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hi – 2 years ago **files (1)** – ## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx **## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx** Diversity Project Kickoff Presentation Learner’s Name Capella University Collaboration, Communication, and Case Analysis for Master's Learners Diversity Project Kick…

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hi

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**files (1)**

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**## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx**

Diversity Project Kickoff Presentation
Learner’s Name
Capella University

Collaboration, Communication, and Case Analysis for Master's Learners

Diversity Project Kickoff Presentation

December, 2019

Hello, and welcome to the kickoff presentation for the new project initiated by Mercy Medical Center to create a diverse and inclusive workplace. This kickoff presentation aims to provide details about the need for a diverse and inclusive workplace at Mercy Medical Center, the objectives of the diversity and inclusion project, and the committee executing the project.

1

Presentation Outline

Need for a Diversity Project

Objectives of the Diversity Project

Composition of the Workforce Diversity Steering Committee

Role of the Committee

Developing Interprofessional Collaboration

Characteristics of a Diverse and Inclusive Workplace

Benefits of a Diverse and Inclusive Workplace: Examples From the Field

Here is an outline of the presentation. We will begin by understanding the need for a diversity project. We will then look at the objectives of the diversity project. Next, we will discuss the composition of the team involved in this project, along with the characteristics the team must possess to successfully implement this project. We will then look at the various strategies that will help promote interprofessional group collaboration. Finally, we will look at the characteristics and benefits of a diverse and inclusive workplace.

2

Need for a Diversity Project

Diversity is a sign of cultural respect

Diverse medical centers promote access to high-quality health care for minority populations

Diverse workforce puts patients at ease (Edmund, Bezold, Fulwood, Johnson, & Tetteh, 2015)

Diversity projects will set a course to ensure compliance with workplace diversity laws

Based on a recent internal survey, leadership at Mercy Medical Center realised that close to 67% of staff felt that it was underrepresented. Further, when members of the leadership analysed the patient satisfaction scores of the last 3 years, they found that the scores had dropped and that this was influenced by a lack of representation of the diverse patient base. A diverse and an inclusive workplace is a sign of cultural respect. It also portrays that the medical center is respectful and responsive toward the requirements of diverse patient populations. Health care centers need to be diverse and inclusive to promote an environment that influences positive health outcomes. A culturally diverse workforce represents people from all walks of life, which puts patients at ease. It is important to consider the needs of patients to make health care accessible. This can be done by addressing the diversity in the patient base the medical center serves. Patients may belong to different cultural backgrounds, have different sexual orientations, or face language barriers. A diverse workforce would help patients relate to the hospital staff, thereby ensuring better health outcomes (Edmund et al., 2015). The need for a diverse workplace was also recognized by the Government of the United States when the Department of Health and Human Services initiated the National Standards for Culturally and Linguistically Appropriate Services (CLAS) to eliminate health care disparities by ensuring that all cultural and language barriers are addressed (Edmund et al., 2015). Mercy Medical Center has realised the need for a project that addresses the issue of diversity and inclusion in the hospital and has, therefore, initiated the Diversity Project.

3

Objectives of the Diversity Project

Creating a Workforce Diversity Steering Committee

Sensitizing members of the committee to the requirements of workplace diversity

Establishing processes for encouraging interprofessional collaboration

Here are the objectives of the diversity project. Mercy Medical Center will establish a Workforce Diversity Steering Committee. This committee will consist of members with different ethnic, racial, and cultural backgrounds, sexual orientations, and language preferences. The members of the committee will also ensure gender diversity in the committee. The second objective of the project is to sensitize the committee to existing gaps in the center’s diversity and inclusion practices. This will help the committee prepare an agenda that will be appropriate and feasible for the medical center. Once the committee is ready to execute its plan of action, the next objective of the project would be to establish a process to encourage interprofessional collaboration in the medical center. Interprofessional collaboration would lead to effective communication and the exchange of expertise, which would enhance the center’s productivity.

4

Composition of the Workforce Diversity Steering Committee

Decision-making wing

Leadership (CEO, CFO, COO, etc.)

Heads of departments

Chief of Medicines

Chief of Surgeons

Chief of Residents

Head of Nursing Staff

Executive wing

Doctors

Nurses

Administrative staff

The Workforce Diversity Steering Committee, created to address the ongoing diversity issue at Mercy Medical Center, will have two wings: the decision-making wing and the executive wing. The decision-making wing will comprise members of the board such as the Chief Executive Officer, Chief Financial Officer, and Chief Operations Officer. The decision-making wing will also be made up of the heads of all the departments at Mercy Medical Center, the Chief of Surgeons, the Chief of Residents, the Chief of Medicine, and the Head of Nursing Staff. The executive wing will comprise representatives from hospital staff such as doctors, nurses, and administrative staff. Sixty percent of the members of the committee will be women. The structure of the committee is such that 54% of the committee will be composed of people from different ethnicities such as Hispanics, Asian Americans, African Americans, and Latin Americans. The committee will not display data regarding the sexual orientation of committee members, as this is a matter of personal discretion. The committee will comprise people from different age groups. Approximately 50% of the team will be people under the age of 30, 30% will be people between the ages 31 and 60, and 20% of will be people over the age of 60.

5

Role of the Committee

Representation during recruitment

Training and sensitization on the requirements of a diverse organization

Constant communication with hospital staff

Identification and addressal of disparities due to lack of diversity

Clear communication of organizational goals

Adherence to standards set by CLAS (Edmund et al., 2015)

The most important role of the Workforce Diversity Steering Committee is to ensure that the medical center’s staff respects diversity in terms of age, gender, sexuality, culture, and language so that patients feel comfortable with the medical team . While recruiting staff members, it is essential that they possess certain characteristics such as sensitivity to the needs of people from different religious backgrounds and ethnicities. Addressing language and cultural differences will ensure that there is no miscommunication between patients and staff. Further, addressing issues related to diversity of age, gender, and sexuality ensures accessibility to health care without hesitation. The committee will meet on a bimonthly basis to ensure that all project objectives are on track without any deviation. This meeting will also be required to ensure that there is no miscommunication. Potential staff also needs to be evaluated for qualities such as empathy and the ability to treat patients without any kind of bias. The committee will also train and sensitize new staff members, along with the existing staff, on the requirements of a diverse patient base. These requirements could be the specific needs of different genders or individuals with different sexual orientations or awareness of specific religious restrictions. Staff will also be trained to manage patients who are differently abled. Training staff will also help them identify and remove their biases so that they can better connect with patients. To understand the extent to which diversity issues have impacted the center, the committee will identify disparities due to the absence of a proper diversity committee. This will be done through thorough reporting and documentation of diversity-related issues faced by patients along with extensive collection of data pertaining to demographic diversities. The committee will also be responsible for maintaining awareness about the importance of diversity and inclusion at workplaces to ensure the achievement of organizational goals . The committee will also ensure adherence to the standards of equity and cultural responsiveness set by CLAS (Edmund et al., 2015)

6

Developing Interprofessional Collaboration

Setting common goals

Establishing communication structures

Conducing team-building exercises

Rewarding efforts (Morley & Cashell, 2017)

A diverse and inclusive medical center requires interprofessional collaboration . To ensure successful interprofessional collaboration, the committee must first set common goals for all staff members. This will help establish a uniform direction toward which everyone has to work to achieve organizational goals. The next step will be to establish a strong structure of communication. This will help reduce barriers in the flow of the right information. Communication will also enable staff members to share their experiences. This exchange of information will be helpful when the medical staff encounter similar situations because it provides practical insights into how a situation can be handled. This can lead to greater patient satisfaction. The committee will promote team building through training, workshops, and discussions that will help staff members from different teams collaborate to treat a patient. These team-building exercises help improve communication through informal channels, thereby building trust and confidence in the expertise of fellow staff members. Rewarding efforts to collaborate and comply with the diversity principles set by CLAS and the committee will encourage staff members to respect differences. Rewarding collaboration will encourage staff members to collaborate further (Morley & Cashell, 2017).

7

Characteristics of a Diverse and Inclusive Workplace

Representation of a diverse population

Clearly communicated objectives

Interprofessional collaboration

Promotion of continuous learning (Morley & Cashell, 2017)

The most evident characteristic of a diverse and inclusive workplace is the representation of a diverse population, both as employees and as clients, within the organization. This also reflects acceptance and respect for differences. Another characteristic of a diverse and inclusive organization is that all goals are clearly communicated to ensure that all members of the workplace work in tandem and that there is no deviation from the goals of diversity and inclusion. This is essential for achieving positive health outcomes and greater customer satisfaction. In a diverse workplace, individuals from different areas of specialization exchange experiences and expertise to attain a common goal. A diverse workplace also promotes continuous learning in the form of team-building exercises, discussions, training for sensitization, and so on. Training conducted on a frequent basis or brainstorming sessions conducted to arrive at a solution help upskill staff. The need to be aware of a diverse patient base encourages continuous learning (Morley & Cashell, 2017).

8

Benefits of a Diverse and Inclusive Workplace: Examples from the Field

CHRISTUS Health

Main Line Health

Robert Wood Johnson University Hospital (Health Research & Educational Trust, 2015)

CHRISTUS Health, a multistate hospital, initiated an organization-wide commitment to diversity and inclusion in 2011. The focus was on fighting any kind of unconscious bias, sensitizing staff to generational differences, and ensuring training to promote development for all employees. This helped increase diversity in leadership from 13% to 23%. The hospital also realized the importance of a reliable infrastructure for understanding demographic diversity. This initiative led to an increase in satisfaction for staff as they felt more represented than before. Main Line Health, a Philadelphia-based not-for-profit organization, cultivated a culture of diversity and inclusion to increase access to health care. This was done by increasing diversity among board members, thereby addressing barriers to health care faced by a diverse patient. This initiative led to the creation of the Medical Student Advocate program, which helped more than 300 patients and their social needs. Robert Wood Johnson University Hospital, based out of Central New Jersey, implemented its first diversity and inclusion program in 2012. The program focused on including women, African Americans, Asian Americans, and the LGBT community in leadership roles in the hospital. A survey conducted in 2014 revealed that the employee satisfaction had increased in 2 years by 30% (Health Research & Educational Trust, 2015).

9

References

Edmund, M., Bezold, C., Fulwood, C. C., Johnson, B., & Tetteh, H. (2015). The future of diversity and inclusion in health services and policy research: A report on the academyhealth workforce diversity 2025 roundtable. Retrieved from https://academyhealth.org/sites/default/files/AH_230DiversityReport%202015_09.15.pdf

Health Research & Educational Trust. (2015, July). Diversity in health care: Examples from the field. Retrieved from https://aha.org/system/files/2018-01/eoc_case_studies.pdf

Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging and Radiation Sciences, 48(2), 207–216. https://doi.org/10.1016/j.jmir.2017.02.071

10

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**## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx**

Diversity Project Kickoff Presentation
Learner’s Name
Capella University

Collaboration, Communication, and Case Analysis for Master's Learners

Diversity Project Kickoff Presentation

December, 2019

Hello, and welcome to the kickoff presentation for the new project initiated by Mercy Medical Center to create a diverse and inclusive workplace. This kickoff presentation aims to provide details about the need for a diverse and inclusive workplace at Mercy Medical Center, the objectives of the diversity and inclusion project, and the committee executing the project.

1

Presentation Outline

Need for a Diversity Project

Objectives of the Diversity Project

Composition of the Workforce Diversity Steering Committee

Role of the Committee

Developing Interprofessional Collaboration

Characteristics of a Diverse and Inclusive Workplace

Benefits of a Diverse and Inclusive Workplace: Examples From the Field

Here is an outline of the presentation. We will begin by understanding the need for a diversity project. We will then look at the objectives of the diversity project. Next, we will discuss the composition of the team involved in this project, along with the characteristics the team must possess to successfully implement this project. We will then look at the various strategies that will help promote interprofessional group collaboration. Finally, we will look at the characteristics and benefits of a diverse and inclusive workplace.

2

Need for a Diversity Project

Diversity is a sign of cultural respect

Diverse medical centers promote access to high-quality health care for minority populations

Diverse workforce puts patients at ease (Edmund, Bezold, Fulwood, Johnson, & Tetteh, 2015)

Diversity projects will set a course to ensure compliance with workplace diversity laws

Based on a recent internal survey, leadership at Mercy Medical Center realised that close to 67% of staff felt that it was underrepresented. Further, when members of the leadership analysed the patient satisfaction scores of the last 3 years, they found that the scores had dropped and that this was influenced by a lack of representation of the diverse patient base. A diverse and an inclusive workplace is a sign of cultural respect. It also portrays that the medical center is respectful and responsive toward the requirements of diverse patient populations. Health care centers need to be diverse and inclusive to promote an environment that influences positive health outcomes. A culturally diverse workforce represents people from all walks of life, which puts patients at ease. It is important to consider the needs of patients to make health care accessible. This can be done by addressing the diversity in the patient base the medical center serves. Patients may belong to different cultural backgrounds, have different sexual orientations, or face language barriers. A diverse workforce would help patients relate to the hospital staff, thereby ensuring better health outcomes (Edmund et al., 2015). The need for a diverse workplace was also recognized by the Government of the United States when the Department of Health and Human Services initiated the National Standards for Culturally and Linguistically Appropriate Services (CLAS) to eliminate health care disparities by ensuring that all cultural and language barriers are addressed (Edmund et al., 2015). Mercy Medical Center has realised the need for a project that addresses the issue of diversity and inclusion in the hospital and has, therefore, initiated the Diversity Project.

3

Objectives of the Diversity Project

Creating a Workforce Diversity Steering Committee

Sensitizing members of the committee to the requirements of workplace diversity

Establishing processes for encouraging interprofessional collaboration

Here are the objectives of the diversity project. Mercy Medical Center will establish a Workforce Diversity Steering Committee. This committee will consist of members with different ethnic, racial, and cultural backgrounds, sexual orientations, and language preferences. The members of the committee will also ensure gender diversity in the committee. The second objective of the project is to sensitize the committee to existing gaps in the center’s diversity and inclusion practices. This will help the committee prepare an agenda that will be appropriate and feasible for the medical center. Once the committee is ready to execute its plan of action, the next objective of the project would be to establish a process to encourage interprofessional collaboration in the medical center. Interprofessional collaboration would lead to effective communication and the exchange of expertise, which would enhance the center’s productivity.

4

Composition of the Workforce Diversity Steering Committee

Decision-making wing

Leadership (CEO, CFO, COO, etc.)

Heads of departments

Chief of Medicines

Chief of Surgeons

Chief of Residents

Head of Nursing Staff

Executive wing

Doctors

Nurses

Administrative staff

The Workforce Diversity Steering Committee, created to address the ongoing diversity issue at Mercy Medical Center, will have two wings: the decision-making wing and the executive wing. The decision-making wing will comprise members of the board such as the Chief Executive Officer, Chief Financial Officer, and Chief Operations Officer. The decision-making wing will also be made up of the heads of all the departments at Mercy Medical Center, the Chief of Surgeons, the Chief of Residents, the Chief of Medicine, and the Head of Nursing Staff. The executive wing will comprise representatives from hospital staff such as doctors, nurses, and administrative staff. Sixty percent of the members of the committee will be women. The structure of the committee is such that 54% of the committee will be composed of people from different ethnicities such as Hispanics, Asian Americans, African Americans, and Latin Americans. The committee will not display data regarding the sexual orientation of committee members, as this is a matter of personal discretion. The committee will comprise people from different age groups. Approximately 50% of the team will be people under the age of 30, 30% will be people between the ages 31 and 60, and 20% of will be people over the age of 60.

5

Role of the Committee

Representation during recruitment

Training and sensitization on the requirements of a diverse organization

Constant communication with hospital staff

Identification and addressal of disparities due to lack of diversity

Clear communication of organizational goals

Adherence to standards set by CLAS (Edmund et al., 2015)

The most important role of the Workforce Diversity Steering Committee is to ensure that the medical center’s staff respects diversity in terms of age, gender, sexuality, culture, and language so that patients feel comfortable with the medical team . While recruiting staff members, it is essential that they possess certain characteristics such as sensitivity to the needs of people from different religious backgrounds and ethnicities. Addressing language and cultural differences will ensure that there is no miscommunication between patients and staff. Further, addressing issues related to diversity of age, gender, and sexuality ensures accessibility to health care without hesitation. The committee will meet on a bimonthly basis to ensure that all project objectives are on track without any deviation. This meeting will also be required to ensure that there is no miscommunication. Potential staff also needs to be evaluated for qualities such as empathy and the ability to treat patients without any kind of bias. The committee will also train and sensitize new staff members, along with the existing staff, on the requirements of a diverse patient base. These requirements could be the specific needs of different genders or individuals with different sexual orientations or awareness of specific religious restrictions. Staff will also be trained to manage patients who are differently abled. Training staff will also help them identify and remove their biases so that they can better connect with patients. To understand the extent to which diversity issues have impacted the center, the committee will identify disparities due to the absence of a proper diversity committee. This will be done through thorough reporting and documentation of diversity-related issues faced by patients along with extensive collection of data pertaining to demographic diversities. The committee will also be responsible for maintaining awareness about the importance of diversity and inclusion at workplaces to ensure the achievement of organizational goals . The committee will also ensure adherence to the standards of equity and cultural responsiveness set by CLAS (Edmund et al., 2015)

6

Developing Interprofessional Collaboration

Setting common goals

Establishing communication structures

Conducing team-building exercises

Rewarding efforts (Morley & Cashell, 2017)

A diverse and inclusive medical center requires interprofessional collaboration . To ensure successful interprofessional collaboration, the committee must first set common goals for all staff members. This will help establish a uniform direction toward which everyone has to work to achieve organizational goals. The next step will be to establish a strong structure of communication. This will help reduce barriers in the flow of the right information. Communication will also enable staff members to share their experiences. This exchange of information will be helpful when the medical staff encounter similar situations because it provides practical insights into how a situation can be handled. This can lead to greater patient satisfaction. The committee will promote team building through training, workshops, and discussions that will help staff members from different teams collaborate to treat a patient. These team-building exercises help improve communication through informal channels, thereby building trust and confidence in the expertise of fellow staff members. Rewarding efforts to collaborate and comply with the diversity principles set by CLAS and the committee will encourage staff members to respect differences. Rewarding collaboration will encourage staff members to collaborate further (Morley & Cashell, 2017).

7

Characteristics of a Diverse and Inclusive Workplace

Representation of a diverse population

Clearly communicated objectives

Interprofessional collaboration

Promotion of continuous learning (Morley & Cashell, 2017)

The most evident characteristic of a diverse and inclusive workplace is the representation of a diverse population, both as employees and as clients, within the organization. This also reflects acceptance and respect for differences. Another characteristic of a diverse and inclusive organization is that all goals are clearly communicated to ensure that all members of the workplace work in tandem and that there is no deviation from the goals of diversity and inclusion. This is essential for achieving positive health outcomes and greater customer satisfaction. In a diverse workplace, individuals from different areas of specialization exchange experiences and expertise to attain a common goal. A diverse workplace also promotes continuous learning in the form of team-building exercises, discussions, training for sensitization, and so on. Training conducted on a frequent basis or brainstorming sessions conducted to arrive at a solution help upskill staff. The need to be aware of a diverse patient base encourages continuous learning (Morley & Cashell, 2017).

8

Benefits of a Diverse and Inclusive Workplace: Examples from the Field

CHRISTUS Health

Main Line Health

Robert Wood Johnson University Hospital (Health Research & Educational Trust, 2015)

CHRISTUS Health, a multistate hospital, initiated an organization-wide commitment to diversity and inclusion in 2011. The focus was on fighting any kind of unconscious bias, sensitizing staff to generational differences, and ensuring training to promote development for all employees. This helped increase diversity in leadership from 13% to 23%. The hospital also realized the importance of a reliable infrastructure for understanding demographic diversity. This initiative led to an increase in satisfaction for staff as they felt more represented than before. Main Line Health, a Philadelphia-based not-for-profit organization, cultivated a culture of diversity and inclusion to increase access to health care. This was done by increasing diversity among board members, thereby addressing barriers to health care faced by a diverse patient. This initiative led to the creation of the Medical Student Advocate program, which helped more than 300 patients and their social needs. Robert Wood Johnson University Hospital, based out of Central New Jersey, implemented its first diversity and inclusion program in 2012. The program focused on including women, African Americans, Asian Americans, and the LGBT community in leadership roles in the hospital. A survey conducted in 2014 revealed that the employee satisfaction had increased in 2 years by 30% (Health Research & Educational Trust, 2015).

9

References

Edmund, M., Bezold, C., Fulwood, C. C., Johnson, B., & Tetteh, H. (2015). The future of diversity and inclusion in health services and policy research: A report on the academyhealth workforce diversity 2025 roundtable. Retrieved from https://academyhealth.org/sites/default/files/AH_230DiversityReport%202015_09.15.pdf

Health Research & Educational Trust. (2015, July). Diversity in health care: Examples from the field. Retrieved from https://aha.org/system/files/2018-01/eoc_case_studies.pdf

Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging and Radiation Sciences, 48(2), 207–216. https://doi.org/10.1016/j.jmir.2017.02.071

10

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November 5, 2026
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November 5, 2026
[Solved] Critical Assessment

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– 2 years ago **files (4)** – ## WK88211Assignment.docx – ## WK88211Resources.docx – ## NURS_8211_WK8_AppendixG_Geraldine.docx – NURS_8211_WK8_AppendixEGeraldine.docx **## WK88211Assignment.docx** **Critical Assessment** DNP graduates are expected to apply research findings and integrate nurs…

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Assignment Prompt & Instructions

– 2 years ago

**files (4)**

– ## WK88211Assignment.docx

– ## WK88211Resources.docx

– ## NURS_8211_WK8_AppendixG_Geraldine.docx

– NURS_8211_WK8_AppendixEGeraldine.docx

**## WK88211Assignment.docx**

**Critical Assessment**

DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

**To prepare:**

· Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

· Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

· Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

**The Assignment**

Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

**## WK88211Resources.docx**

Learning Resources

[Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

· Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

·
**Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

·
**Document**:
[Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

[Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Niedz, B. (2024).
_Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

[PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

·
**Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

[Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
[The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
_Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
[Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
_Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

[Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Frazier, M. C. (2023).
[_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

· Karamichos, S. (2023).
[_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

· Medina, M. (2024).
[_Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

· Rampersad, M. (2023).
[_Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

·
**Document:** Simons, A. (2023).
[_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

**## NURS_8211_WK8_AppendixG_Geraldine.docx**

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

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/critical-assessment)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

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| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

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

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

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

**Reviewer Name(s):**

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

**Article Number:**

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

**Author, Date, and Title:**

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

**Type of Evidence:**

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

**Population, Size, and Setting:**

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

**Intervention:**

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

**Findings That Help Answer the EBP Question:**

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

**Measures Used**:

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

**Limitations:**

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

**Evidence Level and Quality:**

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

**Notes to Team:**

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

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

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

## image1.jpeg

**NURS_8211_WK8_AppendixEGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

**NURS_8211_WK8_AppendixEGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

**## WK88211Assignment.docx**

**Critical Assessment**

DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

**To prepare:**

· Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

· Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

· Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

**The Assignment**

Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

**## WK88211Resources.docx**

Learning Resources

[Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

· Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

·
**Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

·
**Document**:
[Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

[Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Niedz, B. (2024).
_Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

[PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

·
**Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

[Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
[The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
_Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
[Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
_Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

[Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Frazier, M. C. (2023).
[_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

· Karamichos, S. (2023).
[_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

· Medina, M. (2024).
[_Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

· Rampersad, M. (2023).
[_Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

·
**Document:** Simons, A. (2023).
[_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

**## NURS_8211_WK8_AppendixG_Geraldine.docx**

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

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/critical-assessment)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

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

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

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

**Reviewer Name(s):**

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

**Article Number:**

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

**Author, Date, and Title:**

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

**Type of Evidence:**

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

**Population, Size, and Setting:**

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

**Intervention:**

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

**Findings That Help Answer the EBP Question:**

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

**Measures Used**:

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

**Limitations:**

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

**Evidence Level and Quality:**

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

**Notes to Team:**

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

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

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

## image1.jpeg

**NURS_8211_WK8_AppendixEGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

**## WK88211Assignment.docx**

**Critical Assessment**

DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

**To prepare:**

· Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

· Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

· Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

**The Assignment**

Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

**## WK88211Resources.docx**

Learning Resources

[Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

· Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

·
**Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

·
**Document**:
[Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

[Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Niedz, B. (2024).
_Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

[PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

·
**Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

[Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
[The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
_Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
[Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
_Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

[Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

· Frazier, M. C. (2023).
[_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

· Karamichos, S. (2023).
[_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

· Medina, M. (2024).
[_Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

· Rampersad, M. (2023).
[_Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

·
**Document:** Simons, A. (2023).
[_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

**## NURS_8211_WK8_AppendixG_Geraldine.docx**

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

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/critical-assessment)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## **EBP Question:** |
| ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

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

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

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

**Reviewer Name(s):**

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

**Article Number:**

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

**Author, Date, and Title:**

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

**Type of Evidence:**

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

**Population, Size, and Setting:**

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

**Intervention:**

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

**Findings That Help Answer the EBP Question:**

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

**Measures Used**:

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

**Limitations:**

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

**Evidence Level and Quality:**

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

**Notes to Team:**

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

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

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

## image1.jpeg

**NURS_8211_WK8_AppendixEGeraldine.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

November 5, 2026
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– 2 years ago **files (1)** – ## assessment2topic.pdf **## assessment2topic.pdf** Assessment 02 – Applying Research Skills For this assessment, you will research best practices related to a current health care problem. Your selected problem or issue may be utilized again in a future assessment. Befo…

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Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## assessment2topic.pdf

**## assessment2topic.pdf**

Assessment 02 – Applying Research Skills

For this assessment, you will research best practices related to a current health care
problem. Your selected problem or issue may be utilized again in a future assessment.
Before you complete the instructions detailed in the courseroom, first select one of the
following health care problems or issues:

• Mental Health Stigma
o Description: Many individuals with mental health conditions face stigma and

discrimination, which can prevent them from seeking help and receiving
appropriate care. This stigma can be perpetuated by societal attitudes, lack of
awareness, and misinformation about mental health.

o Interventions: Public awareness campaigns, mental health education in schools,
workplace mental health programs, peer support groups, policy changes to
protect individuals with mental health conditions, and training for healthcare
providers on mental health issues.

o Keywords: Mental health awareness, stigma reduction, mental health education,
peer support, mental health policy, workplace mental health, mental health
training, mental health services, mental health advocacy.

• Chronic Disease Management
o Description: Managing chronic diseases such as diabetes, hypertension, and

heart disease can be challenging due to the need for ongoing medical care,
lifestyle changes, and medication adherence. Poor management of chronic
diseases can lead to complications and reduced quality of life.

o Interventions: Patient education programs, chronic disease self-management
workshops, telehealth for regular monitoring, integrated care models, community
health programs, mobile health applications, and support for lifestyle changes
such as diet and exercise.

o Keywords: Chronic disease management, patient education, self-management,
telehealth, integrated care, community health, mobile health, lifestyle changes,
chronic disease prevention, chronic disease support.

After you have selected one of the problems/issues from the list above, return to the detailed
instructions in the courseroom to complete your assessment.

1

**## assessment2topic.pdf**

Assessment 02 – Applying Research Skills

For this assessment, you will research best practices related to a current health care
problem. Your selected problem or issue may be utilized again in a future assessment.
Before you complete the instructions detailed in the courseroom, first select one of the
following health care problems or issues:

• Mental Health Stigma
o Description: Many individuals with mental health conditions face stigma and

discrimination, which can prevent them from seeking help and receiving
appropriate care. This stigma can be perpetuated by societal attitudes, lack of
awareness, and misinformation about mental health.

o Interventions: Public awareness campaigns, mental health education in schools,
workplace mental health programs, peer support groups, policy changes to
protect individuals with mental health conditions, and training for healthcare
providers on mental health issues.

o Keywords: Mental health awareness, stigma reduction, mental health education,
peer support, mental health policy, workplace mental health, mental health
training, mental health services, mental health advocacy.

• Chronic Disease Management
o Description: Managing chronic diseases such as diabetes, hypertension, and

heart disease can be challenging due to the need for ongoing medical care,
lifestyle changes, and medication adherence. Poor management of chronic
diseases can lead to complications and reduced quality of life.

o Interventions: Patient education programs, chronic disease self-management
workshops, telehealth for regular monitoring, integrated care models, community
health programs, mobile health applications, and support for lifestyle changes
such as diet and exercise.

o Keywords: Chronic disease management, patient education, self-management,
telehealth, integrated care, community health, mobile health, lifestyle changes,
chronic disease prevention, chronic disease support.

After you have selected one of the problems/issues from the list above, return to the detailed
instructions in the courseroom to complete your assessment.

1

November 5, 2026
[Solved] 509 replys

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November 5, 2026
[Solved] staffing patterns

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November 5, 2026
[Solved] research assessment 2

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– 2 years ago **files (1)** – ## ResearchAssessment2.pdf **## ResearchAssessment2.pdf** Develop a 3–5 page scholarly paper in which you explain the diagnosis you researched for Assessment 1, and then apply the steps of an EBP model to your search for evidence to address your diagnosis issue. The goa…

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– 2 years ago

**files (1)**

– ## ResearchAssessment2.pdf

**## ResearchAssessment2.pdf**

Develop a 3–5 page scholarly paper in which you explain the
diagnosis you researched for Assessment 1, and then apply the
steps of an EBP model to your search for evidence to address
your diagnosis issue.

The goal of using evidence-based research findings is to
enhance safety and quality of patient care and ensure optimal
outcomes are achieved. It is not uncommon to hear a nurse say,
"why change it as we’ve always done it this way." However, this
is no longer acceptable in today's practice environment. The
profession of nursing has evolved, and the expectation is that the
professional nurse has a scientific foundation to support the care
that is provided. As the profession of nursing continues to evolve
and engage in healthcare transformation, baccalaureate-
prepared nurses are expanding, taking on leadership roles that
include incorporating EBPs. To be able to do this, the nurse
needs to understand the criteria that make a resource credible,
as this is crucial when deciding if the research is valid and
reliable for implementation into healthcare settings. The nurse will
need to incorporate the use of EBP models.

EBP models are designed to assist the nurse in developing a
plan to gather evidence to answer a practice problem or
question. It is a systematic approach to direct the user to
incorporate scholarly findings into current practice. These EBP
models lead the nurse through the decision-making process of
evaluating the literature to determine the best practice evidence
for the practice issue or question.

As a baccalaureate-prepared nurse, you will be responsible for
locating and identifying credible and scholarly resources to
incorporate the best available evidence for the purposes of
enhancing clinical reasoning and judgement skills. When reliable

and relevant evidence-based findings are utilized, patients,
healthcare systems, and nursing practice outcomes are positively
impacted.

Review all resources for this assessment, as well as the scoring
guide for details of how this assessment will be graded. You will
use the specific diagnosis or health issue you selected for
Assessment 1. You can refer to the overview of common EBP
models in the Evidence-Based Practice Models media for help in
choosing the most appropriate EBP model for your issue.

Complete the following:

• Consider your diagnosis from Assessment 1.

• Explain an issue associated with this diagnosis that could

benefit from an EBP approach.

• Choose the EBP model you wish to implement.

• Describe each step of the EBP model of your choice.

• Apply the steps of the model to your search for evidence for

your diagnosis issue, and describe how you applied them.

• Locate at least three separate resources of evidence to

assist with your diagnosis issue.

• Analyze the credibility and relevance of each resource as it

relates to your diagnosis.

This is a paper and should be 3–5 pages, not including the title
page or reference page. The paper must be in APA format.

[https://media.capella.edu/coursemedia/nurs-fpx4025element250261/wrapper.asp](https://media.capella.edu/coursemedia/nurs-fpx4025element250261/wrapper.asp)

By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and scoring guide criteria:

• Competency 2: Analyze the relevance and potential
effectiveness of evidence when making a decision.

◦ Analyze the credibility and relevance of each resource
as it relates to a diagnosis.

• Competency 3: Apply an evidence-based practice model to
address a practice issue.

◦ Explain an issue associated with a chosen diagnosis
that could benefit from an EBP approach.

◦ Describe each step of a chosen EBP model.

◦ Describe how the steps of a chosen EPB model were
applied to search for evidence for a diagnosis issue.

• Competency 5: Apply professional, scholarly
communication strategies to lead practice changes based
on evidence.

◦ Organize content so ideas flow logically with smooth
transitions; contains few errors in grammar/
punctuation, word choice, and spelling.

◦ Apply APA formatting to in-text citations and
references, exhibiting adherence to most aspects of
APA format.

**## ResearchAssessment2.pdf**

Develop a 3–5 page scholarly paper in which you explain the
diagnosis you researched for Assessment 1, and then apply the
steps of an EBP model to your search for evidence to address
your diagnosis issue.

The goal of using evidence-based research findings is to
enhance safety and quality of patient care and ensure optimal
outcomes are achieved. It is not uncommon to hear a nurse say,
"why change it as we’ve always done it this way." However, this
is no longer acceptable in today's practice environment. The
profession of nursing has evolved, and the expectation is that the
professional nurse has a scientific foundation to support the care
that is provided. As the profession of nursing continues to evolve
and engage in healthcare transformation, baccalaureate-
prepared nurses are expanding, taking on leadership roles that
include incorporating EBPs. To be able to do this, the nurse
needs to understand the criteria that make a resource credible,
as this is crucial when deciding if the research is valid and
reliable for implementation into healthcare settings. The nurse will
need to incorporate the use of EBP models.

EBP models are designed to assist the nurse in developing a
plan to gather evidence to answer a practice problem or
question. It is a systematic approach to direct the user to
incorporate scholarly findings into current practice. These EBP
models lead the nurse through the decision-making process of
evaluating the literature to determine the best practice evidence
for the practice issue or question.

As a baccalaureate-prepared nurse, you will be responsible for
locating and identifying credible and scholarly resources to
incorporate the best available evidence for the purposes of
enhancing clinical reasoning and judgement skills. When reliable

and relevant evidence-based findings are utilized, patients,
healthcare systems, and nursing practice outcomes are positively
impacted.

Review all resources for this assessment, as well as the scoring
guide for details of how this assessment will be graded. You will
use the specific diagnosis or health issue you selected for
Assessment 1. You can refer to the overview of common EBP
models in the Evidence-Based Practice Models media for help in
choosing the most appropriate EBP model for your issue.

Complete the following:

• Consider your diagnosis from Assessment 1.

• Explain an issue associated with this diagnosis that could

benefit from an EBP approach.

• Choose the EBP model you wish to implement.

• Describe each step of the EBP model of your choice.

• Apply the steps of the model to your search for evidence for

your diagnosis issue, and describe how you applied them.

• Locate at least three separate resources of evidence to

assist with your diagnosis issue.

• Analyze the credibility and relevance of each resource as it

relates to your diagnosis.

This is a paper and should be 3–5 pages, not including the title
page or reference page. The paper must be in APA format.

[https://media.capella.edu/coursemedia/nurs-fpx4025element250261/wrapper.asp](https://media.capella.edu/coursemedia/nurs-fpx4025element250261/wrapper.asp)

By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and scoring guide criteria:

• Competency 2: Analyze the relevance and potential
effectiveness of evidence when making a decision.

◦ Analyze the credibility and relevance of each resource
as it relates to a diagnosis.

• Competency 3: Apply an evidence-based practice model to
address a practice issue.

◦ Explain an issue associated with a chosen diagnosis
that could benefit from an EBP approach.

◦ Describe each step of a chosen EBP model.

◦ Describe how the steps of a chosen EPB model were
applied to search for evidence for a diagnosis issue.

• Competency 5: Apply professional, scholarly
communication strategies to lead practice changes based
on evidence.

◦ Organize content so ideas flow logically with smooth
transitions; contains few errors in grammar/
punctuation, word choice, and spelling.

◦ Apply APA formatting to in-text citations and
references, exhibiting adherence to most aspects of
APA format.

November 5, 2026
[Solved] Nursing week 4 leadership assignment

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November 5, 2026
[Solved] NUR 600 5

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– 2 years ago **files (1)** – ## NUR600wk5.docx **## NUR600wk5.docx** Please answer the following questions 1. Describe diagnostic criteria for nausea and vomiting and treatment recommendations 2. Discuss symptoms of GERD, complications, and drug management 3. Compare and contrast Crohn's disease…

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– 2 years ago

**files (1)**

– ## NUR600wk5.docx

**## NUR600wk5.docx**

Please answer the following questions

1. Describe diagnostic criteria for nausea and vomiting and treatment recommendations

2. Discuss symptoms of GERD, complications, and drug management

3. Compare and contrast Crohn's disease and Ulcerative colitis

4. Discuss Diabetes, its causes, symptoms, and treatment

**INSTRUCTIONS:**

· Your initial post should be at least
**500 words**, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

· Each question
**must be answered individually** as in bullet points.
**Not** in an essay format.

· Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth.

· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.

· Please ensure APA formatting is correct

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-600-5)

## image1.png

**## NUR600wk5.docx**

Please answer the following questions

1. Describe diagnostic criteria for nausea and vomiting and treatment recommendations

2. Discuss symptoms of GERD, complications, and drug management

3. Compare and contrast Crohn's disease and Ulcerative colitis

4. Discuss Diabetes, its causes, symptoms, and treatment

**INSTRUCTIONS:**

· Your initial post should be at least
**500 words**, formatted and cited in the current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

· Each question
**must be answered individually** as in bullet points.
**Not** in an essay format.

· Example: Question 1, followed by the answer to question 1; Question 2, followed by the answer to question 2; and so forth.

· Please do not use textbooks as reference only peer-reviewed scholarly articles from within 4 years’ time.

· Please ensure APA formatting is correct

![A screenshot of a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur-600-5)

## image1.png

November 5, 2026
[Solved] NUR 507 Module 4 soap note

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Executive Solution Overview

– 2 years ago **files (3)** – ## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx – ## SOAPNoteTemplate-1.docx – ## SoapNoterubric.docx **## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatienti…

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Assignment Prompt & Instructions

– 2 years ago

**files (3)**

– ## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx

– ## SOAPNoteTemplate-1.docx

– ## SoapNoterubric.docx

**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

**Instructions:**

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |

**## SOAPNoteTemplate-1.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

**Instructions:**

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |

**## SOAPNoteTemplate-1.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

**## ASOAPnoteisamethodofdocumentationemployedbyhealthcareproviderstorecordandcommunicatepatientinformationinaclear.docx**

A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

**Instructions:**

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

| | |
| — | — |
| **S** = | Subjective data: Patient’s Chief Complaint (CC). |
| **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
| **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
| **P** = | Plan: Treatment, diagnostic testing, and follow up |

**## SOAPNoteTemplate-1.docx**

| | |
| — | — |
| SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
| _Demographics_ | |
| _Chief Complaint (Reason for seeking health care)_ | |
| _History of Present Illness (HPI)_ | |
| _Allergies_ | |
| _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
| _Vital Signs_ | |
| _Labs_ | |
| _Medications_ | |
| _Past Medical History_ | |
| _Past Surgical History_ | |
| _Family History_ | |
| _Social History_ | |
| _Health Maintenance/ Screenings_ | |
| _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
| _Diagnosis_ | |
| _Differential Diagnosis_ | |
| _ICD 10 Coding_ | |
| _Pharmacologic treatment plan_ | |
| _Diagnostic/Lab Testing_ | |
| _Education_ | |
| _Anticipatory Guidance_ | |
| _Follow up plan_ | |
| _Prescription_ | See Below (scroll down) |
| _References_ | |
| _Grammar_ | |

| |
| — |
| EA#: 101010101 STU Clinic LIC# 10000000 |
| Tel: (000) 555-1234 FAX: (000) 555-12222 |
| Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

Signature (with appropriate credentials):_____________________________________

References (must use current evidence-based guidelines used to guide the care [Mandatory])

**## SoapNoterubric.docx**

| | |
| — | — |
| Demographics | **1 to >0.8 pts**<br>**Begins with patient initials, age, race, ethnicity and gender (5 demographics)** |
| Chief Complaint (Reason for seeking health care) | **4 to >3 pts**<br>**Includes a direct quote from patient about presenting problem** |
| History of the Present Illness (HPI) | **5 to >3 pts**<br>**Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)** |
| Allergies | **2 to >1.5 pts**<br>**Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)** |
| Review of Systems (ROS) | **2 to >1.5 pts**<br>**Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.** |
| Labs | **4 to >2 pts**<br>**Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)** |
| Past Medical History | **3 to >2 pts**<br>**Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current** |
| Past Surgical History | **3 to >2 pts**<br>**Includes, for each surgical procedure, the year of procedure and the indication for the procedure** |

| | |
| — | — |
| Family History | **3 to >2 pts**<br>**Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.** |
| Social History | **3 to >2 pts**<br>**Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation** |
| Health Maintenance / Screenings | **3 to >2 pts**<br>**Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests** |
| Physical Examination | **15 to >8 pts**<br>**Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint** |
| Diagnosis | **5 to >3 pts**<br>**Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)** |
| Differential Diagnosis | **5 to >3 pts**<br>**Includes at least 3 differential diagnoses for the principal diagnosis** |
| Pharmacologic treatment plan | **5 to >3 pts**<br>**Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.** |

| | |
| — | — |
| Diagnostic / Lab Testing | **3 to >2 pts**<br>**Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”** |
| Education | **3 to >2 pts**<br>**Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives** |
| Anticipatory Guidance | **3 to >2 pts**<br>**Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))** |
| Follow Up Plan | **2 to >1 pts**<br>**Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)** |
| Prescription | **3 to >2 pts**<br>**Prescription includes all required components: patient information, date, drug name, dose, route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials** |

| | |
| — | — |
| Writing Mechanics, Citations, and APA Style | **3 to >2 pts**<br>**Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.** |

November 5, 2026