Tag: Care Plans, Pathophysiology & Pharmacology

[Solved] BELK PP

✓ Verified Academic Solution Available

Executive Solution Overview

This presentation is Part 1 and Part 2 **Health Promotion Proposal. ( ATTACHED)** **This presentation must be 15 slides long [not counting the reference slides and title slide] and contain a minimum of 8 scholarly references within the past 5 years from 2022-2026 with intent citations and ORIGINAL…

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

This presentation is Part 1 and Part 2 **Health Promotion Proposal. ( ATTACHED)**

**This presentation must be 15 slides long [not counting the reference slides and title slide] and contain a minimum of 8 scholarly references within the past 5 years from 2022-2026 with intent citations and ORIGINAL DOI# FOUND IN DATABASE.**

**READ CAREFULLY THE ATTACHED DOCUMENTS FOR** Part 1 and Part 2 **Health Promotion Proposal.**

**NEED TO HAVE SPEAKER NOTES**

**CANT HAVE MORE THAN 10% PLAGIARISM OR AI TEXT**

**DUE DATE OCTOBER 13, 2026**

**APA FORMAT ALL SLIDES**

**CHECK GRAMMAR AND SPELLING**

November 6, 2026
[Solved] CAPSTONE 3

✓ Verified Academic Solution Available

Executive Solution Overview

**Final Capstone: Part I, II, III Cohesively** 1.Implementation/Conclusion – Implement the change you are proposing- This should be a cohesive assignment and continuation of Part I and Part II. Present as a cohesive assignment to include Part I, II, III as per APA format. 2. Describe the practice …

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

**Final Capstone: Part I, II, III Cohesively**

1.Implementation/Conclusion

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

*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).

-Use proper in-text citations with a properly formatted reference list.

-All must be written in the 3rd person.

RUBRIC ATTACHED

DUE DATE OCTOBER 9, 2026

– [\
\
CAPSTONE1.docx](https://www.sweetstudy.com/files/capstone1-docx-10608275 "CAPSTONE1.docx")
– [\
\
YISELLCAPSTONE2.docx](https://www.sweetstudy.com/files/yisellcapstone2-docx "YISELLCAPSTONE2.docx")
– [\
\
CAPSTONERUBRIC3.pdf](https://www.sweetstudy.com/files/capstonerubric3-pdf "CAPSTONERUBRIC3.pdf")
– [\
\
CAPSTONERUBRIC.pdf](https://www.sweetstudy.com/files/capstonerubric-pdf "CAPSTONERUBRIC.pdf")

November 6, 2026
[Solved] DeSigning a Nursing Informatics Project for Your Organization

✓ Verified Academic Solution Available

Executive Solution Overview

**files (6)** – ## sampletemplete.pptx – ## WhatisaCommunicationPlaninaProject.docx – riskanalysisdocumentandplan.pdf – promotingracialequity.pdf – DeSigningaNursingInformaticsProjectforYourOrganization.docx – EBSCO-FullText-10_07_2026.pdf **## sampletemplete.pptx** Week 6 Assignment: Nursing Info…

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

**files (6)**

– ## sampletemplete.pptx

– ## WhatisaCommunicationPlaninaProject.docx

– riskanalysisdocumentandplan.pdf
– promotingracialequity.pdf
– DeSigningaNursingInformaticsProjectforYourOrganization.docx
– EBSCO-FullText-10_07_2026.pdf

**## sampletemplete.pptx**

Week 6 Assignment: Nursing Informatics Project Proposal

Your Name

Program Name or Degree Name, Walden University

Nursing 8210: Transforming Nursing

Instructor Name

Month XX, 202X

Introduction

Content:

Brief introduction to the project requirements and objectives

Formatting Notes:

Choose formatting that presents your information in the most logical way.

You may use paragraphs or bulleted lists, be concise, one slide per content topic.

Keep font of text consistent, no smaller than 20-point font.

End bullet points consistently, either with or without a period.

Be sure headings are consistent in their spacing, placement, size, etc.

Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
[PowerPoint Presentation tips](https://academicanswers.waldenu.edu/faq/330533) for more information!

From the Rubric:

A clear and comprehensive introduction is provided.

Initiating Conversation with a Nurse Leader

Content:

Identify and approach a nurse leader

Key points of discussion for identifying proposed project

From the Rubric:

The response accurately and clearly identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred.

Developing Scope Document

Content:

Definition and importance of Scope Document

Include Scope Document

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete project scope document that is detailed and comprehensive is provided

Developing Charter Document

Content:

Definition and importance of Charter Document

Include Charter Document

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete project charter document that is detailed and comprehensive is provided

Conducting a SWOT Analysis

Content:

Definition and purpose of SWOT Analysis

SWOT Table (Strengths, Weaknesses, Opportunities, Threats)

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete SWOT analysis that is detailed and comprehensive is provided

Conducting a Gap Analysis Map

Content:

Definition and purpose of Gap Analysis

Gap Analysis map included

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Gap Analysis that is detailed and comprehensive is provided

Creating a Work Breakdown Structure (WBS)

Content:

Definition and purpose of WBS

Example of a WBS

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Work Breakdown Structure that is detailed and comprehensive is provided

Project Timeline Gantt Chart

Content:

Definition and importance of a Gantt chart

Example of a Gantt chart with tasks, start/finish dates, and responsibilities

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete project timeline/Gantt Chart that is detailed and comprehensive is provided

RACI Chart

Content:

Definition and purpose of a RACI chart

Example of a RACI chart (Responsible, Accountable, Consulted, Informed)

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete RACI Chart that is detailed and comprehensive is provided

Communication Plan

Content:

Importance of documenting all communications and status reports

Key components of a communication plan

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Communication Plan that is detailed and comprehensive is provided

Risk Management

Content:

Importance of identifying and mitigating risks

Example of a risk management plan

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Risk Management Plan that is detailed and comprehensive is provided

Conclusion

Content:

Summary of the project planning and documentation process

Final thoughts and next steps

From the Rubric:

A clear and comprehensive conclusion is provided.

Support for Proposed Project – Scholarly Evidence

Content:

Synthesis of scholarly literature supporting the project

Key points from relevant literature

Note:

Reference list entries take the same format they would in a paper, including a hanging

indent. Visit the
[Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format.

From the Rubric:

Summarize the key findings from your review of the scholarly evidence that supports

the proposed project. Include key take aways (one slide). Include valid scholarly

references (no older than 7 years) to support your work on the proposed project.

## image1.jpeg

## image2.png

## image5.jpg

**## WhatisaCommunicationPlaninaProject.docx**

What is a Communication Plan in a Project?

While communication may seem to be a fairly light lift in the mix of all other project components, it is one of the most challenging.

The challenges arise from the various people involved — from sponsors to customers to team members. It is imperative that
[**clear, concise and complete communication**](https://www.snhu.edu/about-us/newsroom/liberal-arts/communication-skills) is provided based on each individual interest in the project.

The frequency with which each stakeholder and team member receives communication and the preferred methods to be distributed are also main factors that need to be established. Additionally, communications may fluctuate based on the various project stages as well as span across the world in this "new-normal" work environment.

All of these quick reasons provide a snapshot into the importance of developing a clear and effective communication plan that engages stakeholders early in your projects and provides a framework to continue communication and engagement throughout
[**your project lifecycle**](https://www.workamajig.com/blog/project-life-cycle) to ensure successful completion. There is certainly little advantage to providing communication that isn’t needed through non-preferred methods or at an inappropriate time.

It is necessary to review the communication plan with the sponsors, project team and stakeholders throughout the project. The communication plan gives the project manager and project team authorization to communicate with various stakeholders across the organization without having to ask for permission all the time. Consider it a pre-approval to communicate as needed throughout the life of a project, or like an inventory sheet that must be maintained and utilized on a constant basis.

What are the Five Components of a Project Communication Plan?

When managing a communication plan, it can be helpful to break down the plan into the following five sections to ease the ability to stay organized:

1.
**Sender:** The sender is the person responsible for initiating the communication. Often, it is the project manager, but it could be anyone on the team responsible for the communication.

2.
**Recipients:** The recipients are the people receiving the communication. It can identify teams or be detailed enough to specifically list out names to avoid missing people in the communication.

3.
**Description:** The description is used to describe the communication. Feel free to be detailed in this column so the recipients understand what is being sent.

4.
**Method:** The method is simply the vehicle used to communicate. This can be email, meeting, phone call, virtual meeting, shareable document or something else that delivers the communication.

5.
**Frequency:** The frequency sets the heartbeat for the communications. It allows the project manager to communicate in a timely manner and set the schedule for the communications.

Project Management Communication Plan Example

A communication plan in project management might look like this:

| | | | | |
| — | — | — | — | — |
| **Sender** | **Recipient** | **Description** | **Method** | **Frequency** |
| Project Manager | Core Project Team | Weekly Status Report | Email | Fridays at 9 am |
| Project Manager | Core Project Team | Weekly Project Team Meeting | Meeting | Wednesday at 11 am |
| Project Manager | Core Project Team | Meeting Minutes | SharePoint | As needed |
| Marketing Lead | Customers | Product Launch Notice | Email | 2/17/2023 |

Additionally, the importance of a communication plan can be associated with the various project phases and should be created and maintained throughout the project lifecycle. It should start when the project begins and be followed and maintained throughout the project to the closing phase.

A clear communication plan is often appreciated by project stakeholders. When stakeholders understand the communication schedule and plan, it sets the tone that they will be kept updated throughout the project.

One example happened on a project I was assigned to years ago while working with the chief technology officer (CTO) on a large enterprise-wide project. Let’s refer to the CTO as Sam. Sam was in a meeting with me, and we required Sam to communicate with various stakeholders about an upcoming go-live replacing critical network equipment.

As a team, we sat around the conference table and listed out each meeting he had to host to brief the various departments. Sam said to me, “This communication plan was exactly what we needed to focus (on) spending time with the right people for the success of the project."

A successful communication plan can prevent most project communication challenges before they even arise and should be included as a foundation to any project. Outlining how tasks within the project will be completed — as well as how and to whom the progress of the work being performed — will be communicated across the team most efficiently.

How Do You Write a Project Management Communication Plan?

There is certainly not a one-size-fits-all rule; however, a successful framework could be outlined as the following:

Project Planning Phase

The initiation of a project communication plan should include:

· A thorough outline of specific tasks, expectations, due dates and resources involved in the project.

· Project team members that will be sending and receiving project information.

· The type(s), expected frequency and preferred methods for which information will be distributed.

· Possible inclusion of information related to team expectations, role responsibilities or guidelines for status meetings and team meetings.

· The primary source where the communication will be stored and can be easily retrieved throughout the project.

Project Execution and Control Phase

Compile and synthesize project status information. Note that:

· Based on project status, the form of communication as well as the recipients may vary based on the impact of information being conveyed.

· As new information is received throughout a project, stakeholder needs may change and/or additional stakeholders may be added to a previously created communication plan. The plan must be updated to reflect the changing needs.

Project Closing Phase

Communication of project results and findings should include:

· Clear determination of success metrics based on the originally established measurements.

· Lessons learned for application into future organizational projects.

The vitality of a communication plan provides transparency and sets expectations throughout the project and can serve as a guideline for each project team member to refer to. One of the significant elements of a solid communication plan is that it can strengthen the ownership of the team members by being involved in the communication of the progress and their contribution to the overall project success.

**Discover more about SNHU’s** [**online bachelor's in business with a concentration in project management**](https://www.snhu.edu/online-degrees/bachelors/bs-in-business-administration/project-management) **: Find out what courses you'll take, skills you’ll learn and how to request information about the program.**

_![Lori Lavallee](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)Lori Lavallee is a senior director of project and portfolio management at Southern New Hampshire University. She is PMP certified, has held project management roles in a variety of industries throughout her career and earned her_ [**_MBA from SNHU_**](https://www.snhu.edu/online-degrees/masters/mba-online) _in 2005._

_![Michael DeCosta](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)Michael DeCosta is the director of Southern New Hampshire University’s Enterprise Infrastructure and Digital Services Project and Planning office. He is PMP certified and has worked in senior project management roles since 2015._

Explore more content like this article

![Chase Thomas, an SNHU graduate who has earned his associate degree in liberal arts, bachelor's in human services, master's in organizational leadership and a graduate certificate in human resource management.](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

[**How Chase Thomas Went From Associate Degree to Doctorate**](https://www.snhu.edu/about-us/newsroom/business/chase-thomas)

Sep 30, 2026

[Business](https://www.snhu.edu/about-us/newsroom/business)

Dr. Chase A. Thomas is busy. He’s a board-certified behavior analyst, the director of a behavioral healthcare organization, an adjunct instructor at Southern New Hampshire University (SNHU) and a post-doctoral research fellow at another university. And it all started with an associate at SNHU.

![A man in an orange shirt standing at a desk looking at two monitors and researching how to become an economist.](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

[**How to Become an Economist**](https://www.snhu.edu/about-us/newsroom/business/how-to-become-an-economist)

Sep 25, 2026

[Business](https://www.snhu.edu/about-us/newsroom/business)

Discover the world of economics and explore the path to becoming an economist. Understand the role economists play in shaping policies and influencing global markets. Learn about the skills needed, career opportunities and qualifications essential for success in this field.

![Brendaliz De Los Santos dressed in a graduation cap and gown, holding her SNHU diploma after finishing her master's in marketing.](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

[**How Community Support Helped Brendaliz Earn a Master’s Degree**](https://www.snhu.edu/about-us/newsroom/business/brendaliz-de-los-santos)

Sep 24, 2026

[Business](https://www.snhu.edu/about-us/newsroom/business)

After years of consideration, Brendaliz De Los Santos '24G decided to go back to school and become the first in her family to earn a master’s degree. While she waited for her first class to start, she said she was filled with self-doubt and scared of failure. So, she asked her network for support.

About Southern New Hampshire University

![Two students walking in front of Monadnock Hall](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

SNHU is a
**nonprofit, accredited** university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with
**flexible, career-focused programs**. Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our
[**about SNHU**](https://www.snhu.edu/about-us) page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

## image2.png

## image3.jpeg

## image4.jpeg

## image5.jpeg

## image6.jpeg

## image1.png

**riskanalysisdocumentandplan.pdf**

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

**promotingracialequity.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/promotingracialequity-pdf-10608361)

**DeSigningaNursingInformaticsProjectforYourOrganization.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/designinganursinginformaticsprojectforyourorganization-docx-10608351)

**EBSCO-FullText-10_07_2026.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-10-07-2026-pdf)

**EBSCO-FullText-10_07_2026.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-10-07-2026-pdf)

**## sampletemplete.pptx**

Week 6 Assignment: Nursing Informatics Project Proposal

Your Name

Program Name or Degree Name, Walden University

Nursing 8210: Transforming Nursing

Instructor Name

Month XX, 202X

Introduction

Content:

Brief introduction to the project requirements and objectives

Formatting Notes:

Choose formatting that presents your information in the most logical way.

You may use paragraphs or bulleted lists, be concise, one slide per content topic.

Keep font of text consistent, no smaller than 20-point font.

End bullet points consistently, either with or without a period.

Be sure headings are consistent in their spacing, placement, size, etc.

Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
[PowerPoint Presentation tips](https://academicanswers.waldenu.edu/faq/330533) for more information!

From the Rubric:

A clear and comprehensive introduction is provided.

Initiating Conversation with a Nurse Leader

Content:

Identify and approach a nurse leader

Key points of discussion for identifying proposed project

From the Rubric:

The response accurately and clearly identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred.

Developing Scope Document

Content:

Definition and importance of Scope Document

Include Scope Document

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete project scope document that is detailed and comprehensive is provided

Developing Charter Document

Content:

Definition and importance of Charter Document

Include Charter Document

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete project charter document that is detailed and comprehensive is provided

Conducting a SWOT Analysis

Content:

Definition and purpose of SWOT Analysis

SWOT Table (Strengths, Weaknesses, Opportunities, Threats)

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete SWOT analysis that is detailed and comprehensive is provided

Conducting a Gap Analysis Map

Content:

Definition and purpose of Gap Analysis

Gap Analysis map included

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Gap Analysis that is detailed and comprehensive is provided

Creating a Work Breakdown Structure (WBS)

Content:

Definition and purpose of WBS

Example of a WBS

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Work Breakdown Structure that is detailed and comprehensive is provided

Project Timeline Gantt Chart

Content:

Definition and importance of a Gantt chart

Example of a Gantt chart with tasks, start/finish dates, and responsibilities

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete project timeline/Gantt Chart that is detailed and comprehensive is provided

RACI Chart

Content:

Definition and purpose of a RACI chart

Example of a RACI chart (Responsible, Accountable, Consulted, Informed)

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete RACI Chart that is detailed and comprehensive is provided

Communication Plan

Content:

Importance of documenting all communications and status reports

Key components of a communication plan

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Communication Plan that is detailed and comprehensive is provided

Risk Management

Content:

Importance of identifying and mitigating risks

Example of a risk management plan

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Risk Management Plan that is detailed and comprehensive is provided

Conclusion

Content:

Summary of the project planning and documentation process

Final thoughts and next steps

From the Rubric:

A clear and comprehensive conclusion is provided.

Support for Proposed Project – Scholarly Evidence

Content:

Synthesis of scholarly literature supporting the project

Key points from relevant literature

Note:

Reference list entries take the same format they would in a paper, including a hanging

indent. Visit the
[Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format.

From the Rubric:

Summarize the key findings from your review of the scholarly evidence that supports

the proposed project. Include key take aways (one slide). Include valid scholarly

references (no older than 7 years) to support your work on the proposed project.

## image1.jpeg

## image2.png

## image5.jpg

**## WhatisaCommunicationPlaninaProject.docx**

What is a Communication Plan in a Project?

While communication may seem to be a fairly light lift in the mix of all other project components, it is one of the most challenging.

The challenges arise from the various people involved — from sponsors to customers to team members. It is imperative that
[**clear, concise and complete communication**](https://www.snhu.edu/about-us/newsroom/liberal-arts/communication-skills) is provided based on each individual interest in the project.

The frequency with which each stakeholder and team member receives communication and the preferred methods to be distributed are also main factors that need to be established. Additionally, communications may fluctuate based on the various project stages as well as span across the world in this "new-normal" work environment.

All of these quick reasons provide a snapshot into the importance of developing a clear and effective communication plan that engages stakeholders early in your projects and provides a framework to continue communication and engagement throughout
[**your project lifecycle**](https://www.workamajig.com/blog/project-life-cycle) to ensure successful completion. There is certainly little advantage to providing communication that isn’t needed through non-preferred methods or at an inappropriate time.

It is necessary to review the communication plan with the sponsors, project team and stakeholders throughout the project. The communication plan gives the project manager and project team authorization to communicate with various stakeholders across the organization without having to ask for permission all the time. Consider it a pre-approval to communicate as needed throughout the life of a project, or like an inventory sheet that must be maintained and utilized on a constant basis.

What are the Five Components of a Project Communication Plan?

When managing a communication plan, it can be helpful to break down the plan into the following five sections to ease the ability to stay organized:

1.
**Sender:** The sender is the person responsible for initiating the communication. Often, it is the project manager, but it could be anyone on the team responsible for the communication.

2.
**Recipients:** The recipients are the people receiving the communication. It can identify teams or be detailed enough to specifically list out names to avoid missing people in the communication.

3.
**Description:** The description is used to describe the communication. Feel free to be detailed in this column so the recipients understand what is being sent.

4.
**Method:** The method is simply the vehicle used to communicate. This can be email, meeting, phone call, virtual meeting, shareable document or something else that delivers the communication.

5.
**Frequency:** The frequency sets the heartbeat for the communications. It allows the project manager to communicate in a timely manner and set the schedule for the communications.

Project Management Communication Plan Example

A communication plan in project management might look like this:

| | | | | |
| — | — | — | — | — |
| **Sender** | **Recipient** | **Description** | **Method** | **Frequency** |
| Project Manager | Core Project Team | Weekly Status Report | Email | Fridays at 9 am |
| Project Manager | Core Project Team | Weekly Project Team Meeting | Meeting | Wednesday at 11 am |
| Project Manager | Core Project Team | Meeting Minutes | SharePoint | As needed |
| Marketing Lead | Customers | Product Launch Notice | Email | 2/17/2023 |

Additionally, the importance of a communication plan can be associated with the various project phases and should be created and maintained throughout the project lifecycle. It should start when the project begins and be followed and maintained throughout the project to the closing phase.

A clear communication plan is often appreciated by project stakeholders. When stakeholders understand the communication schedule and plan, it sets the tone that they will be kept updated throughout the project.

One example happened on a project I was assigned to years ago while working with the chief technology officer (CTO) on a large enterprise-wide project. Let’s refer to the CTO as Sam. Sam was in a meeting with me, and we required Sam to communicate with various stakeholders about an upcoming go-live replacing critical network equipment.

As a team, we sat around the conference table and listed out each meeting he had to host to brief the various departments. Sam said to me, “This communication plan was exactly what we needed to focus (on) spending time with the right people for the success of the project."

A successful communication plan can prevent most project communication challenges before they even arise and should be included as a foundation to any project. Outlining how tasks within the project will be completed — as well as how and to whom the progress of the work being performed — will be communicated across the team most efficiently.

How Do You Write a Project Management Communication Plan?

There is certainly not a one-size-fits-all rule; however, a successful framework could be outlined as the following:

Project Planning Phase

The initiation of a project communication plan should include:

· A thorough outline of specific tasks, expectations, due dates and resources involved in the project.

· Project team members that will be sending and receiving project information.

· The type(s), expected frequency and preferred methods for which information will be distributed.

· Possible inclusion of information related to team expectations, role responsibilities or guidelines for status meetings and team meetings.

· The primary source where the communication will be stored and can be easily retrieved throughout the project.

Project Execution and Control Phase

Compile and synthesize project status information. Note that:

· Based on project status, the form of communication as well as the recipients may vary based on the impact of information being conveyed.

· As new information is received throughout a project, stakeholder needs may change and/or additional stakeholders may be added to a previously created communication plan. The plan must be updated to reflect the changing needs.

Project Closing Phase

Communication of project results and findings should include:

· Clear determination of success metrics based on the originally established measurements.

· Lessons learned for application into future organizational projects.

The vitality of a communication plan provides transparency and sets expectations throughout the project and can serve as a guideline for each project team member to refer to. One of the significant elements of a solid communication plan is that it can strengthen the ownership of the team members by being involved in the communication of the progress and their contribution to the overall project success.

**Discover more about SNHU’s** [**online bachelor's in business with a concentration in project management**](https://www.snhu.edu/online-degrees/bachelors/bs-in-business-administration/project-management) **: Find out what courses you'll take, skills you’ll learn and how to request information about the program.**

_![Lori Lavallee](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)Lori Lavallee is a senior director of project and portfolio management at Southern New Hampshire University. She is PMP certified, has held project management roles in a variety of industries throughout her career and earned her_ [**_MBA from SNHU_**](https://www.snhu.edu/online-degrees/masters/mba-online) _in 2005._

_![Michael DeCosta](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)Michael DeCosta is the director of Southern New Hampshire University’s Enterprise Infrastructure and Digital Services Project and Planning office. He is PMP certified and has worked in senior project management roles since 2015._

Explore more content like this article

![Chase Thomas, an SNHU graduate who has earned his associate degree in liberal arts, bachelor's in human services, master's in organizational leadership and a graduate certificate in human resource management.](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

[**How Chase Thomas Went From Associate Degree to Doctorate**](https://www.snhu.edu/about-us/newsroom/business/chase-thomas)

Sep 30, 2026

[Business](https://www.snhu.edu/about-us/newsroom/business)

Dr. Chase A. Thomas is busy. He’s a board-certified behavior analyst, the director of a behavioral healthcare organization, an adjunct instructor at Southern New Hampshire University (SNHU) and a post-doctoral research fellow at another university. And it all started with an associate at SNHU.

![A man in an orange shirt standing at a desk looking at two monitors and researching how to become an economist.](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

[**How to Become an Economist**](https://www.snhu.edu/about-us/newsroom/business/how-to-become-an-economist)

Sep 25, 2026

[Business](https://www.snhu.edu/about-us/newsroom/business)

Discover the world of economics and explore the path to becoming an economist. Understand the role economists play in shaping policies and influencing global markets. Learn about the skills needed, career opportunities and qualifications essential for success in this field.

![Brendaliz De Los Santos dressed in a graduation cap and gown, holding her SNHU diploma after finishing her master's in marketing.](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

[**How Community Support Helped Brendaliz Earn a Master’s Degree**](https://www.snhu.edu/about-us/newsroom/business/brendaliz-de-los-santos)

Sep 24, 2026

[Business](https://www.snhu.edu/about-us/newsroom/business)

After years of consideration, Brendaliz De Los Santos '24G decided to go back to school and become the first in her family to earn a master’s degree. While she waited for her first class to start, she said she was filled with self-doubt and scared of failure. So, she asked her network for support.

About Southern New Hampshire University

![Two students walking in front of Monadnock Hall](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

SNHU is a
**nonprofit, accredited** university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with
**flexible, career-focused programs**. Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our
[**about SNHU**](https://www.snhu.edu/about-us) page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

## image2.png

## image3.jpeg

## image4.jpeg

## image5.jpeg

## image6.jpeg

## image1.png

**riskanalysisdocumentandplan.pdf**

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

**promotingracialequity.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/promotingracialequity-pdf-10608361)

**DeSigningaNursingInformaticsProjectforYourOrganization.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/designinganursinginformaticsprojectforyourorganization-docx-10608351)

**EBSCO-FullText-10_07_2026.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-10-07-2026-pdf)

**## sampletemplete.pptx**

Week 6 Assignment: Nursing Informatics Project Proposal

Your Name

Program Name or Degree Name, Walden University

Nursing 8210: Transforming Nursing

Instructor Name

Month XX, 202X

Introduction

Content:

Brief introduction to the project requirements and objectives

Formatting Notes:

Choose formatting that presents your information in the most logical way.

You may use paragraphs or bulleted lists, be concise, one slide per content topic.

Keep font of text consistent, no smaller than 20-point font.

End bullet points consistently, either with or without a period.

Be sure headings are consistent in their spacing, placement, size, etc.

Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
[PowerPoint Presentation tips](https://academicanswers.waldenu.edu/faq/330533) for more information!

From the Rubric:

A clear and comprehensive introduction is provided.

Initiating Conversation with a Nurse Leader

Content:

Identify and approach a nurse leader

Key points of discussion for identifying proposed project

From the Rubric:

The response accurately and clearly identifies that a conversation with a nurse leader at a healthcare organization or nursing practice has occurred.

Developing Scope Document

Content:

Definition and importance of Scope Document

Include Scope Document

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete project scope document that is detailed and comprehensive is provided

Developing Charter Document

Content:

Definition and importance of Charter Document

Include Charter Document

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete project charter document that is detailed and comprehensive is provided

Conducting a SWOT Analysis

Content:

Definition and purpose of SWOT Analysis

SWOT Table (Strengths, Weaknesses, Opportunities, Threats)

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete SWOT analysis that is detailed and comprehensive is provided

Conducting a Gap Analysis Map

Content:

Definition and purpose of Gap Analysis

Gap Analysis map included

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Gap Analysis that is detailed and comprehensive is provided

Creating a Work Breakdown Structure (WBS)

Content:

Definition and purpose of WBS

Example of a WBS

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Work Breakdown Structure that is detailed and comprehensive is provided

Project Timeline Gantt Chart

Content:

Definition and importance of a Gantt chart

Example of a Gantt chart with tasks, start/finish dates, and responsibilities

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete project timeline/Gantt Chart that is detailed and comprehensive is provided

RACI Chart

Content:

Definition and purpose of a RACI chart

Example of a RACI chart (Responsible, Accountable, Consulted, Informed)

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete RACI Chart that is detailed and comprehensive is provided

Communication Plan

Content:

Importance of documenting all communications and status reports

Key components of a communication plan

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Communication Plan that is detailed and comprehensive is provided

Risk Management

Content:

Importance of identifying and mitigating risks

Example of a risk management plan

Note:

Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation.

Include your required document/table and no more than a 2-sentence explanation of the definition and importance of the document/table.

From the Rubric:

An accurate and complete Risk Management Plan that is detailed and comprehensive is provided

Conclusion

Content:

Summary of the project planning and documentation process

Final thoughts and next steps

From the Rubric:

A clear and comprehensive conclusion is provided.

Support for Proposed Project – Scholarly Evidence

Content:

Synthesis of scholarly literature supporting the project

Key points from relevant literature

Note:

Reference list entries take the same format they would in a paper, including a hanging

indent. Visit the
[Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format.

From the Rubric:

Summarize the key findings from your review of the scholarly evidence that supports

the proposed project. Include key take aways (one slide). Include valid scholarly

references (no older than 7 years) to support your work on the proposed project.

## image1.jpeg

## image2.png

## image5.jpg

**## WhatisaCommunicationPlaninaProject.docx**

What is a Communication Plan in a Project?

While communication may seem to be a fairly light lift in the mix of all other project components, it is one of the most challenging.

The challenges arise from the various people involved — from sponsors to customers to team members. It is imperative that
[**clear, concise and complete communication**](https://www.snhu.edu/about-us/newsroom/liberal-arts/communication-skills) is provided based on each individual interest in the project.

The frequency with which each stakeholder and team member receives communication and the preferred methods to be distributed are also main factors that need to be established. Additionally, communications may fluctuate based on the various project stages as well as span across the world in this "new-normal" work environment.

All of these quick reasons provide a snapshot into the importance of developing a clear and effective communication plan that engages stakeholders early in your projects and provides a framework to continue communication and engagement throughout
[**your project lifecycle**](https://www.workamajig.com/blog/project-life-cycle) to ensure successful completion. There is certainly little advantage to providing communication that isn’t needed through non-preferred methods or at an inappropriate time.

It is necessary to review the communication plan with the sponsors, project team and stakeholders throughout the project. The communication plan gives the project manager and project team authorization to communicate with various stakeholders across the organization without having to ask for permission all the time. Consider it a pre-approval to communicate as needed throughout the life of a project, or like an inventory sheet that must be maintained and utilized on a constant basis.

What are the Five Components of a Project Communication Plan?

When managing a communication plan, it can be helpful to break down the plan into the following five sections to ease the ability to stay organized:

1.
**Sender:** The sender is the person responsible for initiating the communication. Often, it is the project manager, but it could be anyone on the team responsible for the communication.

2.
**Recipients:** The recipients are the people receiving the communication. It can identify teams or be detailed enough to specifically list out names to avoid missing people in the communication.

3.
**Description:** The description is used to describe the communication. Feel free to be detailed in this column so the recipients understand what is being sent.

4.
**Method:** The method is simply the vehicle used to communicate. This can be email, meeting, phone call, virtual meeting, shareable document or something else that delivers the communication.

5.
**Frequency:** The frequency sets the heartbeat for the communications. It allows the project manager to communicate in a timely manner and set the schedule for the communications.

Project Management Communication Plan Example

A communication plan in project management might look like this:

| | | | | |
| — | — | — | — | — |
| **Sender** | **Recipient** | **Description** | **Method** | **Frequency** |
| Project Manager | Core Project Team | Weekly Status Report | Email | Fridays at 9 am |
| Project Manager | Core Project Team | Weekly Project Team Meeting | Meeting | Wednesday at 11 am |
| Project Manager | Core Project Team | Meeting Minutes | SharePoint | As needed |
| Marketing Lead | Customers | Product Launch Notice | Email | 2/17/2023 |

Additionally, the importance of a communication plan can be associated with the various project phases and should be created and maintained throughout the project lifecycle. It should start when the project begins and be followed and maintained throughout the project to the closing phase.

A clear communication plan is often appreciated by project stakeholders. When stakeholders understand the communication schedule and plan, it sets the tone that they will be kept updated throughout the project.

One example happened on a project I was assigned to years ago while working with the chief technology officer (CTO) on a large enterprise-wide project. Let’s refer to the CTO as Sam. Sam was in a meeting with me, and we required Sam to communicate with various stakeholders about an upcoming go-live replacing critical network equipment.

As a team, we sat around the conference table and listed out each meeting he had to host to brief the various departments. Sam said to me, “This communication plan was exactly what we needed to focus (on) spending time with the right people for the success of the project."

A successful communication plan can prevent most project communication challenges before they even arise and should be included as a foundation to any project. Outlining how tasks within the project will be completed — as well as how and to whom the progress of the work being performed — will be communicated across the team most efficiently.

How Do You Write a Project Management Communication Plan?

There is certainly not a one-size-fits-all rule; however, a successful framework could be outlined as the following:

Project Planning Phase

The initiation of a project communication plan should include:

· A thorough outline of specific tasks, expectations, due dates and resources involved in the project.

· Project team members that will be sending and receiving project information.

· The type(s), expected frequency and preferred methods for which information will be distributed.

· Possible inclusion of information related to team expectations, role responsibilities or guidelines for status meetings and team meetings.

· The primary source where the communication will be stored and can be easily retrieved throughout the project.

Project Execution and Control Phase

Compile and synthesize project status information. Note that:

· Based on project status, the form of communication as well as the recipients may vary based on the impact of information being conveyed.

· As new information is received throughout a project, stakeholder needs may change and/or additional stakeholders may be added to a previously created communication plan. The plan must be updated to reflect the changing needs.

Project Closing Phase

Communication of project results and findings should include:

· Clear determination of success metrics based on the originally established measurements.

· Lessons learned for application into future organizational projects.

The vitality of a communication plan provides transparency and sets expectations throughout the project and can serve as a guideline for each project team member to refer to. One of the significant elements of a solid communication plan is that it can strengthen the ownership of the team members by being involved in the communication of the progress and their contribution to the overall project success.

**Discover more about SNHU’s** [**online bachelor's in business with a concentration in project management**](https://www.snhu.edu/online-degrees/bachelors/bs-in-business-administration/project-management) **: Find out what courses you'll take, skills you’ll learn and how to request information about the program.**

_![Lori Lavallee](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)Lori Lavallee is a senior director of project and portfolio management at Southern New Hampshire University. She is PMP certified, has held project management roles in a variety of industries throughout her career and earned her_ [**_MBA from SNHU_**](https://www.snhu.edu/online-degrees/masters/mba-online) _in 2005._

_![Michael DeCosta](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)Michael DeCosta is the director of Southern New Hampshire University’s Enterprise Infrastructure and Digital Services Project and Planning office. He is PMP certified and has worked in senior project management roles since 2015._

Explore more content like this article

![Chase Thomas, an SNHU graduate who has earned his associate degree in liberal arts, bachelor's in human services, master's in organizational leadership and a graduate certificate in human resource management.](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

[**How Chase Thomas Went From Associate Degree to Doctorate**](https://www.snhu.edu/about-us/newsroom/business/chase-thomas)

Sep 30, 2026

[Business](https://www.snhu.edu/about-us/newsroom/business)

Dr. Chase A. Thomas is busy. He’s a board-certified behavior analyst, the director of a behavioral healthcare organization, an adjunct instructor at Southern New Hampshire University (SNHU) and a post-doctoral research fellow at another university. And it all started with an associate at SNHU.

![A man in an orange shirt standing at a desk looking at two monitors and researching how to become an economist.](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

[**How to Become an Economist**](https://www.snhu.edu/about-us/newsroom/business/how-to-become-an-economist)

Sep 25, 2026

[Business](https://www.snhu.edu/about-us/newsroom/business)

Discover the world of economics and explore the path to becoming an economist. Understand the role economists play in shaping policies and influencing global markets. Learn about the skills needed, career opportunities and qualifications essential for success in this field.

![Brendaliz De Los Santos dressed in a graduation cap and gown, holding her SNHU diploma after finishing her master's in marketing.](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

[**How Community Support Helped Brendaliz Earn a Master’s Degree**](https://www.snhu.edu/about-us/newsroom/business/brendaliz-de-los-santos)

Sep 24, 2026

[Business](https://www.snhu.edu/about-us/newsroom/business)

After years of consideration, Brendaliz De Los Santos '24G decided to go back to school and become the first in her family to earn a master’s degree. While she waited for her first class to start, she said she was filled with self-doubt and scared of failure. So, she asked her network for support.

About Southern New Hampshire University

![Two students walking in front of Monadnock Hall](https://www.sweetstudy.com/questions/designing-a-nursing-informatics-project-for-your-organization)

SNHU is a
**nonprofit, accredited** university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with
**flexible, career-focused programs**. Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our
[**about SNHU**](https://www.snhu.edu/about-us) page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

## image2.png

## image3.jpeg

## image4.jpeg

## image5.jpeg

## image6.jpeg

## image1.png

**riskanalysisdocumentandplan.pdf**

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

**promotingracialequity.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/promotingracialequity-pdf-10608361)

**DeSigningaNursingInformaticsProjectforYourOrganization.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/designinganursinginformaticsprojectforyourorganization-docx-10608351)

**EBSCO-FullText-10_07_2026.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ebsco-fulltext-10-07-2026-pdf)

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

✓ 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

✓ 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

✓ 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 concept map

✓ Verified Academic Solution Available

Executive Solution Overview

**files (2)** – ## DFCConceptMapTemplate2.docx – ## DFCConceptMapRubric2.docx **## DFCConceptMapTemplate2.docx** | | | | | | | — | — | — | — | — | | NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET | | | | Name: | Click or tap here to enter text. | | Course:…

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

**files (2)**

– ## DFCConceptMapTemplate2.docx

– ## DFCConceptMapRubric2.docx

**## DFCConceptMapTemplate2.docx**

| | | | | |
| — | — | — | — | — |
| NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET |
| |
| Name: | Click or tap here to enter text. |
| Course: | Click or tap here to enter text. |
| | |
| Client Information (SBAR) | | Concept of the Map |
| Situation | Click or tap here to enter text. | | Click or tap here to enter text. |
| Background | Click or tap here to enter text. | | |
| Assessment | Click or tap here to enter text. | | |
| Recommendation | Click or tap here to enter text. | |
| | |
| Recognize Cues | | Analyze Cues |
| Click or tap here to enter text. | | Click or tap here to enter text. |
| |
| Prioritize Hypotheses | | Generate Solutions |
| 1. | Click or tap here to enter text. | | 1. | Click or tap here to enter text. |
| | | | | |
| 2. | Click or tap here to enter text. | | 2. | Click or tap here to enter text. |
| | | | 3. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. | | 4. | Click or tap here to enter text. |
| | | |
| Take Action |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |
| |
| Evaluate Outcomes |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |

![A logo with blue text Description automatically generated](https://www.sweetstudy.com/questions/nursing-concept-map-20987475)

**References**

Author. (publication year).
_Title of the ebook_ (xxx ed.). Publisher. https://doi.org/10.1037/0000168-000

Author. (publication year).
_Title of the textbook_ (xxx ed.). Publisher.

## image1.png

**## DFCConceptMapRubric2.docx**

**DFC Concept Map Assignment.**

| | | |
| — | — | — |
| DFC Concept Map Assignment. |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeSBAR | **4 ptsExemplary** Learner identified key client background information in SBAR format addressing the situation, background, assessment, and recommendation. This information gives a brief, yet comprehensive, overview of the client presentation.<br> <br>**2 ptsDeveloping** Learner identified key client background information in SBAR format, but one or more of the sections is missing key information: situation, background, assessment, and recommendation.<br> <br>**0 ptsDoes not meet expectations** Learner did not complete the SBAR section. | 4 pts |
| This criterion is linked to a Learning OutcomeMap concept | **4 ptsExemplary** The learner correctly chose the concept of the map which is identified from Concepts for Nursing Practice eBook.<br> <br>**2 ptsDeveloping** A concept was identified, but the selected concept is not appropriate or applicable to the client's condition. This may also be selected if the concept chosen does not fit the information filled out in the map.<br> <br>**0 ptsDoes not meet expectations** The learner did not identify a concept for the map. | 4 pts |
| This criterion is linked to a Learning OutcomeRecognize cues | **4 ptsExemplary** Based on available client data, the learner identified 4 relevant or important cues or information associated with the concept. Specific client values were included when appropriate (ie. heart rate, oxygen saturation, etc). Subjective and objective data could be considered.<br> <br>**2 ptsDeveloping** Based on available client data, the learner identified 3 relevant or important cues or information associated with the concept. Specific client values were included when appropriate (ie. heart rate, oxygen saturation, etc). Subjective and objective data could be considered.<br> <br>**0 ptsDoes not meet expectations** Based on available client data, the learner identified zero to 2 relevant or important cues or information associated with the concept. Specific client values were not included when appropriate (ie. heart rate, oxygen saturation, etc). | 4 pts |
| This criterion is linked to a Learning OutcomeAnalyze cues | **4 ptsExemplary** Based on the cues identified, learner determined at least 3 conditions that might be present and are consistent with those cues.<br> <br>**2 ptsDeveloping** Based on the cues identified, learner determined 2 conditions that might be present and are consistent with those cues.<br> <br>**0 ptsDoes not meet expectations** Based on the cues identified, learner determined at zero to 1 condition(s) that might be present and are consistent with those cues. | 4 pts |
| This criterion is linked to a Learning OutcomePrioritize hypotheses | **4 ptsExemplary** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked at least 3 hypotheses according to most urgent problems and priority order.<br> <br>**2 ptsDeveloping** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked 2 hypotheses according to most urgent problems and priority order.<br> <br>**0 ptsDoes not meet expectations** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked zero to 1 hypotheses according to most urgent problems and priority order. | 4 pts |
| This criterion is linked to a Learning OutcomeGenerate solutions: SMART goals | **4 ptsExemplary** Using the hypotheses, the learner identified at least 4 desirable outcomes for the client. Goals were listed in SMART format (specific, measurable, attainable, relevant, and time-bound).<br> <br>**2 ptsDeveloping** Using the hypotheses, the learner identified at least 3 desirable outcomes for the client. Goals were listed in SMART format (specific, measurable, attainable, relevant, and time-bound).<br> <br>**0 ptsDoes not meet expectations** Using the hypotheses, the learner identified zero to 2 desirable outcomes for the client. Also use this criterion if goals were not listed in SMART format. | 4 pts |
| This criterion is linked to a Learning OutcomeTake action | **4 ptsExemplary** Using the identified SMART goals, learner identified and described how at least 4 nursing interventions will be performed, administered, communicated, or taught. These interventions will address the priority concern and achieve the desired outcomes. Interventions are designed to help meet the client’s goals. Intervention #1 should be crafted to help meet SMART goal #1.<br> <br>**2 ptsDeveloping** Using the identified SMART goals, learner identified and described how 3 nursing interventions will be performed, administered, communicated, or taught. These interventions will address the priority concern and achieve the desired outcomes. Interventions are designed to help meet the client’s goals. Intervention #1 should be crafted to help meet SMART goal #1.<br> <br>**0 ptsDoes not meet expectations** Using the identified SMART goals, learner identified and described how zero to 2 nursing intervention(s) will be performed, administered, communicated, or taught. Also use this criterion if the intervention(s) is/are not crafted to help meet the corresponding client goals. | 4 pts |
| This criterion is linked to a Learning OutcomeEvaluate outcomes | **4 ptsExemplary** Learner compared observed outcomes against expected outcomes. For each of the 4 listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section requires 4 evaluation criteria. The evaluation should contain subjective/objective data to support the evaluation. Learner was able to correctly evaluate if Goal #1 was accomplished by Intervention #1 by the time frame specified; this was repeated for goals and their associated interventions.<br> <br>**2 ptsDeveloping** Learner compared observed outcomes against expected outcomes. For each of the 3 listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section requires 3 evaluation criteria. The evaluation should contain subjective/objective data to support the evaluation. Learner was able to correctly evaluate if Goal #1 was accomplished by Intervention #1 by the time frame specified; this was repeated for goals and their associated interventions.<br> <br>**0 ptsDoes not meet expectations** Learner compared observed outcomes against expected outcomes. For each of listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section contained zero to two evaluation criteria. The evaluation is missing subjective/objective data to support the evaluation. | 4 pts |
| This criterion is linked to a Learning OutcomeReference(s) | **3 ptsExemplary** Learner correctly completed a Reference page and included in-text citations giving credit to their source(s) using APA 7th edition format. Listed in the reference are the author, the publication year, and the source.<br> <br>**1.5 ptsDeveloping** Learner incorrectly applied APA 7th edition format to references and/or in-text citations.<br> <br>**0 ptsDoes not meet expectations** The learner did not complete a Reference page or utilize in-text citations. | 3 pts |

Total Points: 35

**## DFCConceptMapRubric2.docx**

**DFC Concept Map Assignment.**

| | | |
| — | — | — |
| DFC Concept Map Assignment. |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeSBAR | **4 ptsExemplary** Learner identified key client background information in SBAR format addressing the situation, background, assessment, and recommendation. This information gives a brief, yet comprehensive, overview of the client presentation.<br> <br>**2 ptsDeveloping** Learner identified key client background information in SBAR format, but one or more of the sections is missing key information: situation, background, assessment, and recommendation.<br> <br>**0 ptsDoes not meet expectations** Learner did not complete the SBAR section. | 4 pts |
| This criterion is linked to a Learning OutcomeMap concept | **4 ptsExemplary** The learner correctly chose the concept of the map which is identified from Concepts for Nursing Practice eBook.<br> <br>**2 ptsDeveloping** A concept was identified, but the selected concept is not appropriate or applicable to the client's condition. This may also be selected if the concept chosen does not fit the information filled out in the map.<br> <br>**0 ptsDoes not meet expectations** The learner did not identify a concept for the map. | 4 pts |
| This criterion is linked to a Learning OutcomeRecognize cues | **4 ptsExemplary** Based on available client data, the learner identified 4 relevant or important cues or information associated with the concept. Specific client values were included when appropriate (ie. heart rate, oxygen saturation, etc). Subjective and objective data could be considered.<br> <br>**2 ptsDeveloping** Based on available client data, the learner identified 3 relevant or important cues or information associated with the concept. Specific client values were included when appropriate (ie. heart rate, oxygen saturation, etc). Subjective and objective data could be considered.<br> <br>**0 ptsDoes not meet expectations** Based on available client data, the learner identified zero to 2 relevant or important cues or information associated with the concept. Specific client values were not included when appropriate (ie. heart rate, oxygen saturation, etc). | 4 pts |
| This criterion is linked to a Learning OutcomeAnalyze cues | **4 ptsExemplary** Based on the cues identified, learner determined at least 3 conditions that might be present and are consistent with those cues.<br> <br>**2 ptsDeveloping** Based on the cues identified, learner determined 2 conditions that might be present and are consistent with those cues.<br> <br>**0 ptsDoes not meet expectations** Based on the cues identified, learner determined at zero to 1 condition(s) that might be present and are consistent with those cues. | 4 pts |
| This criterion is linked to a Learning OutcomePrioritize hypotheses | **4 ptsExemplary** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked at least 3 hypotheses according to most urgent problems and priority order.<br> <br>**2 ptsDeveloping** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked 2 hypotheses according to most urgent problems and priority order.<br> <br>**0 ptsDoes not meet expectations** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked zero to 1 hypotheses according to most urgent problems and priority order. | 4 pts |
| This criterion is linked to a Learning OutcomeGenerate solutions: SMART goals | **4 ptsExemplary** Using the hypotheses, the learner identified at least 4 desirable outcomes for the client. Goals were listed in SMART format (specific, measurable, attainable, relevant, and time-bound).<br> <br>**2 ptsDeveloping** Using the hypotheses, the learner identified at least 3 desirable outcomes for the client. Goals were listed in SMART format (specific, measurable, attainable, relevant, and time-bound).<br> <br>**0 ptsDoes not meet expectations** Using the hypotheses, the learner identified zero to 2 desirable outcomes for the client. Also use this criterion if goals were not listed in SMART format. | 4 pts |
| This criterion is linked to a Learning OutcomeTake action | **4 ptsExemplary** Using the identified SMART goals, learner identified and described how at least 4 nursing interventions will be performed, administered, communicated, or taught. These interventions will address the priority concern and achieve the desired outcomes. Interventions are designed to help meet the client’s goals. Intervention #1 should be crafted to help meet SMART goal #1.<br> <br>**2 ptsDeveloping** Using the identified SMART goals, learner identified and described how 3 nursing interventions will be performed, administered, communicated, or taught. These interventions will address the priority concern and achieve the desired outcomes. Interventions are designed to help meet the client’s goals. Intervention #1 should be crafted to help meet SMART goal #1.<br> <br>**0 ptsDoes not meet expectations** Using the identified SMART goals, learner identified and described how zero to 2 nursing intervention(s) will be performed, administered, communicated, or taught. Also use this criterion if the intervention(s) is/are not crafted to help meet the corresponding client goals. | 4 pts |
| This criterion is linked to a Learning OutcomeEvaluate outcomes | **4 ptsExemplary** Learner compared observed outcomes against expected outcomes. For each of the 4 listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section requires 4 evaluation criteria. The evaluation should contain subjective/objective data to support the evaluation. Learner was able to correctly evaluate if Goal #1 was accomplished by Intervention #1 by the time frame specified; this was repeated for goals and their associated interventions.<br> <br>**2 ptsDeveloping** Learner compared observed outcomes against expected outcomes. For each of the 3 listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section requires 3 evaluation criteria. The evaluation should contain subjective/objective data to support the evaluation. Learner was able to correctly evaluate if Goal #1 was accomplished by Intervention #1 by the time frame specified; this was repeated for goals and their associated interventions.<br> <br>**0 ptsDoes not meet expectations** Learner compared observed outcomes against expected outcomes. For each of listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section contained zero to two evaluation criteria. The evaluation is missing subjective/objective data to support the evaluation. | 4 pts |
| This criterion is linked to a Learning OutcomeReference(s) | **3 ptsExemplary** Learner correctly completed a Reference page and included in-text citations giving credit to their source(s) using APA 7th edition format. Listed in the reference are the author, the publication year, and the source.<br> <br>**1.5 ptsDeveloping** Learner incorrectly applied APA 7th edition format to references and/or in-text citations.<br> <br>**0 ptsDoes not meet expectations** The learner did not complete a Reference page or utilize in-text citations. | 3 pts |

Total Points: 35

**## DFCConceptMapTemplate2.docx**

| | | | | |
| — | — | — | — | — |
| NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET |
| |
| Name: | Click or tap here to enter text. |
| Course: | Click or tap here to enter text. |
| | |
| Client Information (SBAR) | | Concept of the Map |
| Situation | Click or tap here to enter text. | | Click or tap here to enter text. |
| Background | Click or tap here to enter text. | | |
| Assessment | Click or tap here to enter text. | | |
| Recommendation | Click or tap here to enter text. | |
| | |
| Recognize Cues | | Analyze Cues |
| Click or tap here to enter text. | | Click or tap here to enter text. |
| |
| Prioritize Hypotheses | | Generate Solutions |
| 1. | Click or tap here to enter text. | | 1. | Click or tap here to enter text. |
| | | | | |
| 2. | Click or tap here to enter text. | | 2. | Click or tap here to enter text. |
| | | | 3. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. | | 4. | Click or tap here to enter text. |
| | | |
| Take Action |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |
| |
| Evaluate Outcomes |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |

![A logo with blue text Description automatically generated](https://www.sweetstudy.com/questions/nursing-concept-map-20987475)

**References**

Author. (publication year).
_Title of the ebook_ (xxx ed.). Publisher. https://doi.org/10.1037/0000168-000

Author. (publication year).
_Title of the textbook_ (xxx ed.). Publisher.

## image1.png

**## DFCConceptMapRubric2.docx**

**DFC Concept Map Assignment.**

| | | |
| — | — | — |
| DFC Concept Map Assignment. |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeSBAR | **4 ptsExemplary** Learner identified key client background information in SBAR format addressing the situation, background, assessment, and recommendation. This information gives a brief, yet comprehensive, overview of the client presentation.<br> <br>**2 ptsDeveloping** Learner identified key client background information in SBAR format, but one or more of the sections is missing key information: situation, background, assessment, and recommendation.<br> <br>**0 ptsDoes not meet expectations** Learner did not complete the SBAR section. | 4 pts |
| This criterion is linked to a Learning OutcomeMap concept | **4 ptsExemplary** The learner correctly chose the concept of the map which is identified from Concepts for Nursing Practice eBook.<br> <br>**2 ptsDeveloping** A concept was identified, but the selected concept is not appropriate or applicable to the client's condition. This may also be selected if the concept chosen does not fit the information filled out in the map.<br> <br>**0 ptsDoes not meet expectations** The learner did not identify a concept for the map. | 4 pts |
| This criterion is linked to a Learning OutcomeRecognize cues | **4 ptsExemplary** Based on available client data, the learner identified 4 relevant or important cues or information associated with the concept. Specific client values were included when appropriate (ie. heart rate, oxygen saturation, etc). Subjective and objective data could be considered.<br> <br>**2 ptsDeveloping** Based on available client data, the learner identified 3 relevant or important cues or information associated with the concept. Specific client values were included when appropriate (ie. heart rate, oxygen saturation, etc). Subjective and objective data could be considered.<br> <br>**0 ptsDoes not meet expectations** Based on available client data, the learner identified zero to 2 relevant or important cues or information associated with the concept. Specific client values were not included when appropriate (ie. heart rate, oxygen saturation, etc). | 4 pts |
| This criterion is linked to a Learning OutcomeAnalyze cues | **4 ptsExemplary** Based on the cues identified, learner determined at least 3 conditions that might be present and are consistent with those cues.<br> <br>**2 ptsDeveloping** Based on the cues identified, learner determined 2 conditions that might be present and are consistent with those cues.<br> <br>**0 ptsDoes not meet expectations** Based on the cues identified, learner determined at zero to 1 condition(s) that might be present and are consistent with those cues. | 4 pts |
| This criterion is linked to a Learning OutcomePrioritize hypotheses | **4 ptsExemplary** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked at least 3 hypotheses according to most urgent problems and priority order.<br> <br>**2 ptsDeveloping** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked 2 hypotheses according to most urgent problems and priority order.<br> <br>**0 ptsDoes not meet expectations** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked zero to 1 hypotheses according to most urgent problems and priority order. | 4 pts |
| This criterion is linked to a Learning OutcomeGenerate solutions: SMART goals | **4 ptsExemplary** Using the hypotheses, the learner identified at least 4 desirable outcomes for the client. Goals were listed in SMART format (specific, measurable, attainable, relevant, and time-bound).<br> <br>**2 ptsDeveloping** Using the hypotheses, the learner identified at least 3 desirable outcomes for the client. Goals were listed in SMART format (specific, measurable, attainable, relevant, and time-bound).<br> <br>**0 ptsDoes not meet expectations** Using the hypotheses, the learner identified zero to 2 desirable outcomes for the client. Also use this criterion if goals were not listed in SMART format. | 4 pts |
| This criterion is linked to a Learning OutcomeTake action | **4 ptsExemplary** Using the identified SMART goals, learner identified and described how at least 4 nursing interventions will be performed, administered, communicated, or taught. These interventions will address the priority concern and achieve the desired outcomes. Interventions are designed to help meet the client’s goals. Intervention #1 should be crafted to help meet SMART goal #1.<br> <br>**2 ptsDeveloping** Using the identified SMART goals, learner identified and described how 3 nursing interventions will be performed, administered, communicated, or taught. These interventions will address the priority concern and achieve the desired outcomes. Interventions are designed to help meet the client’s goals. Intervention #1 should be crafted to help meet SMART goal #1.<br> <br>**0 ptsDoes not meet expectations** Using the identified SMART goals, learner identified and described how zero to 2 nursing intervention(s) will be performed, administered, communicated, or taught. Also use this criterion if the intervention(s) is/are not crafted to help meet the corresponding client goals. | 4 pts |
| This criterion is linked to a Learning OutcomeEvaluate outcomes | **4 ptsExemplary** Learner compared observed outcomes against expected outcomes. For each of the 4 listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section requires 4 evaluation criteria. The evaluation should contain subjective/objective data to support the evaluation. Learner was able to correctly evaluate if Goal #1 was accomplished by Intervention #1 by the time frame specified; this was repeated for goals and their associated interventions.<br> <br>**2 ptsDeveloping** Learner compared observed outcomes against expected outcomes. For each of the 3 listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section requires 3 evaluation criteria. The evaluation should contain subjective/objective data to support the evaluation. Learner was able to correctly evaluate if Goal #1 was accomplished by Intervention #1 by the time frame specified; this was repeated for goals and their associated interventions.<br> <br>**0 ptsDoes not meet expectations** Learner compared observed outcomes against expected outcomes. For each of listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section contained zero to two evaluation criteria. The evaluation is missing subjective/objective data to support the evaluation. | 4 pts |
| This criterion is linked to a Learning OutcomeReference(s) | **3 ptsExemplary** Learner correctly completed a Reference page and included in-text citations giving credit to their source(s) using APA 7th edition format. Listed in the reference are the author, the publication year, and the source.<br> <br>**1.5 ptsDeveloping** Learner incorrectly applied APA 7th edition format to references and/or in-text citations.<br> <br>**0 ptsDoes not meet expectations** The learner did not complete a Reference page or utilize in-text citations. | 3 pts |

Total Points: 35

**## DFCConceptMapTemplate2.docx**

| | | | | |
| — | — | — | — | — |
| NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET |
| |
| Name: | Click or tap here to enter text. |
| Course: | Click or tap here to enter text. |
| | |
| Client Information (SBAR) | | Concept of the Map |
| Situation | Click or tap here to enter text. | | Click or tap here to enter text. |
| Background | Click or tap here to enter text. | | |
| Assessment | Click or tap here to enter text. | | |
| Recommendation | Click or tap here to enter text. | |
| | |
| Recognize Cues | | Analyze Cues |
| Click or tap here to enter text. | | Click or tap here to enter text. |
| |
| Prioritize Hypotheses | | Generate Solutions |
| 1. | Click or tap here to enter text. | | 1. | Click or tap here to enter text. |
| | | | | |
| 2. | Click or tap here to enter text. | | 2. | Click or tap here to enter text. |
| | | | 3. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. | | 4. | Click or tap here to enter text. |
| | | |
| Take Action |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |
| |
| Evaluate Outcomes |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |

![A logo with blue text Description automatically generated](https://www.sweetstudy.com/questions/nursing-concept-map-20987475)

**References**

Author. (publication year).
_Title of the ebook_ (xxx ed.). Publisher. https://doi.org/10.1037/0000168-000

Author. (publication year).
_Title of the textbook_ (xxx ed.). Publisher.

## image1.png

**## DFCConceptMapRubric2.docx**

**DFC Concept Map Assignment.**

| | | |
| — | — | — |
| DFC Concept Map Assignment. |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeSBAR | **4 ptsExemplary** Learner identified key client background information in SBAR format addressing the situation, background, assessment, and recommendation. This information gives a brief, yet comprehensive, overview of the client presentation.<br> <br>**2 ptsDeveloping** Learner identified key client background information in SBAR format, but one or more of the sections is missing key information: situation, background, assessment, and recommendation.<br> <br>**0 ptsDoes not meet expectations** Learner did not complete the SBAR section. | 4 pts |
| This criterion is linked to a Learning OutcomeMap concept | **4 ptsExemplary** The learner correctly chose the concept of the map which is identified from Concepts for Nursing Practice eBook.<br> <br>**2 ptsDeveloping** A concept was identified, but the selected concept is not appropriate or applicable to the client's condition. This may also be selected if the concept chosen does not fit the information filled out in the map.<br> <br>**0 ptsDoes not meet expectations** The learner did not identify a concept for the map. | 4 pts |
| This criterion is linked to a Learning OutcomeRecognize cues | **4 ptsExemplary** Based on available client data, the learner identified 4 relevant or important cues or information associated with the concept. Specific client values were included when appropriate (ie. heart rate, oxygen saturation, etc). Subjective and objective data could be considered.<br> <br>**2 ptsDeveloping** Based on available client data, the learner identified 3 relevant or important cues or information associated with the concept. Specific client values were included when appropriate (ie. heart rate, oxygen saturation, etc). Subjective and objective data could be considered.<br> <br>**0 ptsDoes not meet expectations** Based on available client data, the learner identified zero to 2 relevant or important cues or information associated with the concept. Specific client values were not included when appropriate (ie. heart rate, oxygen saturation, etc). | 4 pts |
| This criterion is linked to a Learning OutcomeAnalyze cues | **4 ptsExemplary** Based on the cues identified, learner determined at least 3 conditions that might be present and are consistent with those cues.<br> <br>**2 ptsDeveloping** Based on the cues identified, learner determined 2 conditions that might be present and are consistent with those cues.<br> <br>**0 ptsDoes not meet expectations** Based on the cues identified, learner determined at zero to 1 condition(s) that might be present and are consistent with those cues. | 4 pts |
| This criterion is linked to a Learning OutcomePrioritize hypotheses | **4 ptsExemplary** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked at least 3 hypotheses according to most urgent problems and priority order.<br> <br>**2 ptsDeveloping** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked 2 hypotheses according to most urgent problems and priority order.<br> <br>**0 ptsDoes not meet expectations** Learner used this strategy for this section: Where do I start? Based on the analysis of the client's condition, the learner determined which explanations are most likely. They listed and ranked zero to 1 hypotheses according to most urgent problems and priority order. | 4 pts |
| This criterion is linked to a Learning OutcomeGenerate solutions: SMART goals | **4 ptsExemplary** Using the hypotheses, the learner identified at least 4 desirable outcomes for the client. Goals were listed in SMART format (specific, measurable, attainable, relevant, and time-bound).<br> <br>**2 ptsDeveloping** Using the hypotheses, the learner identified at least 3 desirable outcomes for the client. Goals were listed in SMART format (specific, measurable, attainable, relevant, and time-bound).<br> <br>**0 ptsDoes not meet expectations** Using the hypotheses, the learner identified zero to 2 desirable outcomes for the client. Also use this criterion if goals were not listed in SMART format. | 4 pts |
| This criterion is linked to a Learning OutcomeTake action | **4 ptsExemplary** Using the identified SMART goals, learner identified and described how at least 4 nursing interventions will be performed, administered, communicated, or taught. These interventions will address the priority concern and achieve the desired outcomes. Interventions are designed to help meet the client’s goals. Intervention #1 should be crafted to help meet SMART goal #1.<br> <br>**2 ptsDeveloping** Using the identified SMART goals, learner identified and described how 3 nursing interventions will be performed, administered, communicated, or taught. These interventions will address the priority concern and achieve the desired outcomes. Interventions are designed to help meet the client’s goals. Intervention #1 should be crafted to help meet SMART goal #1.<br> <br>**0 ptsDoes not meet expectations** Using the identified SMART goals, learner identified and described how zero to 2 nursing intervention(s) will be performed, administered, communicated, or taught. Also use this criterion if the intervention(s) is/are not crafted to help meet the corresponding client goals. | 4 pts |
| This criterion is linked to a Learning OutcomeEvaluate outcomes | **4 ptsExemplary** Learner compared observed outcomes against expected outcomes. For each of the 4 listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section requires 4 evaluation criteria. The evaluation should contain subjective/objective data to support the evaluation. Learner was able to correctly evaluate if Goal #1 was accomplished by Intervention #1 by the time frame specified; this was repeated for goals and their associated interventions.<br> <br>**2 ptsDeveloping** Learner compared observed outcomes against expected outcomes. For each of the 3 listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section requires 3 evaluation criteria. The evaluation should contain subjective/objective data to support the evaluation. Learner was able to correctly evaluate if Goal #1 was accomplished by Intervention #1 by the time frame specified; this was repeated for goals and their associated interventions.<br> <br>**0 ptsDoes not meet expectations** Learner compared observed outcomes against expected outcomes. For each of listed interventions, the learner was able to discuss how to determine if the identified interventions were effective. This section contained zero to two evaluation criteria. The evaluation is missing subjective/objective data to support the evaluation. | 4 pts |
| This criterion is linked to a Learning OutcomeReference(s) | **3 ptsExemplary** Learner correctly completed a Reference page and included in-text citations giving credit to their source(s) using APA 7th edition format. Listed in the reference are the author, the publication year, and the source.<br> <br>**1.5 ptsDeveloping** Learner incorrectly applied APA 7th edition format to references and/or in-text citations.<br> <br>**0 ptsDoes not meet expectations** The learner did not complete a Reference page or utilize in-text citations. | 3 pts |

Total Points: 35

November 6, 2026
[Solved] Migraines

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering Migraines.

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] NEED HELP FOR CONCEPT MAP

✓ Verified Academic Solution Available

Executive Solution Overview

NEED A CONCEPT MAP **files (3)** – ## DFCConceptMapTemplateLevel3-Unlocked.docx – Screenshot2026-10-08084352.png – Screenshot2026-10-08084434.png **## DFCConceptMapTemplateLevel3-Unlocked.docx** | | | | | | | — | — | — | — | — | | NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING…

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

NEED A CONCEPT MAP

**files (3)**

– ## DFCConceptMapTemplateLevel3-Unlocked.docx

– Screenshot2026-10-08084352.png
– Screenshot2026-10-08084434.png

**## DFCConceptMapTemplateLevel3-Unlocked.docx**

| | | | | |
| — | — | — | — | — |
| NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET |
| |
| Name: | Click or tap here to enter text. |
| Course: | Click or tap here to enter text. |
| | |
| Client Information (SBAR) | | Concept of the Map |
| Situation | Click or tap here to enter text. | | Click or tap here to enter text. |
| Background | Click or tap here to enter text. | | |
| Assessment | Click or tap here to enter text. | | |
| Recommendation | Click or tap here to enter text. | |
| | |
| Recognize Cues | | Analyze Cues |
| Click or tap here to enter text. | | Click or tap here to enter text. |
| |
| Prioritize Hypotheses | | Generate Solutions |
| 1. | Click or tap here to enter text. | | 1. | Click or tap here to enter text. |
| | | | 2. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. | | 3. | Click or tap here to enter text. |
| | | | 4. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. | | 5. | Click or tap here to enter text. |
| | | |
| Take Action |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |
| 5. | Click or tap here to enter text. |
| | |
| Evaluate Outcomes |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |
| 5. | Click or tap here to enter text. |

![A logo with blue text Description automatically generated](https://www.sweetstudy.com/questions/need-help-for-concept-map)

**References**

Author. (publication year).
_Title of the ebook_ (xxx ed.). Publisher. https://doi.org/10.1037/0000168-000

Author. (publication year).
_Title of the textbook_ (xxx ed.). Publisher.

## image1.png

**Screenshot2026-10-08084352.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-10-08084352-png)

**Screenshot2026-10-08084434.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-10-08084434-png)

**Screenshot2026-10-08084434.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-10-08084434-png)

**## DFCConceptMapTemplateLevel3-Unlocked.docx**

| | | | | |
| — | — | — | — | — |
| NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET |
| |
| Name: | Click or tap here to enter text. |
| Course: | Click or tap here to enter text. |
| | |
| Client Information (SBAR) | | Concept of the Map |
| Situation | Click or tap here to enter text. | | Click or tap here to enter text. |
| Background | Click or tap here to enter text. | | |
| Assessment | Click or tap here to enter text. | | |
| Recommendation | Click or tap here to enter text. | |
| | |
| Recognize Cues | | Analyze Cues |
| Click or tap here to enter text. | | Click or tap here to enter text. |
| |
| Prioritize Hypotheses | | Generate Solutions |
| 1. | Click or tap here to enter text. | | 1. | Click or tap here to enter text. |
| | | | 2. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. | | 3. | Click or tap here to enter text. |
| | | | 4. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. | | 5. | Click or tap here to enter text. |
| | | |
| Take Action |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |
| 5. | Click or tap here to enter text. |
| | |
| Evaluate Outcomes |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |
| 5. | Click or tap here to enter text. |

![A logo with blue text Description automatically generated](https://www.sweetstudy.com/questions/need-help-for-concept-map)

**References**

Author. (publication year).
_Title of the ebook_ (xxx ed.). Publisher. https://doi.org/10.1037/0000168-000

Author. (publication year).
_Title of the textbook_ (xxx ed.). Publisher.

## image1.png

**Screenshot2026-10-08084352.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-10-08084352-png)

**Screenshot2026-10-08084434.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-10-08084434-png)

**## DFCConceptMapTemplateLevel3-Unlocked.docx**

| | | | | |
| — | — | — | — | — |
| NIGHTINGALE COLLEGE<br>DIRECT-FOCUSED CARE: CONCEPT MAPPING ASSIGNMENT WORKSHEET |
| |
| Name: | Click or tap here to enter text. |
| Course: | Click or tap here to enter text. |
| | |
| Client Information (SBAR) | | Concept of the Map |
| Situation | Click or tap here to enter text. | | Click or tap here to enter text. |
| Background | Click or tap here to enter text. | | |
| Assessment | Click or tap here to enter text. | | |
| Recommendation | Click or tap here to enter text. | |
| | |
| Recognize Cues | | Analyze Cues |
| Click or tap here to enter text. | | Click or tap here to enter text. |
| |
| Prioritize Hypotheses | | Generate Solutions |
| 1. | Click or tap here to enter text. | | 1. | Click or tap here to enter text. |
| | | | 2. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. | | 3. | Click or tap here to enter text. |
| | | | 4. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. | | 5. | Click or tap here to enter text. |
| | | |
| Take Action |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |
| 5. | Click or tap here to enter text. |
| | |
| Evaluate Outcomes |
| 1. | Click or tap here to enter text. |
| 2. | Click or tap here to enter text. |
| 3. | Click or tap here to enter text. |
| 4. | Click or tap here to enter text. |
| 5. | Click or tap here to enter text. |

![A logo with blue text Description automatically generated](https://www.sweetstudy.com/questions/need-help-for-concept-map)

**References**

Author. (publication year).
_Title of the ebook_ (xxx ed.). Publisher. https://doi.org/10.1037/0000168-000

Author. (publication year).
_Title of the textbook_ (xxx ed.). Publisher.

## image1.png

**Screenshot2026-10-08084352.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-10-08084352-png)

**Screenshot2026-10-08084434.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-10-08084434-png)

November 6, 2026