Category: Nursing

[Solved] Healthcare Informatics

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– Discuss the principles of systemic culture and change and how they are tied to informatics. – Use an example from past or present practice to illustrate these principles. – You should include **at least one reference outside of what is provided in this course.** #### **Document Type/Template:** – …

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Assignment Prompt & Instructions

– Discuss the principles of systemic culture and change and how they are tied to informatics.
– Use an example from past or present practice to illustrate these principles.
– You should include **at least one reference outside of what is provided in this course.**
#### **Document Type/Template:**
– Word Document
– This assignment should be approximately 2 pages (double spaced).
– Include APA-style references to support your work.

November 5, 2026
[Solved] Healthcare Informatics

✓ Verified Academic Solution Available

Executive Solution Overview

**Summative: Health Informatics and Systems Change** You will assume the role of a faculty member preparing to present virtually to a group of graduate nursing students on health informatics. You will develop a PowerPoint presentation with voice narration on the key concepts of health informatics. 1…

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Assignment Prompt & Instructions

**Summative: Health Informatics and Systems Change**
You will assume the role of a faculty member preparing to present virtually to a group of graduate nursing students on health informatics. You will develop a PowerPoint presentation with voice narration on the key concepts of health informatics.
1. Your presentation will include explanations of health informatics and how it relates to systems culture and change. Include discussion on the role of leadership and the use of informatics and technology in those roles.
2. Use the information provided in the course as a starting point, however you should be looking for other literature and outside sources to support your presentation. At least two (2) additional sources should be used outside of the posted course materials.
3. This presentation should be approximately 10 minutes with no more than 10 slides. This approach encourages you to be concise while discussing these important topics. The general guideline is one minute per slide. Avoid overcrowding each slide with too much information. You may use 5-8 bullet points with main ideas, and then include supporting ideas in the speaker notes area for each slide.
4. The presentation should include speaker notes and demonstrate PowerPoint best practices, including the application of APA formatting. Include a title and reference slide which are not included in the total number of slides. Some helpful hints can be found in the resource links below.
**Document Type/Template:**
– PowerPoint Presentation

November 5, 2026
[Solved] DUN-PP

✓ Verified Academic Solution Available

Executive Solution Overview

**Presentation Title:** _Strategies and Challenges for Nurse Leaders in Organizational Mergers/Acquisitions_ **Length:** Create a presentation with 5 **slides [title and reference slide does not count]**. ALL SLIDES MUST HAVE SPEAKER NOTES TO EXPLAIN THE SLIDES CONTENT. – **Cover and Reference Sli…

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Assignment Prompt & Instructions

**Presentation Title:** _Strategies and Challenges for Nurse Leaders in Organizational Mergers/Acquisitions_
**Length:** Create a presentation with 5 **slides [title and reference slide does not count]**. ALL SLIDES MUST HAVE SPEAKER NOTES TO EXPLAIN THE SLIDES CONTENT.
– **Cover and Reference Slides:**
– **Cover Slide:** Include your presentation title, your name, the course title, institution, and the date.
– **Reference Slide:** At the end, include an APA-style slide that lists at least six scholarly references supporting your content.
**Content Focus:**
– **Strategic Insights:**
– Present strategies that prepare nurse leaders for the changes and challenges inherent in mergers and acquisitions.
– **Challenges Discussion:**
– Identify and explain potential challenges leaders may encounter, and offer evidence-based solutions or recommendations.
– Support your discussion with a minimum of six [6] scholarly references that illustrate best practices, case studies, or current research findings in healthcare leadership.
**Formatting and Submission:**
– **APA 7th Edition:** Ensure all content, including in-text references (if applicable) and the reference slide, adheres strictly to APA 7th Edition guidelines.
– **Scholarly Tone:** The presentation should reflect a high academic standard by integrating evidence-based practice and critical analysis.
– **REFERENCES Must have DOI Numbers for me to look them up- If I am unable to verify the references points will be deducted.**
– **NO MORE THAN 10% PLAGIARISM ACCEPTED, THIS ASSIGNMENT WILL BE SUBMITTED VIA TURNIN IN**
– **DUE DATE DECEMBER 14, 2025**
\
PPRUBRIC.pdf](https://www.sweetstudy.com/files/pprubric-pdf-10470409 "PPRUBRIC.pdf")

November 5, 2026
[Solved] Nursing wk 3 – assignment 2

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Executive Solution Overview

i-human practice case – ## PROMPTWK3ASSIGNMENT2.docx **## PROMPTWK3ASSIGNMENT2.docx** As part of your orientation to i-Human Patients, you are required to explore the _Marvin Webster, Jr._ practice case to become familiar with the i-Human Patients interface and to start making the transition between…

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Assignment Prompt & Instructions

i-human practice case

– ## PROMPTWK3ASSIGNMENT2.docx

**## PROMPTWK3ASSIGNMENT2.docx**

As part of your orientation to i-Human Patients, you are required to explore the
_Marvin Webster, Jr._ practice case to become familiar with the i-Human Patients interface and to start making the transition between the live patient encounter and the virtual patient encounter.

**Note:** You are allowed
**five (5)** attempts at this i-Human Patients Assignment. Your final submission is due by Day 7 of this week.

**Also Note:** The instructions for this practice case Assignment are repeated from Week 2 for your convenience.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/201924/modules/items/8408207)

**To prepare:**

· Be sure that you have thoroughly reviewed the
_i-Human Patients Case Player Student Manual_ in the Week 2 Learning Resources.

· Access the required i-Human Patients
_Marvin Webster, Jr._ practice case study from the Week 2 Learning Resources.

**Important Note:** Once you have purchased your i-Human Patients access code from the bookstore, you should receive an email with your i-Human Patients login and password information. If you have
**not** received this information, please contact the Course Instructor.

**Assignment**

As you interact with the
_Marvin Webster, Jr._ i-Human Patients practice case, complete the assigned case study. Upload your PDF from i-Human Patients to this Assignment.

**Note:** There will be no additional attempts after your Final Assignment submission by Day 7.

By day 7 of Week 3

**Submit your final attempt** by uploading your PDF from i-Human Patients to this Assignment.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.

1. To submit your completed assignment, save your Assignment as
**WK3Assgn2_LastName_FirstInitial**

2. Then, click on
**Start Assignment** near the top of the page.

3. Next, click on
**Upload File** and select
**Submit Assignment** for review.

Rubric

**NURS_6512_Week 3_Assignment 2_Rubric**

| | | |
| — | — | — |
| NURS_6512_Week 3_Assignment 2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning Outcomei-Human Patients Practice Case: History Section Only Complete an appropriate health history. (Scores are based on the percentage of the history section. Note: Scores are automatically calculated in the i-Human platform.) | **20 ptsExcellent** Achieves a score of 90–100%<br> <br>**15 ptsGood** Achieves a score of 80–89%<br> <br>**10 ptsFair** Achieves a score of 70–79%<br> <br>**5 ptsPoor** Achieves a score of 60–69%<br> <br>**0 ptsUnsatisfactory** Achieves a score of 59% or below | 20 pts |

Total Points: 20

Learning Resources

[Required Readings](https://waldenu.instructure.com/courses/201924/assignments/2791937?module_item_id=8408207)

· Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2023).
_Seidel's guide to physical examination: An interprofessional approach_ (10th ed.). Elsevier Mosby.

· Chapter 3, “Examination Techniques and Equipment”
This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.

· i-Human Patients. (2023).
_i-Human Patients case player student manual_ [Download i-Human Patients case player student manual](https://waldenu.instructure.com/courses/201924/files/16570378/download?download_frd=1). i-Human Patients by Kaplan. (PDF)

[Required Media](https://waldenu.instructure.com/courses/201924/assignments/2791937?module_item_id=8408207)

To access this resource, use the
**Access i-Human Patients** link from the
**Start Here** Module.

· i-Human Patients Cases. (2023).
_Case studies: Marvin Webster, Jr._ [Video]. i-Human Patients by Kaplan.

· Walden University, LLC. (2024).
_Differential diagnosis_ [Video]. Walden University Canvas. https://waldenu.instructure.com/

[Required Weekly Skills Practice](https://waldenu.instructure.com/courses/201924/assignments/2791937?module_item_id=8408207)

Each week you will be assigned a list of skills you should be practicing for the final check off. Please complete the following for Week 3:

· Develop a list of differential diagnosis for each one of the these complaints:

· Ankle Swelling

· Chest Pain

· Sore Throat

[Lecturio Resources – Optional](https://waldenu.instructure.com/courses/201924/assignments/2791937?module_item_id=8408207)

Review this week's videos and content pages in the Lecturio Platform by clicking the button at the end of the page labeled
**Load Week 3: Learning Resources in a new window.**

[Supplemental Resources](https://waldenu.instructure.com/courses/201924/assignments/2791937?module_item_id=8408207)

**Note:** These readings are intended to serve as supplementary to the Lecturio content and required textbook readings provided in this course. Please refer/review these supplementary resources should you need help in reinforcing concepts and in preparation for completing this week’s Assessments.

· Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019).
[Student checklist: Health history guide](https://waldenu.instructure.com/courses/201924/files/16570296?wrap=1) [Download Student checklist: Health history guide](https://waldenu.instructure.com/courses/201924/files/16570296/download?download_frd=1). In
_Seidel's guide to physical examination_ (9th ed.). Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

· Dains, J. E., Baumann, L. C., & Scheibel, P. (2019).
_Advanced health assessment and clinical diagnosis in primary care_ (6th ed.). Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J. E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

· Chapter 1, “
[Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis](https://waldenu.instructure.com/courses/201924/files/16570309?wrap=1) [Download Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis](https://waldenu.instructure.com/courses/201924/files/16570309/download?download_frd=1)”
This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.

· Nyante, S. J., Benefield, T. S., Kuzmiak, C. M., Earnhardt, K., Pritchard, M., & Henderson, L. M. (2021).
[Population‐level impact of coronavirus disease 2019 on breast cancer screening and diagnostic proceduresLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1002/cncr.33460).
_Cancer, 127_(12), 2111–2121. https://doi.org/10.1002/cncr.33460

_Note: Although this resource page displays as an Assignment, it will_ **not** _be counted towards your final grade. Your progress through the Lecturio resources will be reported as a percentage in the gradebook that will only be used as reference._

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**## PROMPTWK3ASSIGNMENT2.docx**

As part of your orientation to i-Human Patients, you are required to explore the
_Marvin Webster, Jr._ practice case to become familiar with the i-Human Patients interface and to start making the transition between the live patient encounter and the virtual patient encounter.

**Note:** You are allowed
**five (5)** attempts at this i-Human Patients Assignment. Your final submission is due by Day 7 of this week.

**Also Note:** The instructions for this practice case Assignment are repeated from Week 2 for your convenience.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/201924/modules/items/8408207)

**To prepare:**

· Be sure that you have thoroughly reviewed the
_i-Human Patients Case Player Student Manual_ in the Week 2 Learning Resources.

· Access the required i-Human Patients
_Marvin Webster, Jr._ practice case study from the Week 2 Learning Resources.

**Important Note:** Once you have purchased your i-Human Patients access code from the bookstore, you should receive an email with your i-Human Patients login and password information. If you have
**not** received this information, please contact the Course Instructor.

**Assignment**

As you interact with the
_Marvin Webster, Jr._ i-Human Patients practice case, complete the assigned case study. Upload your PDF from i-Human Patients to this Assignment.

**Note:** There will be no additional attempts after your Final Assignment submission by Day 7.

By day 7 of Week 3

**Submit your final attempt** by uploading your PDF from i-Human Patients to this Assignment.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.

1. To submit your completed assignment, save your Assignment as
**WK3Assgn2_LastName_FirstInitial**

2. Then, click on
**Start Assignment** near the top of the page.

3. Next, click on
**Upload File** and select
**Submit Assignment** for review.

Rubric

**NURS_6512_Week 3_Assignment 2_Rubric**

| | | |
| — | — | — |
| NURS_6512_Week 3_Assignment 2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning Outcomei-Human Patients Practice Case: History Section Only Complete an appropriate health history. (Scores are based on the percentage of the history section. Note: Scores are automatically calculated in the i-Human platform.) | **20 ptsExcellent** Achieves a score of 90–100%<br> <br>**15 ptsGood** Achieves a score of 80–89%<br> <br>**10 ptsFair** Achieves a score of 70–79%<br> <br>**5 ptsPoor** Achieves a score of 60–69%<br> <br>**0 ptsUnsatisfactory** Achieves a score of 59% or below | 20 pts |

Total Points: 20

Learning Resources

[Required Readings](https://waldenu.instructure.com/courses/201924/assignments/2791937?module_item_id=8408207)

· Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2023).
_Seidel's guide to physical examination: An interprofessional approach_ (10th ed.). Elsevier Mosby.

· Chapter 3, “Examination Techniques and Equipment”
This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.

· i-Human Patients. (2023).
_i-Human Patients case player student manual_ [Download i-Human Patients case player student manual](https://waldenu.instructure.com/courses/201924/files/16570378/download?download_frd=1). i-Human Patients by Kaplan. (PDF)

[Required Media](https://waldenu.instructure.com/courses/201924/assignments/2791937?module_item_id=8408207)

To access this resource, use the
**Access i-Human Patients** link from the
**Start Here** Module.

· i-Human Patients Cases. (2023).
_Case studies: Marvin Webster, Jr._ [Video]. i-Human Patients by Kaplan.

· Walden University, LLC. (2024).
_Differential diagnosis_ [Video]. Walden University Canvas. https://waldenu.instructure.com/

[Required Weekly Skills Practice](https://waldenu.instructure.com/courses/201924/assignments/2791937?module_item_id=8408207)

Each week you will be assigned a list of skills you should be practicing for the final check off. Please complete the following for Week 3:

· Develop a list of differential diagnosis for each one of the these complaints:

· Ankle Swelling

· Chest Pain

· Sore Throat

[Lecturio Resources – Optional](https://waldenu.instructure.com/courses/201924/assignments/2791937?module_item_id=8408207)

Review this week's videos and content pages in the Lecturio Platform by clicking the button at the end of the page labeled
**Load Week 3: Learning Resources in a new window.**

[Supplemental Resources](https://waldenu.instructure.com/courses/201924/assignments/2791937?module_item_id=8408207)

**Note:** These readings are intended to serve as supplementary to the Lecturio content and required textbook readings provided in this course. Please refer/review these supplementary resources should you need help in reinforcing concepts and in preparation for completing this week’s Assessments.

· Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019).
[Student checklist: Health history guide](https://waldenu.instructure.com/courses/201924/files/16570296?wrap=1) [Download Student checklist: Health history guide](https://waldenu.instructure.com/courses/201924/files/16570296/download?download_frd=1). In
_Seidel's guide to physical examination_ (9th ed.). Elsevier Mosby.
Credit Line: Seidel's Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

· Dains, J. E., Baumann, L. C., & Scheibel, P. (2019).
_Advanced health assessment and clinical diagnosis in primary care_ (6th ed.). Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J. E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

· Chapter 1, “
[Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis](https://waldenu.instructure.com/courses/201924/files/16570309?wrap=1) [Download Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis](https://waldenu.instructure.com/courses/201924/files/16570309/download?download_frd=1)”
This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.

· Nyante, S. J., Benefield, T. S., Kuzmiak, C. M., Earnhardt, K., Pritchard, M., & Henderson, L. M. (2021).
[Population‐level impact of coronavirus disease 2019 on breast cancer screening and diagnostic proceduresLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1002/cncr.33460).
_Cancer, 127_(12), 2111–2121. https://doi.org/10.1002/cncr.33460

_Note: Although this resource page displays as an Assignment, it will_ **not** _be counted towards your final grade. Your progress through the Lecturio resources will be reported as a percentage in the gradebook that will only be used as reference._

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November 5, 2026
[Solved] organization, leadership

✓ Verified Academic Solution Available

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In-depth study guidance and analytical solution covering organization, leadership.

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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] NR 449 W 8

✓ Verified Academic Solution Available

Executive Solution Overview

– This area provides you with an opportunity to reflect on what you have learned and what concepts you still need further exploration on. – Answer 1 question. Include a short summary of what has been learned, and include question(s) that are still unclear. Post your answer to 1 of the 3 questions wi…

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Assignment Prompt & Instructions

– This area provides you with an opportunity to reflect on what you have learned and what concepts you still need further exploration on.
– Answer 1 question. Include a short summary of what has been learned, and include question(s) that are still unclear.
Post your answer to 1 of the 3 questions with explanation and details. Please follow the Community Café Guidelines for participating in the Community Café.
1. How did taking this class change how you practice clinically?
2. What are some areas of research interest you wish to pursue after this class?
3. What actions can you take to become an ambassador for research?
\
NR449GuidelineCommunityCafe.pdf](https://www.sweetstudy.com/files/nr449guidelinecommunitycafe-pdf-10470387 "NR449GuidelineCommunityCafe.pdf")

November 5, 2026
[Solved] Nursing patho assignment 2

✓ Verified Academic Solution Available

Executive Solution Overview

attached exercise and instructions – ## pathomindmap.docx **## pathomindmap.docx** In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap. myocardial infarction congenital heart disease (ma…

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Assignment Prompt & Instructions

attached exercise and instructions

– ## pathomindmap.docx

**## pathomindmap.docx**

In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap.

myocardial infarction

congenital heart disease (may select ASD, VSD, or PDA)

peripheral arterial disease

peripheral vascular disease

valvular heart disease

cardiomyopathy (may select dilated, hypertrophic, or restricted)

atherosclerosis

aortic aneurysm

deep vein thrombosis

hypertension

heart failure

**NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric**

| | | |
| — | — | — |
| NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeSelect one of the possible topics provided and complete the MindMap.<br>Describe the Pathophysiology and Etiology of the primary diagnosis. List risk factors related to the primary diagnosis. | **30 to >27.0 ptsExcellent** A thoroughly completed MindMap with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology at the cellular level and shows understanding of the primary diagnosis. The response accurately and thoroughly identifies etiology for the diagnosis and lists appropriate risk factors.<br> <br>**27 to >23.0 ptsGood** A completed MindMap with a selected topic was submitted. The response describes the pathophysiology at the organ level of the primary diagnosis. The response does not identify specific etiology for the diagnosis and some risk factors are not linked to diagnosis.<br> <br>**23 to >19.0 ptsFair** An inaccurately complete or vague MindMap with a selected topic was submitted. The response inaccurately or vaguely describes the pathophysiology of the primary diagnosis. The response inaccurately or vaguely identifies etiology for the diagnosis and all risk factors are not linked to diagnosis.<br> <br>**19 to >0 ptsPoor** An incomplete MindMap with a selected topic was submitted, or is missing. The response does not describe the pathophysiology of the primary diagnosis. The response does not identify etiology for this diagnosis and risk factors are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeWhat are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications? | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the patient's signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications.<br> <br>**17 to >14.0 ptsGood** The response accurately describes the patient's signs and symptoms for this diagnosis. The response accurately describes how this diagnosis might impact other body systems and their possible complications.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the patient's signs and symptoms for this diagnosis. The response inaccurately or vaguely describes how this diagnosis might impact other body systems and their possible complications.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the patient's signs and symptoms for this diagnosis, or is missing. The response inaccurately and vaguely describes how the diagnosis might impact other body systems and their possible complications, or is missing. | 20 pts |
| This criterion is linked to a Learning OutcomeWhat diagnostic tests or labs would you order to confirm the primary diagnosis? | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis and are appropriately linked within the Mind map.<br> <br>**17 to >14.0 ptsGood** The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis but are not appropriately linked within the Mind map.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the diagnostic tests and labs to order for primary diagnosis and are not linked within the Mind map.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the diagnostic tests and labs to order for primary diagnosis. | 20 pts |
| This criterion is linked to a Learning OutcomeWhat treatment options would you consider? Include possible referrals and medications. | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications.<br> <br>**17 to >14.0 ptsGood** The response accurately describes the treatment options they would consider. The response accurately describes potential referrals and medications.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the treatment options they would consider. The response inaccurately or vaguely describes potential referrals and medications.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the treatment options they would consider, or is missing. The response inaccurately and vaguely describes possible referrals and medications, or is missing. | 20 pts |
| This criterion is linked to a Learning OutcomeResources and Mind map formatting/writing | **10 to >7.0 ptsExcellent** The response is articulate with demonstration of advanced terms and knowledge in writing style with no grammatical or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles that are within last 5 years. Research articles are also cited and linked within mind map.<br> <br>**7 to >4.0 ptsGood** The response is efficient with correct spelling and no gross grammatical and/or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles within last 5 years but not cited or linked within mind map.<br> <br>**4 to >2.0 ptsFair** The response is fair with a few spelling and grammatical errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles but not within last 5 years and not cited or linked within mind map.<br> <br>**2 to >0 ptsPoor** The response is poor with gross grammatical and spelling errors. Did not use appropriate electronic mind mapping format. Did not include reference list with at least two research articles. | 10 pts |

Total Points: 100

This week, you have your first mind map assignment. The focus will be cardiovascular disorders. Within the assignment, you will see a list of disorders to choose from. You will pick one topic and create a mind map. You can use any template for the mind map and some examples have been provided for you in this week's learning resources. Some key points to remember when completing this assignment:

1. Ensure that you follow the rubric and address all sections.

2. Once you complete the mind map and submit the assignment, it is your responsibility to ensure that I can open it and read it clearly. Make sure that the text is large enough and it does not link to a site needing a log in. If I can't read the text or access the assignment, I will add a comment in the grading section and it will need to be resubmitted. The resubmission will have the grade deducted per policy.

3. This assignment must be in the form of a mindmap. If it is turned in as an essay, it will not be graded and you will receive a comment to resubmit as a mindmap.

**Required Resources**

· Rogers, J. (2023).
_McCance & Huether's pathophysiology_ (9th ed.). Elsevier – Evolve.

· Chapter 31: Structure and Function of the Cardiovascular and Lymphatic Systems

· Chapter 32: Alterations of Cardiovascular Function

· Chapter 33: Alterations of Cardiovascular Function in Children

· Braun, L. (2024, September 24).
[_Pathophysiology concept mapLinks to an external site._](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.carepatron.com%2Ftemplates%2Fpathophysiology-concept-map&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795134077%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=zs2vRO3TCOKHJrtKbm81nqH0ZL00%2FrdD70yZ7UlVSyo%3D&reserved=0) [Links to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.carepatron.com%2Ftemplates%2Fpathophysiology-concept-map&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795159166%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=0hwT0hMH465RtqUwQBoEDbY5g2LVkVCBN0o825K0Juk%3D&reserved=0). Care Patron. https://www.carepatron.com/templates/pathophysiology-concept-map

**Mind Mapping websites – Free Templates:**

·
[MindmeisterLinks to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=http%3A%2F%2Fmindmeister.com%2F&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795176705%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=E1aqtHihqR7KuivqXxRhnViHr4NxHTBg1zeNEfRe02A%3D&reserved=0). (n.d.). https://mindmeister.com

·
[Creately.Links to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcreately.com%2F&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795193509%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=e4T4oURQ2dfcQbYNAu1kEYdYOsOUGsceB9drXRAdaT4%3D&reserved=0) (n.d.). https://creately.com

·
[CanvaLinks to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcanva.com%2F&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795209404%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=19ne%2BY42%2BS%2Bi0zniOa1ecIPSQhGSG4l6Vco3xRDr5Hk%3D&reserved=0). (n.d.).
[https://canva.comLinks to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcanva.com%2F&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795225160%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=izpNjSRPcr%2Bz6YnhHpVtfvigrCmJrXskDJ9Dpxo%2BCW0%3D&reserved=0)

**Required Media**

· Stone, J. (2024).
[_Mind mapping: Understanding advanced pathophysiology for the APRN studentLinks to an external site._](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.canva.com%2Fdesign%2FDAGSVYSqELE%2F-B0IoK4WLywd5DShmsuCWQ%2Fedit%3Futm_content%3DDAGSVYSqELE%26utm_campaign%3Ddesignshare%26utm_medium%3Dlink2%26utm_source%3Dsharebutton&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795240850%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=ITCqxlSwI3S%2FKYcO9cce5e9wxV53lLR5Ot0FZgm9S4A%3D&reserved=0) [Links to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.canva.com%2Fdesign%2FDAGSVYSqELE%2F-B0IoK4WLywd5DShmsuCWQ%2Fedit%3Futm_content%3DDAGSVYSqELE%26utm_campaign%3Ddesignshare%26utm_medium%3Dlink2%26utm_source%3Dsharebutton&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795256761%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=okcRuGV3hPcgx2pOktf603dm7CVab7jmXAhv8fm0o%2BU%3D&reserved=0). Canva. https://www.canva.com/design/DAGSVYSqELE/-B0IoK4WLywd5DShmsuCWQ/edit?utm_content=DAGSVYSqELE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

· HBN Infotech – Tutorials. (2023, April 23).
[_5 mind map design ideas in MS Word – Mind map Word template – Mind map in Word documentLinks to an external site._](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fyoutu.be%2FIcyeCFbQO-M%3Fsi%3D-MJWFdnCYhZ1mn0k&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795275527%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=8t0jxgOMTjBMbm1KVtrdYJ2wCbb1akV37QE1Zfrt2Ws%3D&reserved=0) [Links to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fyoutu.be%2FIcyeCFbQO-M%3Fsi%3D-MJWFdnCYhZ1mn0k&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795292871%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=vNxSJYOFyJAifuGKPpCmLMSUV1qzdGEN%2FykruF1lIg4%3D&reserved=0) [Video]. YouTube.
[https://youtu.be/IcyeCFbQO-M?si=-MJWFdnCYhZ1mn0kLinks to an external site.](https://youtu.be/IcyeCFbQO-M?si=-MJWFdnCYhZ1mn0k)

**## pathomindmap.docx**

In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap.

myocardial infarction

congenital heart disease (may select ASD, VSD, or PDA)

peripheral arterial disease

peripheral vascular disease

valvular heart disease

cardiomyopathy (may select dilated, hypertrophic, or restricted)

atherosclerosis

aortic aneurysm

deep vein thrombosis

hypertension

heart failure

**NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric**

| | | |
| — | — | — |
| NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeSelect one of the possible topics provided and complete the MindMap.<br>Describe the Pathophysiology and Etiology of the primary diagnosis. List risk factors related to the primary diagnosis. | **30 to >27.0 ptsExcellent** A thoroughly completed MindMap with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology at the cellular level and shows understanding of the primary diagnosis. The response accurately and thoroughly identifies etiology for the diagnosis and lists appropriate risk factors.<br> <br>**27 to >23.0 ptsGood** A completed MindMap with a selected topic was submitted. The response describes the pathophysiology at the organ level of the primary diagnosis. The response does not identify specific etiology for the diagnosis and some risk factors are not linked to diagnosis.<br> <br>**23 to >19.0 ptsFair** An inaccurately complete or vague MindMap with a selected topic was submitted. The response inaccurately or vaguely describes the pathophysiology of the primary diagnosis. The response inaccurately or vaguely identifies etiology for the diagnosis and all risk factors are not linked to diagnosis.<br> <br>**19 to >0 ptsPoor** An incomplete MindMap with a selected topic was submitted, or is missing. The response does not describe the pathophysiology of the primary diagnosis. The response does not identify etiology for this diagnosis and risk factors are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeWhat are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications? | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the patient's signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications.<br> <br>**17 to >14.0 ptsGood** The response accurately describes the patient's signs and symptoms for this diagnosis. The response accurately describes how this diagnosis might impact other body systems and their possible complications.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the patient's signs and symptoms for this diagnosis. The response inaccurately or vaguely describes how this diagnosis might impact other body systems and their possible complications.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the patient's signs and symptoms for this diagnosis, or is missing. The response inaccurately and vaguely describes how the diagnosis might impact other body systems and their possible complications, or is missing. | 20 pts |
| This criterion is linked to a Learning OutcomeWhat diagnostic tests or labs would you order to confirm the primary diagnosis? | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis and are appropriately linked within the Mind map.<br> <br>**17 to >14.0 ptsGood** The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis but are not appropriately linked within the Mind map.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the diagnostic tests and labs to order for primary diagnosis and are not linked within the Mind map.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the diagnostic tests and labs to order for primary diagnosis. | 20 pts |
| This criterion is linked to a Learning OutcomeWhat treatment options would you consider? Include possible referrals and medications. | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications.<br> <br>**17 to >14.0 ptsGood** The response accurately describes the treatment options they would consider. The response accurately describes potential referrals and medications.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the treatment options they would consider. The response inaccurately or vaguely describes potential referrals and medications.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the treatment options they would consider, or is missing. The response inaccurately and vaguely describes possible referrals and medications, or is missing. | 20 pts |
| This criterion is linked to a Learning OutcomeResources and Mind map formatting/writing | **10 to >7.0 ptsExcellent** The response is articulate with demonstration of advanced terms and knowledge in writing style with no grammatical or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles that are within last 5 years. Research articles are also cited and linked within mind map.<br> <br>**7 to >4.0 ptsGood** The response is efficient with correct spelling and no gross grammatical and/or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles within last 5 years but not cited or linked within mind map.<br> <br>**4 to >2.0 ptsFair** The response is fair with a few spelling and grammatical errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles but not within last 5 years and not cited or linked within mind map.<br> <br>**2 to >0 ptsPoor** The response is poor with gross grammatical and spelling errors. Did not use appropriate electronic mind mapping format. Did not include reference list with at least two research articles. | 10 pts |

Total Points: 100

This week, you have your first mind map assignment. The focus will be cardiovascular disorders. Within the assignment, you will see a list of disorders to choose from. You will pick one topic and create a mind map. You can use any template for the mind map and some examples have been provided for you in this week's learning resources. Some key points to remember when completing this assignment:

1. Ensure that you follow the rubric and address all sections.

2. Once you complete the mind map and submit the assignment, it is your responsibility to ensure that I can open it and read it clearly. Make sure that the text is large enough and it does not link to a site needing a log in. If I can't read the text or access the assignment, I will add a comment in the grading section and it will need to be resubmitted. The resubmission will have the grade deducted per policy.

3. This assignment must be in the form of a mindmap. If it is turned in as an essay, it will not be graded and you will receive a comment to resubmit as a mindmap.

**Required Resources**

· Rogers, J. (2023).
_McCance & Huether's pathophysiology_ (9th ed.). Elsevier – Evolve.

· Chapter 31: Structure and Function of the Cardiovascular and Lymphatic Systems

· Chapter 32: Alterations of Cardiovascular Function

· Chapter 33: Alterations of Cardiovascular Function in Children

· Braun, L. (2024, September 24).
[_Pathophysiology concept mapLinks to an external site._](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.carepatron.com%2Ftemplates%2Fpathophysiology-concept-map&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795134077%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=zs2vRO3TCOKHJrtKbm81nqH0ZL00%2FrdD70yZ7UlVSyo%3D&reserved=0) [Links to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.carepatron.com%2Ftemplates%2Fpathophysiology-concept-map&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795159166%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=0hwT0hMH465RtqUwQBoEDbY5g2LVkVCBN0o825K0Juk%3D&reserved=0). Care Patron. https://www.carepatron.com/templates/pathophysiology-concept-map

**Mind Mapping websites – Free Templates:**

·
[MindmeisterLinks to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=http%3A%2F%2Fmindmeister.com%2F&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795176705%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=E1aqtHihqR7KuivqXxRhnViHr4NxHTBg1zeNEfRe02A%3D&reserved=0). (n.d.). https://mindmeister.com

·
[Creately.Links to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcreately.com%2F&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795193509%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=e4T4oURQ2dfcQbYNAu1kEYdYOsOUGsceB9drXRAdaT4%3D&reserved=0) (n.d.). https://creately.com

·
[CanvaLinks to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcanva.com%2F&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795209404%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=19ne%2BY42%2BS%2Bi0zniOa1ecIPSQhGSG4l6Vco3xRDr5Hk%3D&reserved=0). (n.d.).
[https://canva.comLinks to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fcanva.com%2F&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795225160%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=izpNjSRPcr%2Bz6YnhHpVtfvigrCmJrXskDJ9Dpxo%2BCW0%3D&reserved=0)

**Required Media**

· Stone, J. (2024).
[_Mind mapping: Understanding advanced pathophysiology for the APRN studentLinks to an external site._](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.canva.com%2Fdesign%2FDAGSVYSqELE%2F-B0IoK4WLywd5DShmsuCWQ%2Fedit%3Futm_content%3DDAGSVYSqELE%26utm_campaign%3Ddesignshare%26utm_medium%3Dlink2%26utm_source%3Dsharebutton&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795240850%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=ITCqxlSwI3S%2FKYcO9cce5e9wxV53lLR5Ot0FZgm9S4A%3D&reserved=0) [Links to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.canva.com%2Fdesign%2FDAGSVYSqELE%2F-B0IoK4WLywd5DShmsuCWQ%2Fedit%3Futm_content%3DDAGSVYSqELE%26utm_campaign%3Ddesignshare%26utm_medium%3Dlink2%26utm_source%3Dsharebutton&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795256761%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=okcRuGV3hPcgx2pOktf603dm7CVab7jmXAhv8fm0o%2BU%3D&reserved=0). Canva. https://www.canva.com/design/DAGSVYSqELE/-B0IoK4WLywd5DShmsuCWQ/edit?utm_content=DAGSVYSqELE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

· HBN Infotech – Tutorials. (2023, April 23).
[_5 mind map design ideas in MS Word – Mind map Word template – Mind map in Word documentLinks to an external site._](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fyoutu.be%2FIcyeCFbQO-M%3Fsi%3D-MJWFdnCYhZ1mn0k&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795275527%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=8t0jxgOMTjBMbm1KVtrdYJ2wCbb1akV37QE1Zfrt2Ws%3D&reserved=0) [Links to an external site.Links to an external site.](https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fyoutu.be%2FIcyeCFbQO-M%3Fsi%3D-MJWFdnCYhZ1mn0k&data=05%7C02%7Ckatese.rutherford%40mail.waldenu.edu%7Cfca65dcc9e094c6ee67308de35bcf1fc%7C97fb1a0766ed498398cd2b41977edc25%7C0%7C0%7C639007282795292871%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=vNxSJYOFyJAifuGKPpCmLMSUV1qzdGEN%2FykruF1lIg4%3D&reserved=0) [Video]. YouTube.
[https://youtu.be/IcyeCFbQO-M?si=-MJWFdnCYhZ1mn0kLinks to an external site.](https://youtu.be/IcyeCFbQO-M?si=-MJWFdnCYhZ1mn0k)

November 5, 2026
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Please paraphrase this discussion post! No plagiarism or AI use please! Discussion post to paraphrase: **Week 4 Discussion** **Article:** McGregor et al. (2024) **Link:** [https://www.bmj.com/content/384/bmj-2023-076506Links to an external site.](https://www.bmj.com/content/384/bmj-2023-076506) **Pu…

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Please paraphrase this discussion post! No plagiarism or AI use please!
Discussion post to paraphrase:
**Week 4 Discussion**
**Article:** McGregor et al. (2024)
**Link:** [https://www.bmj.com/content/384/bmj-2023-076506Links to an external site.](https://www.bmj.com/content/384/bmj-2023-076506)
**Purpose**
The purpose of this pragmatic, multicenter, randomized controlled trial was to assess whether a structured, online, supervised group physical and mental health rehabilitation program (REGAIN) could enhance health-related quality of life (HRQoL) when compared to usual care in adults experiencing post-COVID-19 mental and physical health-related conditions. McGregor et al. (2024) wanted to address clinical gaps in rehabilitation interventions for COVID-19 patients to enhance their HRQoL. The pragmatic approach design adopted by the authors ensured that the findings of this study are transferrable to clinical practice and applicable in addressing emerging public health needs.
**Study Population**
McGregor et al. (2024) recruited 585 participants aged 26-86 years from England and Wales and specifically targeted those discharged from NHS hospitals. The data collection process started with 39,697 invitations, but 725 were eligible, and finally, 585 completed the survey questionnaire. However, targeting participants discharged from NHS hospitals potentially contributes to selection bias, and findings obtained from this research are not applicable to the broader COVID population. The reliance on self-reported symptoms, as illustrated by Shipman et al. (2023), can possibly introduce subjectivity that limits the reliability of the findings.
**Length of the Trial**
The length of the REGAIN intervention was eight weeks, followed by outcome measurements at three, six, and twelve months. The multi-timepoint follow-up was the notable strength, as it allowed the researchers to assess immediate efficacy (three months) and long-term benefits of up to twelve months. For a chronic and mutating condition like COVID-19, establishing sustainable improvement is a critical aspect of clinical relevance, but a longer follow-up could be necessary to investigate the persistent effects of COVID.
**Data Collection Methods**
McGregor et al. (2024) predominantly collected data through online patient-reported outcomes (PROs) and included HRQoL scores. PROs data was appropriate for this study as it allowed the researchers to document patients’ perspectives and measure HRQoL. Even though PROs data was efficient, over-reliance on self-reports might be subjective to biased reporting. Nonetheless, a blind follow-up assessment for some participants allowed for the reduction of bias. Collecting data using online platforms also allowed a broader geographic reach, but there was a possibility of limited reach for participants without internet connectivity, which impacts generalizability.
**Outcome Measures**
The primary outcome of this study is the PROMIS preference (PROPr) score at three months, which is also a validated measure for HRQoL. The strength of this measure is that it enables compassion across different health aspects, increasing the generalizability of the findings. The inclusion of other secondary outcomes, like specific PROMIS sub-scores for depression, fatigue, and pain interference, enabled the researchers to comprehensively investigate the impact of REGAIN on overall HRQoL change.
**Results and Conclusions**
McGregor et al. (2024) established a statistically significant improvement in HRQoL for the REGAIN group at three months, which was also sustained up to 12 months. The positive effect was mostly due to improvements in depression and a reduction in fatigue and pain interference. Even though these findings showed statistical significance, the mean difference of 0.03 may not be considered clinically important to persuade policymakers and decision-makers to scale up these interventions. In other words, the findings demonstrate a positive trend in managing COVID, but the practical significance of this study necessitates further consideration. Nonetheless, the adherence rate of 47% (complete adherence) may suggest challenges in translating the findings of this study to real-world settings. Addressing some of the challenges encountered by participants and researchers should be a priority before considering adopting these results.
**Ethical Issues Associated with the Study**
McGregor et al. (2024) adopted a compressive ethical protocol, including informed consent, data privacy, and safety of participants. For these reasons, the study secured NHS Trust site-specific approval, including meeting the criteria for Good Clinical Practice (GCP) principles for adverse reporting. Nonetheless, using NHS Digi-Trials raises privacy concerns that require careful ethical and legal scrutiny, which the researchers confirm they obtained. Further, providing translated trial and intervention materials in non-English languages increases access to the study, which also demonstrates a commitment to reducing health disparities caused by lack of inclusivity. Nevertheless, the findings of this study carry inherent representation bias due to the underrepresentation of minorities as few participants (11% were non-white) and the researchers excluded disabled patients, which limits generalizability (McGregor et al., 2024). At the same time, collecting data online requires robust data protection protocols to enhance data privacy, which is a potential that this study has.
**Benefits of Experimental Design and Randomization**
Researchers often adopt experimental designs when investigating the relationship between variables, particularly when they want to produce credible and reliable findings. In this study, a randomized controlled trial (RCT) design was adopted primarily to maximize internal validity and establish the efficacy of the evidence. Randomization was particularly useful in achieving unbiased participant selection and determining specific factors influencing overall health (Krauss, 2018), especially between the REGAIN and control groups. Without randomization, the researchers could not have confidently observed differences in outcomes between the REGAIN and control groups, thereby making their conclusions much less reliable for clinical decision-making.
**References**
Krauss, A. (2018). Why all randomized controlled trials produce biased results. _Annals of Medicine_, _50_(4), 312-322. [https://doi.org/10.1080/07853890.2018.1453233Links to an external site.](https://doi.org/10.1080/07853890.2018.1453233)
McGregor, G., Sandhu, H., Bruce, J., Sheehan, B., McWilliams, D., Yeung, J., Jones, C., Lara, B., Alleyne, S., Smith, J., Lall, R., Ji, C., Ratna, M., Ennis, S., Heine, P., Patel, S., Abraham, C., Mason, J., Nwankwo, H., … Underwood, M. (2024). Clinical effectiveness of an online supervised group physical and mental health rehabilitation programme for adults with post-covid-19 condition (REGAIN study): Multicentre randomized controlled trial. _BMJ_, e076506. [https://doi.org/10.1136/bmj-2023-076506Links to an external site.](https://doi.org/10.1136/bmj-2023-076506)
Shipman, A., Dezecache, G., & Majumdar, A. (2023). A quantification of the reliability of self-reports following a simulated stressful event. _International Journal of Disaster Risk Reduction_, _86_, 103502. [https://doi.org/10.1016/j.ijdrr.2022.103502Links to an external site.](https://doi.org/10.1016/j.ijdrr.2022.103502)

November 5, 2026
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November 5, 2026
[Solved] home work

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– ## HOMEWORK2.docx **## HOMEWORK2.docx** **Competency** This deliverable will allow you to demonstrate your skill in inferring information directly from communication. **Instructions** In many cases, advertisers sell particular ideas or images along with the product being advertised. Car advertisem…

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– ## HOMEWORK2.docx

**## HOMEWORK2.docx**

**Competency**

This deliverable will allow you to demonstrate your skill in inferring information directly from communication.

**Instructions**

In many cases, advertisers sell particular ideas or images along with the product being advertised. Car advertisements, for instance, may emphasize the status of a particular vehicle, the adventurous or thrilling aspects of driving the car, or the many advanced safety features designed to keep the driver and passengers safe. Others may focus on economy, fuel efficiency, environmental aspects, or reliability. Each of these ideas is intended to make the product being sold more attractive to a particular set of potential customers. This message is intended to become a part of the product’s image and the reason that people buy the product in question.

Find two product advertisements online. For each ad, write 1-2 paragraphs that:

· Include the image or a link for each ad.

· Identify what message the company is trying to deliver.

· Give at least two specific reasons that explain the message for each advertisement.

· Determine whether or not the message is effective and why.

· Use APA formatting throughout the paper. Formal English grammar and punctuation are also expected.

**## HOMEWORK2.docx**

**Competency**

This deliverable will allow you to demonstrate your skill in inferring information directly from communication.

**Instructions**

In many cases, advertisers sell particular ideas or images along with the product being advertised. Car advertisements, for instance, may emphasize the status of a particular vehicle, the adventurous or thrilling aspects of driving the car, or the many advanced safety features designed to keep the driver and passengers safe. Others may focus on economy, fuel efficiency, environmental aspects, or reliability. Each of these ideas is intended to make the product being sold more attractive to a particular set of potential customers. This message is intended to become a part of the product’s image and the reason that people buy the product in question.

Find two product advertisements online. For each ad, write 1-2 paragraphs that:

· Include the image or a link for each ad.

· Identify what message the company is trying to deliver.

· Give at least two specific reasons that explain the message for each advertisement.

· Determine whether or not the message is effective and why.

· Use APA formatting throughout the paper. Formal English grammar and punctuation are also expected.

November 5, 2026