reasoning, moral distress and moral sensitivity in nurses: A clinical randomized controlled trial.Links to an external site. BMC medical ethics, 24(1), Article 58. https://doi.org/10.1186/s12910-023-00938-5

Torkaman, M., Heydari, N., & Torabizadeh, C. (2020). Nurses’ perspectives regarding the relationship between professional ethics and organizational commitment in healthcare organizations.Links to an external site. Journal of Medical Ethics and History of Medicine, 13(17), 1–10. https://doi.org/10.18502/jmehm.v13i17.4658

**Discussion**

·
_Review the Learning Resources above, paying special attention to the various ethical issues in nursing practice that are addressed._

·
_Reflect on any ethical challenges in nursing you have personally experienced._

·
**Identify the ethical challenge in nursing you selected.**

·
**Explain why you selected this ethical challenge and why you think it is important.**

·
**Describe the specific situation you experienced. Be specific and provide examples. Explain:**

·
**What happened?**

·
**How was it addressed by you and the other stakeholders involved?**

·
**Do you agree with the approach(es) that were taken?**

·
**Would you have done anything differently? If so, what?**

**## Discussion.docx**

**Discussion 1**

· Share your experiences identifying Level 1 evidence to address the practice question below. Be specific and provide concrete examples.

· PICOT Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?

· Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.

· If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.

Resources

**Discussion 2**

**Resources for discussion 2 only**

Clark, K., Rödlach, A., Ballesteros, M., Davis, R., Holmes, L., Miller, J., Minnich, M., & Schultz, A. (2024). The role of doctor of nursing practice programs' mission, vision, and values statements in the development of students' professional identity: A qualitative study.Links to an external site. Nurse Education Today, 134, Article 106096. https://doi.org/10.1016/j.nedt.2024.106096

Fornili, K. S. (2022). Expanded conceptual framework for ethical action by nurses on the “further upstream and farther downstream” determinants of health equity.Links to an external site. Journal of Addictions Nursing, 33(3), 203–214. https://doi.org/10.1097/jan.0000000000000484

Green, C. (2022). Applying the Nightingale pledge in reducing health disparities: A hospital-acquired pressure injury case studyLinks to an external site.. Advances in Skin and Wound Care, 35(3), 180–183. https://doi.org/10.1097/01.asw.0000815492.11595.6

Khaghanizadeh M, Koohi A, Ebadi A, Vahedian-Azimi A. (2023). The effect and comparison of training in ethical decision-making through lectures and group discussions on moral reasoning, moral distress and moral sensitivity in nurses: A clinical randomized controlled trial.Links to an external site. BMC medical ethics, 24(1), Article 58. https://doi.org/10.1186/s12910-023-00938-5

Torkaman, M., Heydari, N., & Torabizadeh, C. (2020). Nurses’ perspectives regarding the relationship between professional ethics and organizational commitment in healthcare organizations.Links to an external site. Journal of Medical Ethics and History of Medicine, 13(17), 1–10. https://doi.org/10.18502/jmehm.v13i17.4658

**Discussion**

·
_Review the Learning Resources above, paying special attention to the various ethical issues in nursing practice that are addressed._

·
_Reflect on any ethical challenges in nursing you have personally experienced._

·
**Identify the ethical challenge in nursing you selected.**

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**Explain why you selected this ethical challenge and why you think it is important.**

·
**Describe the specific situation you experienced. Be specific and provide examples. Explain:**

·
**What happened?**

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**How was it addressed by you and the other stakeholders involved?**

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**Do you agree with the approach(es) that were taken?**

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**Would you have done anything differently? If so, what?**

November 5, 2026