Tag: Care Plans, Pathophysiology & Pharmacology

[Solved] Assigment .Apa seven . All instructions attached.

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**files (4)** – ## CapstonePart2.docx – ## CapstonePart3.docx – CapstonePartII.feedback.pdf – CapstonePartIPICOTAssignmentfeedback.pdf **## CapstonePart2.docx** **Part 2** As per APA introduce acronym appropriately. You did not discuss local statistics on the health problem, local cost on the health…

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Assignment Prompt & Instructions

**files (4)**

– ## CapstonePart2.docx

– ## CapstonePart3.docx

– CapstonePartII.feedback.pdf
– CapstonePartIPICOTAssignmentfeedback.pdf

**## CapstonePart2.docx**

**Part 2**

As per APA introduce acronym appropriately.

You did not discuss local statistics on the health problem, local cost on the health problem.

What is the impact on healthcare?

Missing references to support APRN as leader.

I gave you feedback on your assignments through your discussion posts.

**## CapstonePart3.docx**

**1.Implementation/Conclusion**

– Implement the change you are proposing- This should be a cohesive paper and continuation of Part I and Part II. Present as a cohesive paper to include Part I, II, III as per APA essay format.

2. Describe the practice change and setting clearly; is it in the community, organizational, clinic setting? Be detailed about the reason why you are seeking change.

3. Discuss how you would implement and assess the change; this should include time frame, setting (be specific), participants, barriers, external and internal factors.

-Timeline should be presented as a chart or essay format
_.\* Do not use bullet points._

*Do not use direct implementation of Human Subjects in your proposal. This requires IRB

approval and CITI training which we will not use for this Capstone.

4. How would you evaluate the change process?

-The change must be measurable before and after the implementation.

-How would you measure or evaluate? Is there a tool to measure?

5. The literature review must support your change and implementation. Use leadership qualities and skills that will be utilized for successful completion of the project. What leasdership/management skills will you use?

6. Discuss who will be invited to the proposal: who are the stakeholders? Be specific about why you chose the team and what each of their role will be.

-How will you present the information to your stakeholders? Include cost and budget.

OVERALL: The conclusion should have your Part I, II, II all put together in a thorough APA format.

-Use appropriate APA 7th Ed. format

-Scholarly, peer-reviewed, and research articles cited should be within the last five years.

**-This section should be minimum 3- pages long (not including the title and reference page).**

**Grading Rubric – Change Proposal Implementation**

Total: 100 Points

**1. Implementation of the Practice Change (20 Points)**

Outstanding – 20 Points: Thoroughly presents the change proposal, including the setting, time frame, target population, stakeholders, advantages, disadvantages, and potential barriers.

Very Good – 15 Points: Briefly presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Good – 10 Points: Vaguely presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Unacceptable – 0 Points: Does not present the change proposal.

**2. Change Proposal Measurement and Feasibility (20 Points)**

Outstanding – 20 Points: Thoroughly identifies and uses an appropriate measurement tool, establishes realistic and measurable outcomes, and explains how the tool will be implemented and used to evaluate the proposed practice change.

Very Good – 15 Points: Briefly discusses an appropriate measurement tool and provides realistic outcomes.

Good – 10 Points: Vaguely discusses a measurement tool and provides limited information about realistic outcomes.

Unacceptable – 0 Points: Does not identify an appropriate measurement tool or establish realistic outcomes.

**3. Depth of Discussion and Cohesiveness (20 Points)**

Outstanding – 20 Points: Provides a thorough, in-depth discussion and detailed elaboration throughout all sections of the paper. Addresses all required criteria, including leadership, management, budget considerations, and statistical analysis.

Very Good – 15 Points: Provides an adequate discussion and elaboration in most sections of the paper.

Good – 10 Points: Provides limited discussion and insufficient elaboration in most sections of the paper.

Unacceptable – 0 Points: Fails to provide an in-depth discussion or adequate elaboration in most sections of the paper.

**4. Conclusion (25 Points)**

Outstanding – 25 Points: Provides a comprehensive conclusion that integrates and synthesizes information from Parts I, II, and III of the project. Incorporates faculty feedback and comments and clearly demonstrates the overall significance of the proposed practice change.

Very Good – 20 Points: Provides a conclusion that briefly integrates information from Parts I, II, and III.

Good – 15 Points: Provides a limited conclusion that vaguely connects information from Parts I, II, and III.

Unacceptable – 0 Points: Does not integrate information from Parts I, II, and III in the conclusion.

**5. Spelling, Grammar, and Word Count (5 Points)**

Outstanding – 5 Points: Contains fewer than five grammatical, spelling, capitalization, or punctuation errors. Meets the required minimum word count.

Very Good – 4 Points: Contains five to nine grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 25 words below the required minimum.

Good – 3 Points: Contains ten or more grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 50 words below the required minimum.

Unacceptable – 0 Points: Contains an unacceptable number of spelling and grammatical errors. The word count is more than 50 words below the required minimum.

**6. Sources (5 Points)**

Outstanding – 5 Points: Includes more than five current scholarly sources, with at least three peer-reviewed journal articles or scholarly books. Incorporates both general background information and specialized scholarly evidence. Clearly identifies special-interest sources or popular literature when used. All websites are authoritative.

Very Good – 4 Points: Includes five current sources, with at least two peer-reviewed journal articles or scholarly books. All websites are authoritative.

Good – 3 Points: Includes fewer than five current sources or fewer than two peer-reviewed journal articles or scholarly books. All websites used are credible.

Unacceptable – 0 Points: Includes insufficient scholarly sources, outdated references, or sources from websites that lack credibility.

**7. Citations and APA Formatting (5 Points)**

Outstanding – 5 Points: Contains fewer than five incomplete citations, quotation errors, or APA formatting errors. Demonstrates consistent adherence to APA 7th edition guidelines.

Very Good – 4 Points: Contains five to nine incomplete citations, quotation errors, or APA formatting errors.

Good – 3 Points: Contains ten or more incomplete citations, quotation errors, or APA formatting errors.

Unacceptable – 0 Points: Uses inconsistent or incorrect citation formatting or fails to cite sources appropriately.

**Grading Summary**

| | |
| — | — |
| **Evaluation Criteria** | **Maximum Points** |
| Implementation of the Practice Change | 20 |
| Change Proposal Measurement and Feasibility | 20 |
| Depth of Discussion and Cohesiveness | 20 |
| Conclusion | 25 |
| Spelling, Grammar, and Word Count | 5 |
| Sources | 5 |
| Citations and APA Formatting | 5 |
| Total | 100 |

Important: This is a corrected and professionally organized version of the rubric you provided. The scoring categories and point values have been preserved, while grammatical errors, unclear wording, and formatting inconsistencies have been corrected.

For the Outstanding (100-point) level, the paper must present a detailed, realistic practice change proposal; use an appropriate evaluation tool; discuss leadership, management, budget, and statistics; integrate Parts I, II, and III; and include at least six current references, including three scholarly or peer-reviewed sources, with APA 7th edition citations.

**CapstonePartII.feedback.pdf**

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

**CapstonePartIPICOTAssignmentfeedback.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonepartipicotassignmentfeedback-pdf-10611957)

**CapstonePartIPICOTAssignmentfeedback.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonepartipicotassignmentfeedback-pdf-10611957)

**## CapstonePart2.docx**

**Part 2**

As per APA introduce acronym appropriately.

You did not discuss local statistics on the health problem, local cost on the health problem.

What is the impact on healthcare?

Missing references to support APRN as leader.

I gave you feedback on your assignments through your discussion posts.

**## CapstonePart3.docx**

**1.Implementation/Conclusion**

– Implement the change you are proposing- This should be a cohesive paper and continuation of Part I and Part II. Present as a cohesive paper to include Part I, II, III as per APA essay format.

2. Describe the practice change and setting clearly; is it in the community, organizational, clinic setting? Be detailed about the reason why you are seeking change.

3. Discuss how you would implement and assess the change; this should include time frame, setting (be specific), participants, barriers, external and internal factors.

-Timeline should be presented as a chart or essay format
_.\* Do not use bullet points._

*Do not use direct implementation of Human Subjects in your proposal. This requires IRB

approval and CITI training which we will not use for this Capstone.

4. How would you evaluate the change process?

-The change must be measurable before and after the implementation.

-How would you measure or evaluate? Is there a tool to measure?

5. The literature review must support your change and implementation. Use leadership qualities and skills that will be utilized for successful completion of the project. What leasdership/management skills will you use?

6. Discuss who will be invited to the proposal: who are the stakeholders? Be specific about why you chose the team and what each of their role will be.

-How will you present the information to your stakeholders? Include cost and budget.

OVERALL: The conclusion should have your Part I, II, II all put together in a thorough APA format.

-Use appropriate APA 7th Ed. format

-Scholarly, peer-reviewed, and research articles cited should be within the last five years.

**-This section should be minimum 3- pages long (not including the title and reference page).**

**Grading Rubric – Change Proposal Implementation**

Total: 100 Points

**1. Implementation of the Practice Change (20 Points)**

Outstanding – 20 Points: Thoroughly presents the change proposal, including the setting, time frame, target population, stakeholders, advantages, disadvantages, and potential barriers.

Very Good – 15 Points: Briefly presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Good – 10 Points: Vaguely presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Unacceptable – 0 Points: Does not present the change proposal.

**2. Change Proposal Measurement and Feasibility (20 Points)**

Outstanding – 20 Points: Thoroughly identifies and uses an appropriate measurement tool, establishes realistic and measurable outcomes, and explains how the tool will be implemented and used to evaluate the proposed practice change.

Very Good – 15 Points: Briefly discusses an appropriate measurement tool and provides realistic outcomes.

Good – 10 Points: Vaguely discusses a measurement tool and provides limited information about realistic outcomes.

Unacceptable – 0 Points: Does not identify an appropriate measurement tool or establish realistic outcomes.

**3. Depth of Discussion and Cohesiveness (20 Points)**

Outstanding – 20 Points: Provides a thorough, in-depth discussion and detailed elaboration throughout all sections of the paper. Addresses all required criteria, including leadership, management, budget considerations, and statistical analysis.

Very Good – 15 Points: Provides an adequate discussion and elaboration in most sections of the paper.

Good – 10 Points: Provides limited discussion and insufficient elaboration in most sections of the paper.

Unacceptable – 0 Points: Fails to provide an in-depth discussion or adequate elaboration in most sections of the paper.

**4. Conclusion (25 Points)**

Outstanding – 25 Points: Provides a comprehensive conclusion that integrates and synthesizes information from Parts I, II, and III of the project. Incorporates faculty feedback and comments and clearly demonstrates the overall significance of the proposed practice change.

Very Good – 20 Points: Provides a conclusion that briefly integrates information from Parts I, II, and III.

Good – 15 Points: Provides a limited conclusion that vaguely connects information from Parts I, II, and III.

Unacceptable – 0 Points: Does not integrate information from Parts I, II, and III in the conclusion.

**5. Spelling, Grammar, and Word Count (5 Points)**

Outstanding – 5 Points: Contains fewer than five grammatical, spelling, capitalization, or punctuation errors. Meets the required minimum word count.

Very Good – 4 Points: Contains five to nine grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 25 words below the required minimum.

Good – 3 Points: Contains ten or more grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 50 words below the required minimum.

Unacceptable – 0 Points: Contains an unacceptable number of spelling and grammatical errors. The word count is more than 50 words below the required minimum.

**6. Sources (5 Points)**

Outstanding – 5 Points: Includes more than five current scholarly sources, with at least three peer-reviewed journal articles or scholarly books. Incorporates both general background information and specialized scholarly evidence. Clearly identifies special-interest sources or popular literature when used. All websites are authoritative.

Very Good – 4 Points: Includes five current sources, with at least two peer-reviewed journal articles or scholarly books. All websites are authoritative.

Good – 3 Points: Includes fewer than five current sources or fewer than two peer-reviewed journal articles or scholarly books. All websites used are credible.

Unacceptable – 0 Points: Includes insufficient scholarly sources, outdated references, or sources from websites that lack credibility.

**7. Citations and APA Formatting (5 Points)**

Outstanding – 5 Points: Contains fewer than five incomplete citations, quotation errors, or APA formatting errors. Demonstrates consistent adherence to APA 7th edition guidelines.

Very Good – 4 Points: Contains five to nine incomplete citations, quotation errors, or APA formatting errors.

Good – 3 Points: Contains ten or more incomplete citations, quotation errors, or APA formatting errors.

Unacceptable – 0 Points: Uses inconsistent or incorrect citation formatting or fails to cite sources appropriately.

**Grading Summary**

| | |
| — | — |
| **Evaluation Criteria** | **Maximum Points** |
| Implementation of the Practice Change | 20 |
| Change Proposal Measurement and Feasibility | 20 |
| Depth of Discussion and Cohesiveness | 20 |
| Conclusion | 25 |
| Spelling, Grammar, and Word Count | 5 |
| Sources | 5 |
| Citations and APA Formatting | 5 |
| Total | 100 |

Important: This is a corrected and professionally organized version of the rubric you provided. The scoring categories and point values have been preserved, while grammatical errors, unclear wording, and formatting inconsistencies have been corrected.

For the Outstanding (100-point) level, the paper must present a detailed, realistic practice change proposal; use an appropriate evaluation tool; discuss leadership, management, budget, and statistics; integrate Parts I, II, and III; and include at least six current references, including three scholarly or peer-reviewed sources, with APA 7th edition citations.

**CapstonePartII.feedback.pdf**

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

**CapstonePartIPICOTAssignmentfeedback.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonepartipicotassignmentfeedback-pdf-10611957)

**## CapstonePart2.docx**

**Part 2**

As per APA introduce acronym appropriately.

You did not discuss local statistics on the health problem, local cost on the health problem.

What is the impact on healthcare?

Missing references to support APRN as leader.

I gave you feedback on your assignments through your discussion posts.

**## CapstonePart3.docx**

**1.Implementation/Conclusion**

– Implement the change you are proposing- This should be a cohesive paper and continuation of Part I and Part II. Present as a cohesive paper to include Part I, II, III as per APA essay format.

2. Describe the practice change and setting clearly; is it in the community, organizational, clinic setting? Be detailed about the reason why you are seeking change.

3. Discuss how you would implement and assess the change; this should include time frame, setting (be specific), participants, barriers, external and internal factors.

-Timeline should be presented as a chart or essay format
_.\* Do not use bullet points._

*Do not use direct implementation of Human Subjects in your proposal. This requires IRB

approval and CITI training which we will not use for this Capstone.

4. How would you evaluate the change process?

-The change must be measurable before and after the implementation.

-How would you measure or evaluate? Is there a tool to measure?

5. The literature review must support your change and implementation. Use leadership qualities and skills that will be utilized for successful completion of the project. What leasdership/management skills will you use?

6. Discuss who will be invited to the proposal: who are the stakeholders? Be specific about why you chose the team and what each of their role will be.

-How will you present the information to your stakeholders? Include cost and budget.

OVERALL: The conclusion should have your Part I, II, II all put together in a thorough APA format.

-Use appropriate APA 7th Ed. format

-Scholarly, peer-reviewed, and research articles cited should be within the last five years.

**-This section should be minimum 3- pages long (not including the title and reference page).**

**Grading Rubric – Change Proposal Implementation**

Total: 100 Points

**1. Implementation of the Practice Change (20 Points)**

Outstanding – 20 Points: Thoroughly presents the change proposal, including the setting, time frame, target population, stakeholders, advantages, disadvantages, and potential barriers.

Very Good – 15 Points: Briefly presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Good – 10 Points: Vaguely presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Unacceptable – 0 Points: Does not present the change proposal.

**2. Change Proposal Measurement and Feasibility (20 Points)**

Outstanding – 20 Points: Thoroughly identifies and uses an appropriate measurement tool, establishes realistic and measurable outcomes, and explains how the tool will be implemented and used to evaluate the proposed practice change.

Very Good – 15 Points: Briefly discusses an appropriate measurement tool and provides realistic outcomes.

Good – 10 Points: Vaguely discusses a measurement tool and provides limited information about realistic outcomes.

Unacceptable – 0 Points: Does not identify an appropriate measurement tool or establish realistic outcomes.

**3. Depth of Discussion and Cohesiveness (20 Points)**

Outstanding – 20 Points: Provides a thorough, in-depth discussion and detailed elaboration throughout all sections of the paper. Addresses all required criteria, including leadership, management, budget considerations, and statistical analysis.

Very Good – 15 Points: Provides an adequate discussion and elaboration in most sections of the paper.

Good – 10 Points: Provides limited discussion and insufficient elaboration in most sections of the paper.

Unacceptable – 0 Points: Fails to provide an in-depth discussion or adequate elaboration in most sections of the paper.

**4. Conclusion (25 Points)**

Outstanding – 25 Points: Provides a comprehensive conclusion that integrates and synthesizes information from Parts I, II, and III of the project. Incorporates faculty feedback and comments and clearly demonstrates the overall significance of the proposed practice change.

Very Good – 20 Points: Provides a conclusion that briefly integrates information from Parts I, II, and III.

Good – 15 Points: Provides a limited conclusion that vaguely connects information from Parts I, II, and III.

Unacceptable – 0 Points: Does not integrate information from Parts I, II, and III in the conclusion.

**5. Spelling, Grammar, and Word Count (5 Points)**

Outstanding – 5 Points: Contains fewer than five grammatical, spelling, capitalization, or punctuation errors. Meets the required minimum word count.

Very Good – 4 Points: Contains five to nine grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 25 words below the required minimum.

Good – 3 Points: Contains ten or more grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 50 words below the required minimum.

Unacceptable – 0 Points: Contains an unacceptable number of spelling and grammatical errors. The word count is more than 50 words below the required minimum.

**6. Sources (5 Points)**

Outstanding – 5 Points: Includes more than five current scholarly sources, with at least three peer-reviewed journal articles or scholarly books. Incorporates both general background information and specialized scholarly evidence. Clearly identifies special-interest sources or popular literature when used. All websites are authoritative.

Very Good – 4 Points: Includes five current sources, with at least two peer-reviewed journal articles or scholarly books. All websites are authoritative.

Good – 3 Points: Includes fewer than five current sources or fewer than two peer-reviewed journal articles or scholarly books. All websites used are credible.

Unacceptable – 0 Points: Includes insufficient scholarly sources, outdated references, or sources from websites that lack credibility.

**7. Citations and APA Formatting (5 Points)**

Outstanding – 5 Points: Contains fewer than five incomplete citations, quotation errors, or APA formatting errors. Demonstrates consistent adherence to APA 7th edition guidelines.

Very Good – 4 Points: Contains five to nine incomplete citations, quotation errors, or APA formatting errors.

Good – 3 Points: Contains ten or more incomplete citations, quotation errors, or APA formatting errors.

Unacceptable – 0 Points: Uses inconsistent or incorrect citation formatting or fails to cite sources appropriately.

**Grading Summary**

| | |
| — | — |
| **Evaluation Criteria** | **Maximum Points** |
| Implementation of the Practice Change | 20 |
| Change Proposal Measurement and Feasibility | 20 |
| Depth of Discussion and Cohesiveness | 20 |
| Conclusion | 25 |
| Spelling, Grammar, and Word Count | 5 |
| Sources | 5 |
| Citations and APA Formatting | 5 |
| Total | 100 |

Important: This is a corrected and professionally organized version of the rubric you provided. The scoring categories and point values have been preserved, while grammatical errors, unclear wording, and formatting inconsistencies have been corrected.

For the Outstanding (100-point) level, the paper must present a detailed, realistic practice change proposal; use an appropriate evaluation tool; discuss leadership, management, budget, and statistics; integrate Parts I, II, and III; and include at least six current references, including three scholarly or peer-reviewed sources, with APA 7th edition citations.

**CapstonePartII.feedback.pdf**

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

**CapstonePartIPICOTAssignmentfeedback.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonepartipicotassignmentfeedback-pdf-10611957)

November 6, 2026
[Solved] Nursing

✓ Verified Academic Solution Available

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Assignment Prompt & Instructions

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

November 6, 2026
[Solved] nursing

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering nursing.

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 6, 2026
[Solved] Nursing Help, Homework

✓ Verified Academic Solution Available

Executive Solution Overview

– an hour ago **files (1)** – ## AssignmentNU671rubic.docx **## AssignmentNU671rubic.docx** **Child and Adolescent Therapy** This written assignment provides an opportunity to demonstrate your knowledge of the assessment, diagnosis and treatment of an adolescent patient via a case study exemplar. [A…

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Assignment Prompt & Instructions

– an hour ago

**files (1)**

– ## AssignmentNU671rubic.docx

**## AssignmentNU671rubic.docx**

**Child and Adolescent Therapy**

This written assignment provides an opportunity to demonstrate your knowledge of the assessment, diagnosis and treatment of an adolescent patient via a case study exemplar.

[Assignment Instructions](https://purdueglobal.brightspace.com/content/enforced/399580-042-2604C-NU671-06-2731485/Unit%208%20Journal.html?ou=399580&d2l_body_type=3)

**Transgender Youth**

·
_Review the following case study and address the questions that follow._

IDENTIFICATION: The patient is a 14-year-old adopted African-American female-to-male transgender individual. The patient uses the name Joseph and masculine pronouns (he, him, his). He is evaluated in a child and adolescent inpatient crisis unit.

CHIEF COMPLAINT: “My parents don’t understand me.”

HISTORY OF CHIEF COMPLAINT: Patient came out as transgender on social media 2 years ago. At that time, he asked his parents and friends to call him Joseph and to refer to him using masculine pronouns (he, him, his). He wants to wear only boy’s clothing, use the boy’s bathroom at school, and participate in groups and activities for boys. Patient reports that his parents are not accepting of his transgender identity and that their lack of acceptance has contributed to increased anxiety, depression, and suicidal ideation. The patient told his outpatient therapist that he was planning to kill himself by running into oncoming traffic. The therapist contacted his parents, who brought him to the hospital for evaluation.

The patient reports engaging in self-injurious behavior by making superficial cuts to his forearms and occasionally to his breasts “because I hate them. I don’t want them.” Patient reports his last episode of self-injury was “two nights ago” when he used a razor to cut his left forearm.

He reports, “I can’t seem to focus” and that he is in danger of failing two of his classes. He has been sleeping most afternoons after returning home from school. Patient reports feeling “very sad” for the past month. He states he has been eating more than usual and has gained 10 lb in the past month. He is currently prescribed fluoxetine 40 mg by his outpatient psychiatrist.

PAST PSYCHIATRIC HISTORY: The patient has been in outpatient therapy on and off since age 4 because of anxiety and issues with gender identity.

He had several trials of medications for attention-deficit/hyperactivity disorder (ADHD) as a young child. He is currently taking fluoxetine 40 mg with some effect on anxiety and depression. They had in-home family therapy for 6 months following a referral from the patient’s school. This therapy ended 4 months ago. This is his first psychiatric hospitalization.

MEDICAL HISTORY: Exercise-induced asthma. Several superficial healing cuts observed on patient’s left forearm.

HISTORY OF DRUG OR ALCOHOL ABUSE: Patient reports smoking about five cigarettes per day. He denies use of alcohol, marijuana, or other illicit substances. He denies use of any unprescribed hormones.

FAMILY HISTORY: Limited information available about patient’s biologic family, but substance-abuse problems (specific substances unknown) were suspected in patient’s biologic mother. Patient’s adoptive mother has a history of depression.

PERSONAL HISTORY

Perinatal: Unknown because the patient is adopted.

Childhood: The patient was adopted at age 5 after having been in foster care since age 3 because of neglect and physical abuse by his biologic mother. No other children live in the home. The patient began to express cross-gender identity at age 12. He insisted on wearing boy’s clothing and used the boys’ bathroom at school even though the school did not permit this.

Adolescence: The patient expresses distress at developing secondary sex characteristics associated with females. He is currently binding his breasts to create the shape of a flatter chest. He reports intense dysphoria around the time of menstruation. He is attracted to girls and identifies as heterosexual.

TRAUMA/ABUSE HISTORY: Physical abuse and neglect by biologic mother from birth to age 3.

MENTAL STATUS EXAMINATION

Appearance: Short hair, dressed in masculine clothing, wearing eyeglasses.

Behavior and psychomotor activity: Restless, bouncing right leg throughout assessment.

Consciousness: Alert.

Orientation: Oriented to person, place, and time.

Memory: Not formally assessed but appears to be intact during this assessment.

Concentration and attention: Reports impaired concentration. Appears mildly distractible during assessment.

Visuospatial ability: Not assessed.

Abstract thought: Not assessed.

Intellectual functioning: Average.

Speech and language: Rapid, mildly pressured.

Perceptions: No evidence of perceptual disturbance.

Thought processes: Coherent, goal directed.

Thought content: No abnormalities.

Suicidality or homicidality: Suicidal ideation with plan to run into traffic. Uncertain intent.

Mood: “Down.”

Affect: Congruent with mood, constricted.

Impulse control: Good during the assessment. His history of self-injurious behavior may be an indication of impulsivity.

Judgment/Insight/Reliability: Fair/Moderate/Moderate.

**Assignment Details:**

**Questions**

1. What
**screening tools** and/or
**laboratory tests** would you use to further evaluate this patient?

2. What are your
**differential diagnoses** for this patient?

a. Include DMS-5 TR codes and ICD-10 codes

b. Include rationale for ruling in or ruling out the diagnoses.

c. What diagnosis would you rule in as your
**working diagnosis**?

3. What
**pharmacological, psychoeducational, psychotherapeutic**, and
**complementary and alternative treatments** would you recommend for this patient while hospitalized and at discharge?

4. What
**cultural and ethical considerations** would you consider with this patient?

**## AssignmentNU671rubic.docx**

**Child and Adolescent Therapy**

This written assignment provides an opportunity to demonstrate your knowledge of the assessment, diagnosis and treatment of an adolescent patient via a case study exemplar.

[Assignment Instructions](https://purdueglobal.brightspace.com/content/enforced/399580-042-2604C-NU671-06-2731485/Unit%208%20Journal.html?ou=399580&d2l_body_type=3)

**Transgender Youth**

·
_Review the following case study and address the questions that follow._

IDENTIFICATION: The patient is a 14-year-old adopted African-American female-to-male transgender individual. The patient uses the name Joseph and masculine pronouns (he, him, his). He is evaluated in a child and adolescent inpatient crisis unit.

CHIEF COMPLAINT: “My parents don’t understand me.”

HISTORY OF CHIEF COMPLAINT: Patient came out as transgender on social media 2 years ago. At that time, he asked his parents and friends to call him Joseph and to refer to him using masculine pronouns (he, him, his). He wants to wear only boy’s clothing, use the boy’s bathroom at school, and participate in groups and activities for boys. Patient reports that his parents are not accepting of his transgender identity and that their lack of acceptance has contributed to increased anxiety, depression, and suicidal ideation. The patient told his outpatient therapist that he was planning to kill himself by running into oncoming traffic. The therapist contacted his parents, who brought him to the hospital for evaluation.

The patient reports engaging in self-injurious behavior by making superficial cuts to his forearms and occasionally to his breasts “because I hate them. I don’t want them.” Patient reports his last episode of self-injury was “two nights ago” when he used a razor to cut his left forearm.

He reports, “I can’t seem to focus” and that he is in danger of failing two of his classes. He has been sleeping most afternoons after returning home from school. Patient reports feeling “very sad” for the past month. He states he has been eating more than usual and has gained 10 lb in the past month. He is currently prescribed fluoxetine 40 mg by his outpatient psychiatrist.

PAST PSYCHIATRIC HISTORY: The patient has been in outpatient therapy on and off since age 4 because of anxiety and issues with gender identity.

He had several trials of medications for attention-deficit/hyperactivity disorder (ADHD) as a young child. He is currently taking fluoxetine 40 mg with some effect on anxiety and depression. They had in-home family therapy for 6 months following a referral from the patient’s school. This therapy ended 4 months ago. This is his first psychiatric hospitalization.

MEDICAL HISTORY: Exercise-induced asthma. Several superficial healing cuts observed on patient’s left forearm.

HISTORY OF DRUG OR ALCOHOL ABUSE: Patient reports smoking about five cigarettes per day. He denies use of alcohol, marijuana, or other illicit substances. He denies use of any unprescribed hormones.

FAMILY HISTORY: Limited information available about patient’s biologic family, but substance-abuse problems (specific substances unknown) were suspected in patient’s biologic mother. Patient’s adoptive mother has a history of depression.

PERSONAL HISTORY

Perinatal: Unknown because the patient is adopted.

Childhood: The patient was adopted at age 5 after having been in foster care since age 3 because of neglect and physical abuse by his biologic mother. No other children live in the home. The patient began to express cross-gender identity at age 12. He insisted on wearing boy’s clothing and used the boys’ bathroom at school even though the school did not permit this.

Adolescence: The patient expresses distress at developing secondary sex characteristics associated with females. He is currently binding his breasts to create the shape of a flatter chest. He reports intense dysphoria around the time of menstruation. He is attracted to girls and identifies as heterosexual.

TRAUMA/ABUSE HISTORY: Physical abuse and neglect by biologic mother from birth to age 3.

MENTAL STATUS EXAMINATION

Appearance: Short hair, dressed in masculine clothing, wearing eyeglasses.

Behavior and psychomotor activity: Restless, bouncing right leg throughout assessment.

Consciousness: Alert.

Orientation: Oriented to person, place, and time.

Memory: Not formally assessed but appears to be intact during this assessment.

Concentration and attention: Reports impaired concentration. Appears mildly distractible during assessment.

Visuospatial ability: Not assessed.

Abstract thought: Not assessed.

Intellectual functioning: Average.

Speech and language: Rapid, mildly pressured.

Perceptions: No evidence of perceptual disturbance.

Thought processes: Coherent, goal directed.

Thought content: No abnormalities.

Suicidality or homicidality: Suicidal ideation with plan to run into traffic. Uncertain intent.

Mood: “Down.”

Affect: Congruent with mood, constricted.

Impulse control: Good during the assessment. His history of self-injurious behavior may be an indication of impulsivity.

Judgment/Insight/Reliability: Fair/Moderate/Moderate.

**Assignment Details:**

**Questions**

1. What
**screening tools** and/or
**laboratory tests** would you use to further evaluate this patient?

2. What are your
**differential diagnoses** for this patient?

a. Include DMS-5 TR codes and ICD-10 codes

b. Include rationale for ruling in or ruling out the diagnoses.

c. What diagnosis would you rule in as your
**working diagnosis**?

3. What
**pharmacological, psychoeducational, psychotherapeutic**, and
**complementary and alternative treatments** would you recommend for this patient while hospitalized and at discharge?

4. What
**cultural and ethical considerations** would you consider with this patient?

November 6, 2026
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November 6, 2026
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The Case Study case study 2 **files (2)** – ## CaseStudy2.docx – ## CaseStudy2-Rubric.pdf **## CaseStudy2.docx** **Part I – The Case Study** Sarah Pam, a 12-year-old Native-American CIS female, exhibits a range of symptoms that has occurred over the last year. She is consistently plagued by worry an…

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The Case Study case study 2

**files (2)**

– ## CaseStudy2.docx

– ## CaseStudy2-Rubric.pdf

**## CaseStudy2.docx**

**Part I – The Case Study**

Sarah Pam, a 12-year-old Native-American CIS female, exhibits a range of symptoms that has occurred over the last year. She is consistently plagued by worry and experiences heightened anxiety when her parents leave her with a babysitter. She seems to be on edge and always feels something wrong will happen. After witnessing a car accident on the news, she has developed a fear that her parents will also experience a similar fate. This state of unease causes her to be on edge and hampers her ability to concentrate. Her anxiety has led to failure on two exams as she experiences blankness and difficulty focusing. Notably, a history of general anxiety is present within her family, with both her mother and father having undergone treatment for similar issues.

**Questions:(Use APA format; please use the questions for the heading and answers below; please cite work; minimum of 4 scholarly peer-reviewed references, North American only )**

· What diagnosis best describes what may be happening to Sarah?

· What neurotransmitters are involved with her current symptoms?

· What classification of medications would best treat her symptoms?

· Choose one medication from the chosen class and provide the following:

· FDA Approvals

· Mechanism of action

· Time frame pt. should see results.

· Common Side effects

· Life-threatening side effects:

· Starting Dose, you picked and why

· Common Labs, baseline vitals collected. Provide reasoning.

**Part II – The Assignment**

· Please record yourself providing patient education on the medication you decided to you to utilize.

· You will speak to the camera as if you are speaking to the patient, with regard, care, and no medical jargon.

· This video is to be a maximum of 2 min and will be uploaded via Canvas.

· There is a written case study answering the above questions; please cite your paper.

**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the Rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

Stahl, S. M. (2021). Stahl's essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Cambridge University Press.

**## CaseStudy2-Rubric.pdf**

Cae Study Rubric

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 1/4

Criteria Ratings Pts

Diagnostic
Evaluation

5 pts

Pharmacological
Interventions

5 pts

Writing and
Presentation

5 pts

5 pts
Exemplary
Thoroughly and
accurately describes
the diagnostic
process, including
relevant assessments
and tools used.
Demonstrates a deep
understanding of
psychiatric diagnosis

4 pts
Proficient
Describes the
diagnostic process
and utilizes
appropriate
assessments, but
some aspects could
be further elaborated.
Displays a solid
understanding of
psychiatric diagnosis.

3 pts
Competent
Describes the
diagnostic process
and assessments
used, but the
description may lack
depth, or some
assessments could be
better explained.

3 pts
Developing
Provides a basic
overview of the
diagnostic process,
with limited details on
assessments and
tools used.
Understanding of
psychiatric diagnosis
is basic.

1 pts
Limited
The diagnostic
evaluation is vague or
missing key details,
and understanding of
psychiatric diagnosis
is lacking.

5 pts
Exemplary
Provides a
comprehensive and
well-justified
discussion of
pharmacological
options.
Demonstrates an in-
depth understanding
of medication
mechanisms,
interactions, and side
effects.

4 pts
Proficient
Discusses
pharmacological
options with
appropriate
justifications. Provides
clear insights into
medication
mechanisms,
interactions, and side
effects.

3 pts
Competent
Discusses
pharmacological
options, but the
justification or depth
of understanding
could be improved.
Some aspects of
medication
mechanisms,
interactions, or side
effects may be
missing.

2 pts
Developing
The discussion of
pharmacological
options lacks depth or
adequate justification.
Medication
mechanisms,
interactions, or side
effects are unclear.

1 pts
Limited
The discussion of
pharmacological
interventions is
minimal or absent.
Medication
mechanisms,
interactions, and side
effects are not
addressed.

5 pts
Exemplary
Exceptional writing
style, organization,

4 pts
Proficient
Well-written and
organized, with minor

3 pts
Competent
Writing is generally
clear but may contain

2 pts
Developing
Writing style is unclear
or contains significant

1 pts
Limited
Writing is incoherent
or unreadable, and

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 2/4

Criteria Ratings Pts

Patient
Education

5 pts

Overall
Assessment

5 pts

and clarity. Proper use
of academic
language. Formatting
and referencing
adhere to the required
style guide.

lapses in writing style
or formatting.
Citations and
references are mostly
consistent with the
required style guide.

errors or
inconsistencies in
style and formatting.
Citations and
references are
somewhat
inconsistent.

errors, detracting from
the overall
presentation. Citations
and references are
inconsistent or
incorrect.

formatting, citations,
and references are
severely flawed

5 pts
Exemplary
Presents a
comprehensive and
clear plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a deep
understanding of
patient education
principles.

4 pts
Proficient
Presents a plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a good
understanding of
patient education
principles.

3 pts
Competent
Presents a plan for
patient education, but
some aspects could
be further elaborated
or clarified.
Demonstrates a basic
understanding of
patient education
principles.

2 pts
Developing
Presents a
rudimentary plan for
patient education, with
limited details or
understanding of
patient education
principles.

1 pts
Limited
The plan for patient
education is
inadequate or
missing, and patient
education principles
are not addressed.

5 pts
Exemplary
Demonstrates
exceptional
understanding of
psychopharmacology
concepts, strong
analytical skills,
critical thinking, and
patient education

4 pts
Proficient
Presents a solid
understanding of
psychopharmacology
concepts, with good
analytical skills,
critical thinking, and
patient education
principles. Meets

3 pts
Competent
Demonstrates a
satisfactory
understanding of
psychopharmacology
concepts, but
analytical skills,
critical thinking, or
patient education

2 pts
Developing
Shows a limited
understanding of
psychopharmacology
concepts, with
minimal analytical
skills, critical thinking,
or patient education
principles. Falls below

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 3/4

Criteria Ratings Pts

Total Points: 25

principles. Answers all
questions. Fully meets
or exceeds
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

principles could be
further developed.
Approaches
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

1 pts
Limited
Fails to demonstrate a
meaningful
understanding of
psychopharmacology
concepts, analytical
skills, critical thinking,
or patient education
principles.

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 4/4

**## CaseStudy2-Rubric.pdf**

Cae Study Rubric

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 1/4

Criteria Ratings Pts

Diagnostic
Evaluation

5 pts

Pharmacological
Interventions

5 pts

Writing and
Presentation

5 pts

5 pts
Exemplary
Thoroughly and
accurately describes
the diagnostic
process, including
relevant assessments
and tools used.
Demonstrates a deep
understanding of
psychiatric diagnosis

4 pts
Proficient
Describes the
diagnostic process
and utilizes
appropriate
assessments, but
some aspects could
be further elaborated.
Displays a solid
understanding of
psychiatric diagnosis.

3 pts
Competent
Describes the
diagnostic process
and assessments
used, but the
description may lack
depth, or some
assessments could be
better explained.

3 pts
Developing
Provides a basic
overview of the
diagnostic process,
with limited details on
assessments and
tools used.
Understanding of
psychiatric diagnosis
is basic.

1 pts
Limited
The diagnostic
evaluation is vague or
missing key details,
and understanding of
psychiatric diagnosis
is lacking.

5 pts
Exemplary
Provides a
comprehensive and
well-justified
discussion of
pharmacological
options.
Demonstrates an in-
depth understanding
of medication
mechanisms,
interactions, and side
effects.

4 pts
Proficient
Discusses
pharmacological
options with
appropriate
justifications. Provides
clear insights into
medication
mechanisms,
interactions, and side
effects.

3 pts
Competent
Discusses
pharmacological
options, but the
justification or depth
of understanding
could be improved.
Some aspects of
medication
mechanisms,
interactions, or side
effects may be
missing.

2 pts
Developing
The discussion of
pharmacological
options lacks depth or
adequate justification.
Medication
mechanisms,
interactions, or side
effects are unclear.

1 pts
Limited
The discussion of
pharmacological
interventions is
minimal or absent.
Medication
mechanisms,
interactions, and side
effects are not
addressed.

5 pts
Exemplary
Exceptional writing
style, organization,

4 pts
Proficient
Well-written and
organized, with minor

3 pts
Competent
Writing is generally
clear but may contain

2 pts
Developing
Writing style is unclear
or contains significant

1 pts
Limited
Writing is incoherent
or unreadable, and

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 2/4

Criteria Ratings Pts

Patient
Education

5 pts

Overall
Assessment

5 pts

and clarity. Proper use
of academic
language. Formatting
and referencing
adhere to the required
style guide.

lapses in writing style
or formatting.
Citations and
references are mostly
consistent with the
required style guide.

errors or
inconsistencies in
style and formatting.
Citations and
references are
somewhat
inconsistent.

errors, detracting from
the overall
presentation. Citations
and references are
inconsistent or
incorrect.

formatting, citations,
and references are
severely flawed

5 pts
Exemplary
Presents a
comprehensive and
clear plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a deep
understanding of
patient education
principles.

4 pts
Proficient
Presents a plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a good
understanding of
patient education
principles.

3 pts
Competent
Presents a plan for
patient education, but
some aspects could
be further elaborated
or clarified.
Demonstrates a basic
understanding of
patient education
principles.

2 pts
Developing
Presents a
rudimentary plan for
patient education, with
limited details or
understanding of
patient education
principles.

1 pts
Limited
The plan for patient
education is
inadequate or
missing, and patient
education principles
are not addressed.

5 pts
Exemplary
Demonstrates
exceptional
understanding of
psychopharmacology
concepts, strong
analytical skills,
critical thinking, and
patient education

4 pts
Proficient
Presents a solid
understanding of
psychopharmacology
concepts, with good
analytical skills,
critical thinking, and
patient education
principles. Meets

3 pts
Competent
Demonstrates a
satisfactory
understanding of
psychopharmacology
concepts, but
analytical skills,
critical thinking, or
patient education

2 pts
Developing
Shows a limited
understanding of
psychopharmacology
concepts, with
minimal analytical
skills, critical thinking,
or patient education
principles. Falls below

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 3/4

Criteria Ratings Pts

Total Points: 25

principles. Answers all
questions. Fully meets
or exceeds
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

principles could be
further developed.
Approaches
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

1 pts
Limited
Fails to demonstrate a
meaningful
understanding of
psychopharmacology
concepts, analytical
skills, critical thinking,
or patient education
principles.

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 4/4

**## CaseStudy2.docx**

**Part I – The Case Study**

Sarah Pam, a 12-year-old Native-American CIS female, exhibits a range of symptoms that has occurred over the last year. She is consistently plagued by worry and experiences heightened anxiety when her parents leave her with a babysitter. She seems to be on edge and always feels something wrong will happen. After witnessing a car accident on the news, she has developed a fear that her parents will also experience a similar fate. This state of unease causes her to be on edge and hampers her ability to concentrate. Her anxiety has led to failure on two exams as she experiences blankness and difficulty focusing. Notably, a history of general anxiety is present within her family, with both her mother and father having undergone treatment for similar issues.

**Questions:(Use APA format; please use the questions for the heading and answers below; please cite work; minimum of 4 scholarly peer-reviewed references, North American only )**

· What diagnosis best describes what may be happening to Sarah?

· What neurotransmitters are involved with her current symptoms?

· What classification of medications would best treat her symptoms?

· Choose one medication from the chosen class and provide the following:

· FDA Approvals

· Mechanism of action

· Time frame pt. should see results.

· Common Side effects

· Life-threatening side effects:

· Starting Dose, you picked and why

· Common Labs, baseline vitals collected. Provide reasoning.

**Part II – The Assignment**

· Please record yourself providing patient education on the medication you decided to you to utilize.

· You will speak to the camera as if you are speaking to the patient, with regard, care, and no medical jargon.

· This video is to be a maximum of 2 min and will be uploaded via Canvas.

· There is a written case study answering the above questions; please cite your paper.

**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the Rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

Stahl, S. M. (2021). Stahl's essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Cambridge University Press.

**## CaseStudy2-Rubric.pdf**

Cae Study Rubric

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 1/4

Criteria Ratings Pts

Diagnostic
Evaluation

5 pts

Pharmacological
Interventions

5 pts

Writing and
Presentation

5 pts

5 pts
Exemplary
Thoroughly and
accurately describes
the diagnostic
process, including
relevant assessments
and tools used.
Demonstrates a deep
understanding of
psychiatric diagnosis

4 pts
Proficient
Describes the
diagnostic process
and utilizes
appropriate
assessments, but
some aspects could
be further elaborated.
Displays a solid
understanding of
psychiatric diagnosis.

3 pts
Competent
Describes the
diagnostic process
and assessments
used, but the
description may lack
depth, or some
assessments could be
better explained.

3 pts
Developing
Provides a basic
overview of the
diagnostic process,
with limited details on
assessments and
tools used.
Understanding of
psychiatric diagnosis
is basic.

1 pts
Limited
The diagnostic
evaluation is vague or
missing key details,
and understanding of
psychiatric diagnosis
is lacking.

5 pts
Exemplary
Provides a
comprehensive and
well-justified
discussion of
pharmacological
options.
Demonstrates an in-
depth understanding
of medication
mechanisms,
interactions, and side
effects.

4 pts
Proficient
Discusses
pharmacological
options with
appropriate
justifications. Provides
clear insights into
medication
mechanisms,
interactions, and side
effects.

3 pts
Competent
Discusses
pharmacological
options, but the
justification or depth
of understanding
could be improved.
Some aspects of
medication
mechanisms,
interactions, or side
effects may be
missing.

2 pts
Developing
The discussion of
pharmacological
options lacks depth or
adequate justification.
Medication
mechanisms,
interactions, or side
effects are unclear.

1 pts
Limited
The discussion of
pharmacological
interventions is
minimal or absent.
Medication
mechanisms,
interactions, and side
effects are not
addressed.

5 pts
Exemplary
Exceptional writing
style, organization,

4 pts
Proficient
Well-written and
organized, with minor

3 pts
Competent
Writing is generally
clear but may contain

2 pts
Developing
Writing style is unclear
or contains significant

1 pts
Limited
Writing is incoherent
or unreadable, and

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 2/4

Criteria Ratings Pts

Patient
Education

5 pts

Overall
Assessment

5 pts

and clarity. Proper use
of academic
language. Formatting
and referencing
adhere to the required
style guide.

lapses in writing style
or formatting.
Citations and
references are mostly
consistent with the
required style guide.

errors or
inconsistencies in
style and formatting.
Citations and
references are
somewhat
inconsistent.

errors, detracting from
the overall
presentation. Citations
and references are
inconsistent or
incorrect.

formatting, citations,
and references are
severely flawed

5 pts
Exemplary
Presents a
comprehensive and
clear plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a deep
understanding of
patient education
principles.

4 pts
Proficient
Presents a plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a good
understanding of
patient education
principles.

3 pts
Competent
Presents a plan for
patient education, but
some aspects could
be further elaborated
or clarified.
Demonstrates a basic
understanding of
patient education
principles.

2 pts
Developing
Presents a
rudimentary plan for
patient education, with
limited details or
understanding of
patient education
principles.

1 pts
Limited
The plan for patient
education is
inadequate or
missing, and patient
education principles
are not addressed.

5 pts
Exemplary
Demonstrates
exceptional
understanding of
psychopharmacology
concepts, strong
analytical skills,
critical thinking, and
patient education

4 pts
Proficient
Presents a solid
understanding of
psychopharmacology
concepts, with good
analytical skills,
critical thinking, and
patient education
principles. Meets

3 pts
Competent
Demonstrates a
satisfactory
understanding of
psychopharmacology
concepts, but
analytical skills,
critical thinking, or
patient education

2 pts
Developing
Shows a limited
understanding of
psychopharmacology
concepts, with
minimal analytical
skills, critical thinking,
or patient education
principles. Falls below

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 3/4

Criteria Ratings Pts

Total Points: 25

principles. Answers all
questions. Fully meets
or exceeds
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

principles could be
further developed.
Approaches
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

1 pts
Limited
Fails to demonstrate a
meaningful
understanding of
psychopharmacology
concepts, analytical
skills, critical thinking,
or patient education
principles.

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 4/4

**## CaseStudy2.docx**

**Part I – The Case Study**

Sarah Pam, a 12-year-old Native-American CIS female, exhibits a range of symptoms that has occurred over the last year. She is consistently plagued by worry and experiences heightened anxiety when her parents leave her with a babysitter. She seems to be on edge and always feels something wrong will happen. After witnessing a car accident on the news, she has developed a fear that her parents will also experience a similar fate. This state of unease causes her to be on edge and hampers her ability to concentrate. Her anxiety has led to failure on two exams as she experiences blankness and difficulty focusing. Notably, a history of general anxiety is present within her family, with both her mother and father having undergone treatment for similar issues.

**Questions:(Use APA format; please use the questions for the heading and answers below; please cite work; minimum of 4 scholarly peer-reviewed references, North American only )**

· What diagnosis best describes what may be happening to Sarah?

· What neurotransmitters are involved with her current symptoms?

· What classification of medications would best treat her symptoms?

· Choose one medication from the chosen class and provide the following:

· FDA Approvals

· Mechanism of action

· Time frame pt. should see results.

· Common Side effects

· Life-threatening side effects:

· Starting Dose, you picked and why

· Common Labs, baseline vitals collected. Provide reasoning.

**Part II – The Assignment**

· Please record yourself providing patient education on the medication you decided to you to utilize.

· You will speak to the camera as if you are speaking to the patient, with regard, care, and no medical jargon.

· This video is to be a maximum of 2 min and will be uploaded via Canvas.

· There is a written case study answering the above questions; please cite your paper.

**References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions.
**Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
**from**
**2021 to 2026 only. (Within the last five years) Please review your spelling and the Rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

Stahl, S. M. (2021). Stahl's essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Cambridge University Press.

**## CaseStudy2-Rubric.pdf**

Cae Study Rubric

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 1/4

Criteria Ratings Pts

Diagnostic
Evaluation

5 pts

Pharmacological
Interventions

5 pts

Writing and
Presentation

5 pts

5 pts
Exemplary
Thoroughly and
accurately describes
the diagnostic
process, including
relevant assessments
and tools used.
Demonstrates a deep
understanding of
psychiatric diagnosis

4 pts
Proficient
Describes the
diagnostic process
and utilizes
appropriate
assessments, but
some aspects could
be further elaborated.
Displays a solid
understanding of
psychiatric diagnosis.

3 pts
Competent
Describes the
diagnostic process
and assessments
used, but the
description may lack
depth, or some
assessments could be
better explained.

3 pts
Developing
Provides a basic
overview of the
diagnostic process,
with limited details on
assessments and
tools used.
Understanding of
psychiatric diagnosis
is basic.

1 pts
Limited
The diagnostic
evaluation is vague or
missing key details,
and understanding of
psychiatric diagnosis
is lacking.

5 pts
Exemplary
Provides a
comprehensive and
well-justified
discussion of
pharmacological
options.
Demonstrates an in-
depth understanding
of medication
mechanisms,
interactions, and side
effects.

4 pts
Proficient
Discusses
pharmacological
options with
appropriate
justifications. Provides
clear insights into
medication
mechanisms,
interactions, and side
effects.

3 pts
Competent
Discusses
pharmacological
options, but the
justification or depth
of understanding
could be improved.
Some aspects of
medication
mechanisms,
interactions, or side
effects may be
missing.

2 pts
Developing
The discussion of
pharmacological
options lacks depth or
adequate justification.
Medication
mechanisms,
interactions, or side
effects are unclear.

1 pts
Limited
The discussion of
pharmacological
interventions is
minimal or absent.
Medication
mechanisms,
interactions, and side
effects are not
addressed.

5 pts
Exemplary
Exceptional writing
style, organization,

4 pts
Proficient
Well-written and
organized, with minor

3 pts
Competent
Writing is generally
clear but may contain

2 pts
Developing
Writing style is unclear
or contains significant

1 pts
Limited
Writing is incoherent
or unreadable, and

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 2/4

Criteria Ratings Pts

Patient
Education

5 pts

Overall
Assessment

5 pts

and clarity. Proper use
of academic
language. Formatting
and referencing
adhere to the required
style guide.

lapses in writing style
or formatting.
Citations and
references are mostly
consistent with the
required style guide.

errors or
inconsistencies in
style and formatting.
Citations and
references are
somewhat
inconsistent.

errors, detracting from
the overall
presentation. Citations
and references are
inconsistent or
incorrect.

formatting, citations,
and references are
severely flawed

5 pts
Exemplary
Presents a
comprehensive and
clear plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a deep
understanding of
patient education
principles.

4 pts
Proficient
Presents a plan for
educating the patient
about their treatment
options, medication
usage, potential side
effects, and
adherence strategies.
Demonstrates a good
understanding of
patient education
principles.

3 pts
Competent
Presents a plan for
patient education, but
some aspects could
be further elaborated
or clarified.
Demonstrates a basic
understanding of
patient education
principles.

2 pts
Developing
Presents a
rudimentary plan for
patient education, with
limited details or
understanding of
patient education
principles.

1 pts
Limited
The plan for patient
education is
inadequate or
missing, and patient
education principles
are not addressed.

5 pts
Exemplary
Demonstrates
exceptional
understanding of
psychopharmacology
concepts, strong
analytical skills,
critical thinking, and
patient education

4 pts
Proficient
Presents a solid
understanding of
psychopharmacology
concepts, with good
analytical skills,
critical thinking, and
patient education
principles. Meets

3 pts
Competent
Demonstrates a
satisfactory
understanding of
psychopharmacology
concepts, but
analytical skills,
critical thinking, or
patient education

2 pts
Developing
Shows a limited
understanding of
psychopharmacology
concepts, with
minimal analytical
skills, critical thinking,
or patient education
principles. Falls below

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 3/4

Criteria Ratings Pts

Total Points: 25

principles. Answers all
questions. Fully meets
or exceeds
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

principles could be
further developed.
Approaches
expectations for a
graduate-level
assignment.

expectations for a
graduate-level
assignment.

1 pts
Limited
Fails to demonstrate a
meaningful
understanding of
psychopharmacology
concepts, analytical
skills, critical thinking,
or patient education
principles.

10/18/26, 6:35 PM Case Study #2

https://dyc.instructure.com/courses/52441/assignments/452940?module_item_id=1196152 4/4

November 6, 2026
[Solved] Assigment .Apa seven . All instructions attached.

✓ Verified Academic Solution Available

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**files (4)** – ## Part1y2feddback.docx – ## CapstonePart3.docx – Capstone_Part_II_Literature_Review.pdf – CapstonePartIPICOTAssignment11.pdf **## Part1y2feddback.docx** **Part 1** Overall Feedback Did you find research to back up your statements on APRNS? Missing Conclusion paragraph For Part I…

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Assignment Prompt & Instructions

**files (4)**

– ## Part1y2feddback.docx

– ## CapstonePart3.docx

– Capstone_Part_II_Literature_Review.pdf
– CapstonePartIPICOTAssignment11.pdf

**## Part1y2feddback.docx**

**Part 1**

Overall Feedback

Did you find research to back up your statements on APRNS?

Missing Conclusion paragraph

For Part II and III discuss your findings and proposal in more details.

You are on the right track.

**Part 2**

**Final Result**

Last attempt with a result

**84/100**

**Result: 84 out of 100 points possible**

Submitted 10/3/26, 11:00 PM

**Receipt: b34cd0af4fca40339523ffbf6bd3b0c7**

**84/100**

**Result: 84 out of 100 points possible**

Overall Feedback

As per APA introduce acronym appropriately.

You did not discuss local statistics on the health problem, local cost on the health problem.

What is the impact on healthcare?

Missing references to support APRN as leader.

Missing Conclusion paragraph.

I gave you feedback on your assignments through your discussion posts.

**## CapstonePart3.docx**

**1.Implementation/Conclusion**

– Implement the change you are proposing- This should be a cohesive paper and continuation of Part I and Part II. Present as a cohesive paper to include Part I, II, III as per APA essay format.

2. Describe the practice change and setting clearly; is it in the community, organizational, clinic setting? Be detailed about the reason why you are seeking change.

3. Discuss how you would implement and assess the change; this should include time frame, setting (be specific), participants, barriers, external and internal factors.

-Timeline should be presented as a chart or essay format
_.\* Do not use bullet points._

*Do not use direct implementation of Human Subjects in your proposal. This requires IRB

approval and CITI training which we will not use for this Capstone.

4. How would you evaluate the change process?

-The change must be measurable before and after the implementation.

-How would you measure or evaluate? Is there a tool to measure?

5. The literature review must support your change and implementation. Use leadership qualities and skills that will be utilized for successful completion of the project. What leasdership/management skills will you use?

6. Discuss who will be invited to the proposal: who are the stakeholders? Be specific about why you chose the team and what each of their role will be.

-How will you present the information to your stakeholders? Include cost and budget.

OVERALL: The conclusion should have your Part I, II, II all put together in a thorough APA format.

-Use appropriate APA 7th Ed. format

-Scholarly, peer-reviewed, and research articles cited should be within the last five years.

**-This section should be minimum 3- pages long (not including the title and reference page).**

**Grading Rubric – Change Proposal Implementation**

Total: 100 Points

**1. Implementation of the Practice Change (20 Points)**

Outstanding – 20 Points: Thoroughly presents the change proposal, including the setting, time frame, target population, stakeholders, advantages, disadvantages, and potential barriers.

Very Good – 15 Points: Briefly presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Good – 10 Points: Vaguely presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Unacceptable – 0 Points: Does not present the change proposal.

**2. Change Proposal Measurement and Feasibility (20 Points)**

Outstanding – 20 Points: Thoroughly identifies and uses an appropriate measurement tool, establishes realistic and measurable outcomes, and explains how the tool will be implemented and used to evaluate the proposed practice change.

Very Good – 15 Points: Briefly discusses an appropriate measurement tool and provides realistic outcomes.

Good – 10 Points: Vaguely discusses a measurement tool and provides limited information about realistic outcomes.

Unacceptable – 0 Points: Does not identify an appropriate measurement tool or establish realistic outcomes.

**3. Depth of Discussion and Cohesiveness (20 Points)**

Outstanding – 20 Points: Provides a thorough, in-depth discussion and detailed elaboration throughout all sections of the paper. Addresses all required criteria, including leadership, management, budget considerations, and statistical analysis.

Very Good – 15 Points: Provides an adequate discussion and elaboration in most sections of the paper.

Good – 10 Points: Provides limited discussion and insufficient elaboration in most sections of the paper.

Unacceptable – 0 Points: Fails to provide an in-depth discussion or adequate elaboration in most sections of the paper.

**4. Conclusion (25 Points)**

Outstanding – 25 Points: Provides a comprehensive conclusion that integrates and synthesizes information from Parts I, II, and III of the project. Incorporates faculty feedback and comments and clearly demonstrates the overall significance of the proposed practice change.

Very Good – 20 Points: Provides a conclusion that briefly integrates information from Parts I, II, and III.

Good – 15 Points: Provides a limited conclusion that vaguely connects information from Parts I, II, and III.

Unacceptable – 0 Points: Does not integrate information from Parts I, II, and III in the conclusion.

**5. Spelling, Grammar, and Word Count (5 Points)**

Outstanding – 5 Points: Contains fewer than five grammatical, spelling, capitalization, or punctuation errors. Meets the required minimum word count.

Very Good – 4 Points: Contains five to nine grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 25 words below the required minimum.

Good – 3 Points: Contains ten or more grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 50 words below the required minimum.

Unacceptable – 0 Points: Contains an unacceptable number of spelling and grammatical errors. The word count is more than 50 words below the required minimum.

**6. Sources (5 Points)**

Outstanding – 5 Points: Includes more than five current scholarly sources, with at least three peer-reviewed journal articles or scholarly books. Incorporates both general background information and specialized scholarly evidence. Clearly identifies special-interest sources or popular literature when used. All websites are authoritative.

Very Good – 4 Points: Includes five current sources, with at least two peer-reviewed journal articles or scholarly books. All websites are authoritative.

Good – 3 Points: Includes fewer than five current sources or fewer than two peer-reviewed journal articles or scholarly books. All websites used are credible.

Unacceptable – 0 Points: Includes insufficient scholarly sources, outdated references, or sources from websites that lack credibility.

**7. Citations and APA Formatting (5 Points)**

Outstanding – 5 Points: Contains fewer than five incomplete citations, quotation errors, or APA formatting errors. Demonstrates consistent adherence to APA 7th edition guidelines.

Very Good – 4 Points: Contains five to nine incomplete citations, quotation errors, or APA formatting errors.

Good – 3 Points: Contains ten or more incomplete citations, quotation errors, or APA formatting errors.

Unacceptable – 0 Points: Uses inconsistent or incorrect citation formatting or fails to cite sources appropriately.

**Grading Summary**

| | |
| — | — |
| **Evaluation Criteria** | **Maximum Points** |
| Implementation of the Practice Change | 20 |
| Change Proposal Measurement and Feasibility | 20 |
| Depth of Discussion and Cohesiveness | 20 |
| Conclusion | 25 |
| Spelling, Grammar, and Word Count | 5 |
| Sources | 5 |
| Citations and APA Formatting | 5 |
| Total | 100 |

Important: This is a corrected and professionally organized version of the rubric you provided. The scoring categories and point values have been preserved, while grammatical errors, unclear wording, and formatting inconsistencies have been corrected.

For the Outstanding (100-point) level, the paper must present a detailed, realistic practice change proposal; use an appropriate evaluation tool; discuss leadership, management, budget, and statistics; integrate Parts I, II, and III; and include at least six current references, including three scholarly or peer-reviewed sources, with APA 7th edition citations.

**Capstone_Part_II_Literature_Review.pdf**

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

**CapstonePartIPICOTAssignment11.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonepartipicotassignment11-pdf-10611979)

**CapstonePartIPICOTAssignment11.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonepartipicotassignment11-pdf-10611979)

**## Part1y2feddback.docx**

**Part 1**

Overall Feedback

Did you find research to back up your statements on APRNS?

Missing Conclusion paragraph

For Part II and III discuss your findings and proposal in more details.

You are on the right track.

**Part 2**

**Final Result**

Last attempt with a result

**84/100**

**Result: 84 out of 100 points possible**

Submitted 10/3/26, 11:00 PM

**Receipt: b34cd0af4fca40339523ffbf6bd3b0c7**

**84/100**

**Result: 84 out of 100 points possible**

Overall Feedback

As per APA introduce acronym appropriately.

You did not discuss local statistics on the health problem, local cost on the health problem.

What is the impact on healthcare?

Missing references to support APRN as leader.

Missing Conclusion paragraph.

I gave you feedback on your assignments through your discussion posts.

**## CapstonePart3.docx**

**1.Implementation/Conclusion**

– Implement the change you are proposing- This should be a cohesive paper and continuation of Part I and Part II. Present as a cohesive paper to include Part I, II, III as per APA essay format.

2. Describe the practice change and setting clearly; is it in the community, organizational, clinic setting? Be detailed about the reason why you are seeking change.

3. Discuss how you would implement and assess the change; this should include time frame, setting (be specific), participants, barriers, external and internal factors.

-Timeline should be presented as a chart or essay format
_.\* Do not use bullet points._

*Do not use direct implementation of Human Subjects in your proposal. This requires IRB

approval and CITI training which we will not use for this Capstone.

4. How would you evaluate the change process?

-The change must be measurable before and after the implementation.

-How would you measure or evaluate? Is there a tool to measure?

5. The literature review must support your change and implementation. Use leadership qualities and skills that will be utilized for successful completion of the project. What leasdership/management skills will you use?

6. Discuss who will be invited to the proposal: who are the stakeholders? Be specific about why you chose the team and what each of their role will be.

-How will you present the information to your stakeholders? Include cost and budget.

OVERALL: The conclusion should have your Part I, II, II all put together in a thorough APA format.

-Use appropriate APA 7th Ed. format

-Scholarly, peer-reviewed, and research articles cited should be within the last five years.

**-This section should be minimum 3- pages long (not including the title and reference page).**

**Grading Rubric – Change Proposal Implementation**

Total: 100 Points

**1. Implementation of the Practice Change (20 Points)**

Outstanding – 20 Points: Thoroughly presents the change proposal, including the setting, time frame, target population, stakeholders, advantages, disadvantages, and potential barriers.

Very Good – 15 Points: Briefly presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Good – 10 Points: Vaguely presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Unacceptable – 0 Points: Does not present the change proposal.

**2. Change Proposal Measurement and Feasibility (20 Points)**

Outstanding – 20 Points: Thoroughly identifies and uses an appropriate measurement tool, establishes realistic and measurable outcomes, and explains how the tool will be implemented and used to evaluate the proposed practice change.

Very Good – 15 Points: Briefly discusses an appropriate measurement tool and provides realistic outcomes.

Good – 10 Points: Vaguely discusses a measurement tool and provides limited information about realistic outcomes.

Unacceptable – 0 Points: Does not identify an appropriate measurement tool or establish realistic outcomes.

**3. Depth of Discussion and Cohesiveness (20 Points)**

Outstanding – 20 Points: Provides a thorough, in-depth discussion and detailed elaboration throughout all sections of the paper. Addresses all required criteria, including leadership, management, budget considerations, and statistical analysis.

Very Good – 15 Points: Provides an adequate discussion and elaboration in most sections of the paper.

Good – 10 Points: Provides limited discussion and insufficient elaboration in most sections of the paper.

Unacceptable – 0 Points: Fails to provide an in-depth discussion or adequate elaboration in most sections of the paper.

**4. Conclusion (25 Points)**

Outstanding – 25 Points: Provides a comprehensive conclusion that integrates and synthesizes information from Parts I, II, and III of the project. Incorporates faculty feedback and comments and clearly demonstrates the overall significance of the proposed practice change.

Very Good – 20 Points: Provides a conclusion that briefly integrates information from Parts I, II, and III.

Good – 15 Points: Provides a limited conclusion that vaguely connects information from Parts I, II, and III.

Unacceptable – 0 Points: Does not integrate information from Parts I, II, and III in the conclusion.

**5. Spelling, Grammar, and Word Count (5 Points)**

Outstanding – 5 Points: Contains fewer than five grammatical, spelling, capitalization, or punctuation errors. Meets the required minimum word count.

Very Good – 4 Points: Contains five to nine grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 25 words below the required minimum.

Good – 3 Points: Contains ten or more grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 50 words below the required minimum.

Unacceptable – 0 Points: Contains an unacceptable number of spelling and grammatical errors. The word count is more than 50 words below the required minimum.

**6. Sources (5 Points)**

Outstanding – 5 Points: Includes more than five current scholarly sources, with at least three peer-reviewed journal articles or scholarly books. Incorporates both general background information and specialized scholarly evidence. Clearly identifies special-interest sources or popular literature when used. All websites are authoritative.

Very Good – 4 Points: Includes five current sources, with at least two peer-reviewed journal articles or scholarly books. All websites are authoritative.

Good – 3 Points: Includes fewer than five current sources or fewer than two peer-reviewed journal articles or scholarly books. All websites used are credible.

Unacceptable – 0 Points: Includes insufficient scholarly sources, outdated references, or sources from websites that lack credibility.

**7. Citations and APA Formatting (5 Points)**

Outstanding – 5 Points: Contains fewer than five incomplete citations, quotation errors, or APA formatting errors. Demonstrates consistent adherence to APA 7th edition guidelines.

Very Good – 4 Points: Contains five to nine incomplete citations, quotation errors, or APA formatting errors.

Good – 3 Points: Contains ten or more incomplete citations, quotation errors, or APA formatting errors.

Unacceptable – 0 Points: Uses inconsistent or incorrect citation formatting or fails to cite sources appropriately.

**Grading Summary**

| | |
| — | — |
| **Evaluation Criteria** | **Maximum Points** |
| Implementation of the Practice Change | 20 |
| Change Proposal Measurement and Feasibility | 20 |
| Depth of Discussion and Cohesiveness | 20 |
| Conclusion | 25 |
| Spelling, Grammar, and Word Count | 5 |
| Sources | 5 |
| Citations and APA Formatting | 5 |
| Total | 100 |

Important: This is a corrected and professionally organized version of the rubric you provided. The scoring categories and point values have been preserved, while grammatical errors, unclear wording, and formatting inconsistencies have been corrected.

For the Outstanding (100-point) level, the paper must present a detailed, realistic practice change proposal; use an appropriate evaluation tool; discuss leadership, management, budget, and statistics; integrate Parts I, II, and III; and include at least six current references, including three scholarly or peer-reviewed sources, with APA 7th edition citations.

**Capstone_Part_II_Literature_Review.pdf**

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

**CapstonePartIPICOTAssignment11.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonepartipicotassignment11-pdf-10611979)

**## Part1y2feddback.docx**

**Part 1**

Overall Feedback

Did you find research to back up your statements on APRNS?

Missing Conclusion paragraph

For Part II and III discuss your findings and proposal in more details.

You are on the right track.

**Part 2**

**Final Result**

Last attempt with a result

**84/100**

**Result: 84 out of 100 points possible**

Submitted 10/3/26, 11:00 PM

**Receipt: b34cd0af4fca40339523ffbf6bd3b0c7**

**84/100**

**Result: 84 out of 100 points possible**

Overall Feedback

As per APA introduce acronym appropriately.

You did not discuss local statistics on the health problem, local cost on the health problem.

What is the impact on healthcare?

Missing references to support APRN as leader.

Missing Conclusion paragraph.

I gave you feedback on your assignments through your discussion posts.

**## CapstonePart3.docx**

**1.Implementation/Conclusion**

– Implement the change you are proposing- This should be a cohesive paper and continuation of Part I and Part II. Present as a cohesive paper to include Part I, II, III as per APA essay format.

2. Describe the practice change and setting clearly; is it in the community, organizational, clinic setting? Be detailed about the reason why you are seeking change.

3. Discuss how you would implement and assess the change; this should include time frame, setting (be specific), participants, barriers, external and internal factors.

-Timeline should be presented as a chart or essay format
_.\* Do not use bullet points._

*Do not use direct implementation of Human Subjects in your proposal. This requires IRB

approval and CITI training which we will not use for this Capstone.

4. How would you evaluate the change process?

-The change must be measurable before and after the implementation.

-How would you measure or evaluate? Is there a tool to measure?

5. The literature review must support your change and implementation. Use leadership qualities and skills that will be utilized for successful completion of the project. What leasdership/management skills will you use?

6. Discuss who will be invited to the proposal: who are the stakeholders? Be specific about why you chose the team and what each of their role will be.

-How will you present the information to your stakeholders? Include cost and budget.

OVERALL: The conclusion should have your Part I, II, II all put together in a thorough APA format.

-Use appropriate APA 7th Ed. format

-Scholarly, peer-reviewed, and research articles cited should be within the last five years.

**-This section should be minimum 3- pages long (not including the title and reference page).**

**Grading Rubric – Change Proposal Implementation**

Total: 100 Points

**1. Implementation of the Practice Change (20 Points)**

Outstanding – 20 Points: Thoroughly presents the change proposal, including the setting, time frame, target population, stakeholders, advantages, disadvantages, and potential barriers.

Very Good – 15 Points: Briefly presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Good – 10 Points: Vaguely presents the change proposal, including the setting, time frame, stakeholders, advantages, and disadvantages.

Unacceptable – 0 Points: Does not present the change proposal.

**2. Change Proposal Measurement and Feasibility (20 Points)**

Outstanding – 20 Points: Thoroughly identifies and uses an appropriate measurement tool, establishes realistic and measurable outcomes, and explains how the tool will be implemented and used to evaluate the proposed practice change.

Very Good – 15 Points: Briefly discusses an appropriate measurement tool and provides realistic outcomes.

Good – 10 Points: Vaguely discusses a measurement tool and provides limited information about realistic outcomes.

Unacceptable – 0 Points: Does not identify an appropriate measurement tool or establish realistic outcomes.

**3. Depth of Discussion and Cohesiveness (20 Points)**

Outstanding – 20 Points: Provides a thorough, in-depth discussion and detailed elaboration throughout all sections of the paper. Addresses all required criteria, including leadership, management, budget considerations, and statistical analysis.

Very Good – 15 Points: Provides an adequate discussion and elaboration in most sections of the paper.

Good – 10 Points: Provides limited discussion and insufficient elaboration in most sections of the paper.

Unacceptable – 0 Points: Fails to provide an in-depth discussion or adequate elaboration in most sections of the paper.

**4. Conclusion (25 Points)**

Outstanding – 25 Points: Provides a comprehensive conclusion that integrates and synthesizes information from Parts I, II, and III of the project. Incorporates faculty feedback and comments and clearly demonstrates the overall significance of the proposed practice change.

Very Good – 20 Points: Provides a conclusion that briefly integrates information from Parts I, II, and III.

Good – 15 Points: Provides a limited conclusion that vaguely connects information from Parts I, II, and III.

Unacceptable – 0 Points: Does not integrate information from Parts I, II, and III in the conclusion.

**5. Spelling, Grammar, and Word Count (5 Points)**

Outstanding – 5 Points: Contains fewer than five grammatical, spelling, capitalization, or punctuation errors. Meets the required minimum word count.

Very Good – 4 Points: Contains five to nine grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 25 words below the required minimum.

Good – 3 Points: Contains ten or more grammatical, spelling, capitalization, or punctuation errors. The word count is approximately 50 words below the required minimum.

Unacceptable – 0 Points: Contains an unacceptable number of spelling and grammatical errors. The word count is more than 50 words below the required minimum.

**6. Sources (5 Points)**

Outstanding – 5 Points: Includes more than five current scholarly sources, with at least three peer-reviewed journal articles or scholarly books. Incorporates both general background information and specialized scholarly evidence. Clearly identifies special-interest sources or popular literature when used. All websites are authoritative.

Very Good – 4 Points: Includes five current sources, with at least two peer-reviewed journal articles or scholarly books. All websites are authoritative.

Good – 3 Points: Includes fewer than five current sources or fewer than two peer-reviewed journal articles or scholarly books. All websites used are credible.

Unacceptable – 0 Points: Includes insufficient scholarly sources, outdated references, or sources from websites that lack credibility.

**7. Citations and APA Formatting (5 Points)**

Outstanding – 5 Points: Contains fewer than five incomplete citations, quotation errors, or APA formatting errors. Demonstrates consistent adherence to APA 7th edition guidelines.

Very Good – 4 Points: Contains five to nine incomplete citations, quotation errors, or APA formatting errors.

Good – 3 Points: Contains ten or more incomplete citations, quotation errors, or APA formatting errors.

Unacceptable – 0 Points: Uses inconsistent or incorrect citation formatting or fails to cite sources appropriately.

**Grading Summary**

| | |
| — | — |
| **Evaluation Criteria** | **Maximum Points** |
| Implementation of the Practice Change | 20 |
| Change Proposal Measurement and Feasibility | 20 |
| Depth of Discussion and Cohesiveness | 20 |
| Conclusion | 25 |
| Spelling, Grammar, and Word Count | 5 |
| Sources | 5 |
| Citations and APA Formatting | 5 |
| Total | 100 |

Important: This is a corrected and professionally organized version of the rubric you provided. The scoring categories and point values have been preserved, while grammatical errors, unclear wording, and formatting inconsistencies have been corrected.

For the Outstanding (100-point) level, the paper must present a detailed, realistic practice change proposal; use an appropriate evaluation tool; discuss leadership, management, budget, and statistics; integrate Parts I, II, and III; and include at least six current references, including three scholarly or peer-reviewed sources, with APA 7th edition citations.

**Capstone_Part_II_Literature_Review.pdf**

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

**CapstonePartIPICOTAssignment11.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonepartipicotassignment11-pdf-10611979)

November 6, 2026
[Solved] Healthcare 101-A

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I have a question about Healthcare

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Assignment Prompt & Instructions

I have a question about Healthcare

November 6, 2026
[Solved] HIS QUESTION-520-Funding

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I have a question about healthcare

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Assignment Prompt & Instructions

I have a question about healthcare

November 6, 2026
[Solved] Module 7 Journal Question

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Executive Solution Overview

## Module 7 Journal Question **files (2)** – ## Module7JournalQuestion.docx – ## Module_Journal_RUBRIC.docx **## Module7JournalQuestion.docx** **Journal Question:** Go to the Centers for Disease Control and Prevention site and participate in the “Solve the Outbreak” simulation. After you complete …

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Assignment Prompt & Instructions

## Module 7 Journal Question

**files (2)**

– ## Module7JournalQuestion.docx

– ## Module_Journal_RUBRIC.docx

**## Module7JournalQuestion.docx**

**Journal Question:**

Go to the Centers for Disease Control and Prevention site and participate in the “Solve the Outbreak” simulation. After you complete one of the scenarios, please describe the specific outbreak investigation, including the process and epidemiological procedures, and share your insights on the completion of this activity and the use of epidemiology tools.

**Journal Response Expectations**

Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.

**## Module_Journal_RUBRIC.docx**

Graduate Journal Rubric v1.

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Claim/Quali

ty of

Information

Weight:

40

%

/ 8

Developme

nt/Connecti

on Weight:

%

40

/ 8

0

points

**(0**

**pts**

**)**

Response to

quiz question is

missing or inac

–

curate. Answer

is inaccurate

and does not

address the

prompt.

points

2.5

**pts**

**(5.6**

**)**

Response to

quiz question is

missing key el

–

ements.

Answer is par

–

tially inaccu

–

rate and misses

elements in the

prompt. Claims

are lacking in

–

formation to

be fully

thought out.

points

6.4

**(6.4**

**)**

**pts**

Response to

quiz question is

appropriate

and accurate.

Answer is ap

–

propriate and

responses to

the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to

quiz question is

thorough and

detailed.

Answer is clear

and concise

and responses

to all aspects

of the prompt.

Claims are jus

–

tified and

plausible.

0

points

**pts**

**)**

**(0**

Connections

are either miss

–

ing or inaccu

–

rate in the

discussion.

5.6

points

**(5.6**

**pts**

**)**

Connections

are included by

missing key in

–

formation in

the discussion.

points

6.4

**)**

**pts**

**(6.4**

Connections

are appropri

–

ately and accu

–

rately

discussed.

8

points

**)**

**pts**

**(8**

Connections

are insightful,

reflective, and

completely

discussed.

Total

/ 20

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Writing &

Mechanics

Weight:

%

20

/ 4

0

points

**)**

**pts**

**(0**

Style is inap

–

propriate or

does not ad

–

dress given

purpose.

Inconsistent

grammar, spell

–

ing, and

punctuation.

2.8

points

**pts**

**)**

**(2.8**

Style is some

–

what appropri

–

ate to purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

points

3.2

**(3.2**

**pts**

**)**

Style is appro

–

priate to the

given purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical, typo

–

graphical, are

present, but

are not overly

distracting.

points

4

**pts**

**(4**

**)**

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical, ty

–

pographical,

errors.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

2/2

**## Module_Journal_RUBRIC.docx**

Graduate Journal Rubric v1.

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Claim/Quali

ty of

Information

Weight:

40

%

/ 8

Developme

nt/Connecti

on Weight:

%

40

/ 8

0

points

**(0**

**pts**

**)**

Response to

quiz question is

missing or inac

–

curate. Answer

is inaccurate

and does not

address the

prompt.

points

2.5

**pts**

**(5.6**

**)**

Response to

quiz question is

missing key el

–

ements.

Answer is par

–

tially inaccu

–

rate and misses

elements in the

prompt. Claims

are lacking in

–

formation to

be fully

thought out.

points

6.4

**(6.4**

**)**

**pts**

Response to

quiz question is

appropriate

and accurate.

Answer is ap

–

propriate and

responses to

the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to

quiz question is

thorough and

detailed.

Answer is clear

and concise

and responses

to all aspects

of the prompt.

Claims are jus

–

tified and

plausible.

0

points

**pts**

**)**

**(0**

Connections

are either miss

–

ing or inaccu

–

rate in the

discussion.

5.6

points

**(5.6**

**pts**

**)**

Connections

are included by

missing key in

–

formation in

the discussion.

points

6.4

**)**

**pts**

**(6.4**

Connections

are appropri

–

ately and accu

–

rately

discussed.

8

points

**)**

**pts**

**(8**

Connections

are insightful,

reflective, and

completely

discussed.

Total

/ 20

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Writing &

Mechanics

Weight:

%

20

/ 4

0

points

**)**

**pts**

**(0**

Style is inap

–

propriate or

does not ad

–

dress given

purpose.

Inconsistent

grammar, spell

–

ing, and

punctuation.

2.8

points

**pts**

**)**

**(2.8**

Style is some

–

what appropri

–

ate to purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

points

3.2

**(3.2**

**pts**

**)**

Style is appro

–

priate to the

given purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical, typo

–

graphical, are

present, but

are not overly

distracting.

points

4

**pts**

**(4**

**)**

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical, ty

–

pographical,

errors.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

2/2

**## Module7JournalQuestion.docx**

**Journal Question:**

Go to the Centers for Disease Control and Prevention site and participate in the “Solve the Outbreak” simulation. After you complete one of the scenarios, please describe the specific outbreak investigation, including the process and epidemiological procedures, and share your insights on the completion of this activity and the use of epidemiology tools.

**Journal Response Expectations**

Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.

**## Module_Journal_RUBRIC.docx**

Graduate Journal Rubric v1.

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Claim/Quali

ty of

Information

Weight:

40

%

/ 8

Developme

nt/Connecti

on Weight:

%

40

/ 8

0

points

**(0**

**pts**

**)**

Response to

quiz question is

missing or inac

–

curate. Answer

is inaccurate

and does not

address the

prompt.

points

2.5

**pts**

**(5.6**

**)**

Response to

quiz question is

missing key el

–

ements.

Answer is par

–

tially inaccu

–

rate and misses

elements in the

prompt. Claims

are lacking in

–

formation to

be fully

thought out.

points

6.4

**(6.4**

**)**

**pts**

Response to

quiz question is

appropriate

and accurate.

Answer is ap

–

propriate and

responses to

the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to

quiz question is

thorough and

detailed.

Answer is clear

and concise

and responses

to all aspects

of the prompt.

Claims are jus

–

tified and

plausible.

0

points

**pts**

**)**

**(0**

Connections

are either miss

–

ing or inaccu

–

rate in the

discussion.

5.6

points

**(5.6**

**pts**

**)**

Connections

are included by

missing key in

–

formation in

the discussion.

points

6.4

**)**

**pts**

**(6.4**

Connections

are appropri

–

ately and accu

–

rately

discussed.

8

points

**)**

**pts**

**(8**

Connections

are insightful,

reflective, and

completely

discussed.

Total

/ 20

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Writing &

Mechanics

Weight:

%

20

/ 4

0

points

**)**

**pts**

**(0**

Style is inap

–

propriate or

does not ad

–

dress given

purpose.

Inconsistent

grammar, spell

–

ing, and

punctuation.

2.8

points

**pts**

**)**

**(2.8**

Style is some

–

what appropri

–

ate to purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

points

3.2

**(3.2**

**pts**

**)**

Style is appro

–

priate to the

given purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical, typo

–

graphical, are

present, but

are not overly

distracting.

points

4

**pts**

**(4**

**)**

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical, ty

–

pographical,

errors.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

2/2

**## Module7JournalQuestion.docx**

**Journal Question:**

Go to the Centers for Disease Control and Prevention site and participate in the “Solve the Outbreak” simulation. After you complete one of the scenarios, please describe the specific outbreak investigation, including the process and epidemiological procedures, and share your insights on the completion of this activity and the use of epidemiology tools.

**Journal Response Expectations**

Each short-answer Journal response will be a minimum of 300 words; no citation, reference, or APA style is necessary.

**## Module_Journal_RUBRIC.docx**

Graduate Journal Rubric v1.

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Claim/Quali

ty of

Information

Weight:

40

%

/ 8

Developme

nt/Connecti

on Weight:

%

40

/ 8

0

points

**(0**

**pts**

**)**

Response to

quiz question is

missing or inac

–

curate. Answer

is inaccurate

and does not

address the

prompt.

points

2.5

**pts**

**(5.6**

**)**

Response to

quiz question is

missing key el

–

ements.

Answer is par

–

tially inaccu

–

rate and misses

elements in the

prompt. Claims

are lacking in

–

formation to

be fully

thought out.

points

6.4

**(6.4**

**)**

**pts**

Response to

quiz question is

appropriate

and accurate.

Answer is ap

–

propriate and

responses to

the prompt.

Claims are

appropriate.

8

points

**(8**

**pts**

**)**

Response to

quiz question is

thorough and

detailed.

Answer is clear

and concise

and responses

to all aspects

of the prompt.

Claims are jus

–

tified and

plausible.

0

points

**pts**

**)**

**(0**

Connections

are either miss

–

ing or inaccu

–

rate in the

discussion.

5.6

points

**(5.6**

**pts**

**)**

Connections

are included by

missing key in

–

formation in

the discussion.

points

6.4

**)**

**pts**

**(6.4**

Connections

are appropri

–

ately and accu

–

rately

discussed.

8

points

**)**

**pts**

**(8**

Connections

are insightful,

reflective, and

completely

discussed.

Total

/ 20

Criteria

**Does Not Meet**

**Expectations**

**Approaches**

**Expectations**

**Meets**

**Expectations**

**Exceeds**

**Expectations**

**Criterion Score**

Writing &

Mechanics

Weight:

%

20

/ 4

0

points

**)**

**pts**

**(0**

Style is inap

–

propriate or

does not ad

–

dress given

purpose.

Inconsistent

grammar, spell

–

ing, and

punctuation.

2.8

points

**pts**

**)**

**(2.8**

Style is some

–

what appropri

–

ate to purpose.

Repetitive me

–

chanical errors

distract the

reader.

Inconsistencies

in language,

sentence struc

–

ture, and/or

word choice

are present.

points

3.2

**(3.2**

**pts**

**)**

Style is appro

–

priate to the

given purpose.

Word choice is

specific and

purposeful, and

somewhat var

–

ied throughout.

Minimal me

–

chanical, typo

–

graphical, are

present, but

are not overly

distracting.

points

4

**pts**

**(4**

**)**

Style shows

originality and

creativity.

Word choice is

dynamic and

varied. Free of

mechanical, ty

–

pographical,

errors.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

14

points minimum

**Level 3**

16

points minimum

**Level 4**

20

points minimum

2/2

November 6, 2026