Tag: Care Plans

  • [Solved] Philosophy powerpoint 5

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    – 2 years ago **files (1)** – ## Philosophy5PowerPointPresentation.docx **## Philosophy5PowerPointPresentation.docx** ![icon](https://www.sweetstudy.com/questions/philosophy-powerpoint-5)**_PowerPoint Presentation: Theoretical Framework to Support Evidence-Based Practice_** **Goal:** The purpose of …

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    – 2 years ago

    **files (1)**

    – ## Philosophy5PowerPointPresentation.docx

    **## Philosophy5PowerPointPresentation.docx**

    ![icon](https://www.sweetstudy.com/questions/philosophy-powerpoint-5)**_PowerPoint Presentation: Theoretical Framework to Support Evidence-Based Practice_**

    **Goal:**

    The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project

    **Content Requirements:**

    1. Review literature regarding issues or concerns within your selected area of advanced practice nursing.

    2. Select a theory or model which is relevant to your selected area of advanced practice nursing.

    3. Offer a meaningful context for evidence-based practice surrounding the issue or concern which you identified.

    4. Identify and describe a theory or model, and explain its relevance to the issues or concerns within your selected area of advanced practice

    5. Explain how the theory or model can be used as a framework to guide evidence-based practice to address the issue or concern, and discuss the unique insight or perspective offered through the application of this theory or model.

    **Submission Instructions:**

    · The PowerPoint presentation is original work and logically organized. It should consist of 10-15 slides excluding the title and reference.

    · The PowerPoint presentation should be clear and easy to read. Speaker notes expanded upon and clarified content on the slides.

    · The PowerPoint presentation should be formatted per APA guidelines and references should be current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

    · Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to current APA guidelines (the library has a copy of the 7th Edition APA Manual).

    ## image1.png

    **## Philosophy5PowerPointPresentation.docx**

    ![icon](https://www.sweetstudy.com/questions/philosophy-powerpoint-5)**_PowerPoint Presentation: Theoretical Framework to Support Evidence-Based Practice_**

    **Goal:**

    The purpose of this assignment is to identify a theory or model which can be used as a framework for a future evidence-based project

    **Content Requirements:**

    1. Review literature regarding issues or concerns within your selected area of advanced practice nursing.

    2. Select a theory or model which is relevant to your selected area of advanced practice nursing.

    3. Offer a meaningful context for evidence-based practice surrounding the issue or concern which you identified.

    4. Identify and describe a theory or model, and explain its relevance to the issues or concerns within your selected area of advanced practice

    5. Explain how the theory or model can be used as a framework to guide evidence-based practice to address the issue or concern, and discuss the unique insight or perspective offered through the application of this theory or model.

    **Submission Instructions:**

    · The PowerPoint presentation is original work and logically organized. It should consist of 10-15 slides excluding the title and reference.

    · The PowerPoint presentation should be clear and easy to read. Speaker notes expanded upon and clarified content on the slides.

    · The PowerPoint presentation should be formatted per APA guidelines and references should be current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions)

    · Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to current APA guidelines (the library has a copy of the 7th Edition APA Manual).

    ## image1.png

  • [Solved] Nursing WK2 assignment HP-114

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    WK2 ASSIGNMENT HP-114 **Pharmacology Medical Terminology Corner** This week continue to explore medications that use a root word for the different groups under the broad category of antibiotics. While the base root does not hold true for every anti-infective group it does for many. You can see from …

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    Assignment Prompt & Instructions

    WK2 ASSIGNMENT HP-114

    **Pharmacology Medical Terminology Corner**

    This week continue to explore medications that use a root word for the different groups under the broad category of antibiotics. While the base root does not hold true for every anti-infective group it does for many.

    You can see from this chart that the root words: sulfa, oxacins, cillins, and mycins are not exact for each category. It is helpful, however, as the types are used for different pathological (disease-causing) organisms.

    **Explore the organisms that antibiotics are used for.**

    Include the following aspects in the assignment:

    – Make a simple chart for each of the six categories of antibiotics in the chart
    – Research each category and under each describe the specific type of organism each might be used for (gram-positive cocci, gram-negative bacillus, etc.)
    – Include the illness that might be caused by the organism (gastroenteritis, pneumonia, skin infection)
    – Cite any references. At all times proper grammar, sentence structure, and spelling. Copying and pasting are not allowed. Always use your own words View your assignment rubric.

    – [\
    \
    WK2ASSIGNMENT.rtfd.zip](https://www.sweetstudy.com/files/wk2assignment-rtfd-zip "WK2ASSIGNMENT.rtfd.zip")

    – 2 years ago

  • [Solved] Nursing WK2 ASSIGNMENT

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    WK2 ASSIGNMENT HP-111 **What Are Your Community Healthcare Resources?** If you are like most, you are likely more familiar with the traditional acute inpatient hospital. Yet, with the renewed emphasis on community healthcare, it is just as likely you will need services as an outpatient. The optional…

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    Assignment Prompt & Instructions

    WK2 ASSIGNMENT HP-111

    **What Are Your Community Healthcare Resources?**

    If you are like most, you are likely more familiar with the traditional acute inpatient hospital. Yet, with the renewed emphasis on community healthcare, it is just as likely you will need services as an outpatient. The optional text has a nice visual of this.

    **Provide a review of local community healthcare resources.**

    Include the following aspects in the assignment:

    – Use several resources (phone book, Windshield survey, internet, etc.) to create a thorough list of non-hospital healthcare facilities in your community.
    – Provide the town/city name, name of the facility, type of the facility, and specifics about what services the facility provides.
    – Were you surprised at what you found? If so, why?
    – Do you think there are sufficient services for your community? Why or why not?
    – Did you find an underrepresented area (without mental health, walk-in, low-income/free clinic, women’s health, Planned Parenthood, Senior Citizen Center).
    – Why do you think these facilities are not represented in your area?
    – Make a simple chart with columns for each required section. Answer the final questions under the chart as Q& A.
    – Cite any references. Proper grammar, sentence structure, and spelling are required. Use your own words. Copying and pasting are not allowed.

    – [\
    \
    WK2ASSIGNMENTHP-111.rtfd.zip](https://www.sweetstudy.com/files/wk2assignmenthp-111-rtfd-zip-10260393 "WK2ASSIGNMENTHP-111.rtfd.zip")

    – 2 years ago

  • [Solved] needs A1 similarity check

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    In-depth study guidance and analytical solution covering needs A1 similarity check.

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    Assignment Prompt & Instructions

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

  • [Solved] MODULE 5 PHILOSOPHY

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    – 2 years ago **files (1)** – ## MODULE5PhilosophyDiscussion.docx **## MODULE5PhilosophyDiscussion.docx** ![icon](https://www.sweetstudy.com/questions/module-5-philosophy)**_Principles of Research and Evidence-Based Practice_** Discuss the principles of research and evidence-based practice and how t…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## MODULE5PhilosophyDiscussion.docx

    **## MODULE5PhilosophyDiscussion.docx**

    ![icon](https://www.sweetstudy.com/questions/module-5-philosophy)**_Principles of Research and Evidence-Based Practice_**

    Discuss the principles of research and evidence-based practice and how to effectively implement them for advanced practice nurses.

    **Submission Instructions:**

    · Your initial post must be at least 500 words, formatted, and cited in current APA style with support from at least two academic sources.

    · Quotes “……” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

    · Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years-no websites to be referenced without prior approval.

    ## image1.png

    **## MODULE5PhilosophyDiscussion.docx**

    ![icon](https://www.sweetstudy.com/questions/module-5-philosophy)**_Principles of Research and Evidence-Based Practice_**

    Discuss the principles of research and evidence-based practice and how to effectively implement them for advanced practice nurses.

    **Submission Instructions:**

    · Your initial post must be at least 500 words, formatted, and cited in current APA style with support from at least two academic sources.

    · Quotes “……” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

    · Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years-no websites to be referenced without prior approval.

    ## image1.png

  • [Solved] MODULE 5 PHARM

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    – 2 years ago **files (1)** – ## Module5PHARMDISCUSSION.docx **## Module5PHARMDISCUSSION.docx** ![icon](https://www.sweetstudy.com/questions/module-5-pharm)**Treatments for** **Gastrointestinal & Endocrine Disorders** Based on [Module 5: Lecture Materials & Resources](https://stu.instructure.com/cou…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Module5PHARMDISCUSSION.docx

    **## Module5PHARMDISCUSSION.docx**

    ![icon](https://www.sweetstudy.com/questions/module-5-pharm)**Treatments for**
    **Gastrointestinal & Endocrine Disorders**

    Based on
    [Module 5: Lecture Materials & Resources](https://stu.instructure.com/courses/44860/pages/module-5-lecture-materials-and-resources?wrap=1) and experience, 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

    **Submission Instructions:**

    · Your initial post must be at least 500 words, formatted, and cited in current APA style with support from at least two academic sources.

    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.

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

    · Quotes “……” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

    · Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years-no websites to be referenced without prior approval.

    ## image1.png

    **## Module5PHARMDISCUSSION.docx**

    ![icon](https://www.sweetstudy.com/questions/module-5-pharm)**Treatments for**
    **Gastrointestinal & Endocrine Disorders**

    Based on
    [Module 5: Lecture Materials & Resources](https://stu.instructure.com/courses/44860/pages/module-5-lecture-materials-and-resources?wrap=1) and experience, 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

    **Submission Instructions:**

    · Your initial post must be at least 500 words, formatted, and cited in current APA style with support from at least two academic sources.

    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.

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

    · Quotes “……” cannot be used at a higher learning level for your assignments, so sentences need to be paraphrased and referenced.

    · Acceptable references include scholarly journal articles or primary legal sources (statutes, court opinions), journal articles, and books published in the last five years-no websites to be referenced without prior approval.

    ## image1.png

  • [Solved] WK 8 ASSIGN DATA

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (10)** – ## WK8ASSIGNDATA.docx – ## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary1.docx – SimonsA_2024_Executive_Summary_QualityImprovement_Inititaitve_Evaluation.pdf – NURS_8211_WK8_AppendixE_ResearchEvidenceAppraisal1.docx – AssociationBetweenMedication.pdf …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (10)**

    – ## WK8ASSIGNDATA.docx

    – ## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary1.docx

    – SimonsA_2024_Executive_Summary_QualityImprovement_Inititaitve_Evaluation.pdf
    – NURS_8211_WK8_AppendixE_ResearchEvidenceAppraisal1.docx
    – AssociationBetweenMedication.pdf
    – AssociationBetweenMedication.pdf
    – ImplementingMotivationalInterviewingtoImproveMedicationAdhe.pdf
    – ImplementingMotivationalInterviewingtoImproveMedicationAdhe.pdf
    – OncologyNursesCompassionFatigueandGeneralHealth_AMixed-M.pdf
    – Examining_the_Lived_Experience.pdf

    **## WK8ASSIGNDATA.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/157739/modules/items/6373883)

    **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.

    **## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary1.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/wk-8-assign-data)

    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

    **SimonsA_2024_Executive_Summary_QualityImprovement_Inititaitve_Evaluation.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/simonsa-2024-executive-summary-qualityimprovement-inititaitve-evaluation-pdf)

    **NURS_8211_WK8_AppendixE_ResearchEvidenceAppraisal1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixe-researchevidenceappraisal1-docx)

    **AssociationBetweenMedication.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/associationbetweenmedication-pdf-10261175)

    **AssociationBetweenMedication.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/associationbetweenmedication-pdf-10261193)

    **ImplementingMotivationalInterviewingtoImproveMedicationAdhe.pdf**

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

    **ImplementingMotivationalInterviewingtoImproveMedicationAdhe.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/implementingmotivationalinterviewingtoimprovemedicationadhe-pdf-10261181)

    **OncologyNursesCompassionFatigueandGeneralHealth_AMixed-M.pdf**

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

    **Examining_the_Lived_Experience.pdf**

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

    **Examining_the_Lived_Experience.pdf**

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

    **## WK8ASSIGNDATA.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/157739/modules/items/6373883)

    **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.

    **## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary1.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/wk-8-assign-data)

    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

    **SimonsA_2024_Executive_Summary_QualityImprovement_Inititaitve_Evaluation.pdf**

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    **NURS_8211_WK8_AppendixE_ResearchEvidenceAppraisal1.docx**

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    **AssociationBetweenMedication.pdf**

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    **Examining_the_Lived_Experience.pdf**

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    **## WK8ASSIGNDATA.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/157739/modules/items/6373883)

    **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.

    **## NURS_8211_WK6_AppendixG_IndividualEvidenceSummary1.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/wk-8-assign-data)

    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

    **SimonsA_2024_Executive_Summary_QualityImprovement_Inititaitve_Evaluation.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/simonsa-2024-executive-summary-qualityimprovement-inititaitve-evaluation-pdf)

    **NURS_8211_WK8_AppendixE_ResearchEvidenceAppraisal1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixe-researchevidenceappraisal1-docx)

    **AssociationBetweenMedication.pdf**

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    **AssociationBetweenMedication.pdf**

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    **ImplementingMotivationalInterviewingtoImproveMedicationAdhe.pdf**

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    **OncologyNursesCompassionFatigueandGeneralHealth_AMixed-M.pdf**

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

    **Examining_the_Lived_Experience.pdf**

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  • [Solved] Unit 4 IP: Selecting Health Care IT Projects and Priorities

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Deliverable Length:** 4-5 pages Based on your prior research of healthcare objectives, complete the following: – Select 1 of the following and identify 1 healthcare objective. – Meaningful use regulations – Merit-Based Incentive Payment System (MIPS) – Medicare Access and CHIP Reauthorization Act …

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    Assignment Prompt & Instructions

    **Deliverable Length:** 4-5 pages

    Based on your prior research of healthcare objectives, complete the following:

    – Select 1 of the following and identify 1 healthcare objective.
    – Meaningful use regulations
    – Merit-Based Incentive Payment System (MIPS)
    – Medicare Access and CHIP Reauthorization Act (MACRA)
    – Physician Quality Reporting System (PQRS)
    – Value-Based Payment Modifier (VBM).
    – Then identify 1 type of information system that could be implemented to adhere to the healthcare objective.
    – After identifying a specific type of healthcare system, identify criteria that would be used to select a vendor for implementing the system or determining if your organization could build the system internally.
    – Make sure you consider the Health Insurance Portability and Accountability Act (HIPAA), the selected systems development life cycle (SDLC) for your organization, and the security attributes previously covered in this course.
    – Include any costs that may be associated where appropriate.

    Note that this assignment will be part of your final deliverable due in Week 5.

    **Note:** _Use APA style 7th edition to cite at least 2 scholarly sources from the last 5 years.  All sources on the Reference Page are required to have a URL or DOI if you do not physically possess the journal or book._

    – 2 years ago

  • [Solved] Unit 4 DB: Selecting Health Care IT Projects and Priorities

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Note:** _Use APA style 7th edition to cite at least 2 scholarly sources from the last 5 years. All sources on the Reference Page are required to have a URL or DOI if you do not physically possess the journal or book._ **Primary Task Response:** Within the Discussion Board area, write 400–600 words…

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    Assignment Prompt & Instructions

    **Note:** _Use APA style 7th edition to cite at least 2 scholarly sources from the last 5 years.  All sources on the Reference Page are required to have a URL or DOI if you do not physically possess the journal or book._

    **Primary Task Response:** Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

    The Health Information Data Exchange is an emerging topic within healthcare systems. Discuss the following:

    – Explain what use the health information data exchange could provide for a healthcare organization.
    – How could an organization use standardized data from other organizations?
    – Explain why a major organization would be interested in integrating its systems with the exchange.
    – Consider how the health information data exchange can lead to the availability of Big Data, and suggest 1 additional use of the data collected by a healthcare organization when integrating a health information data exchange.

    – 2 years ago

  • [Solved] student reply week 6

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    total of 2 replies due in 5 hours. APA format. Minimum one paragraph per reply – 2 years ago **files (1)** – ## week6studentreplypeds.docx **## week6studentreplypeds.docx** **Victoria** **Case Scenario 1:** 1. **What more should you know about Brenda?** Inquire about the onset, duration, and nature…

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    Assignment Prompt & Instructions

    total of 2 replies due in 5 hours. APA format. Minimum one paragraph per reply

    – 2 years ago

    **files (1)**

    – ## week6studentreplypeds.docx

    **## week6studentreplypeds.docx**

    **Victoria**

    **Case Scenario 1:**

    1.
    **What more should you know about Brenda?**

    Inquire about the onset, duration, and nature of her limp and pain, as well as recent weight gain or alteration in activity. Clarify whether pain is increased by movement or by rest and if it is referred. I should also inquire about systemic symptoms such as fever, fatigue, or weight loss, which could indicate infection or malignancy. Explore the menstrual history and endocrine or orthopedic family history. Ask about psychosocial problems like activity level, lifestyle, and school attendance. Having this information further narrows down the differential diagnoses, like slipped capital femoral epiphysis (SCFE), which is seen frequently in obese adolescents.

    2.
    **What specific exam techniques should you perform and why?**

    Begin with inspection for asymmetry, swelling, or deformity of the hip and leg. Observe her gait for an antalgic or Trendelenburg pattern. Palpate the hip, groin, and knee to locate tenderness. Perform range of motion (ROM) tests, especially internal rotation of the hip, which is limited and painful in SCFE. Conduct the Thomas test to assess hip flexor contracture and the log roll test for intra-articular hip pathology. Assess leg length and muscle strength. A thorough neurovascular exam is essential to rule out other causes. These targeted maneuvers help differentiate SCFE from other causes of musculoskeletal or referred pain.

    3.
    **What diagnostic tests should you order and why?**

    Order bilateral anteroposterior (AP) and frog-leg lateral X-rays of the hips and pelvis to assess for slipped capital femoral epiphysis (SCFE), as SCFE is frequently bilateral. X-rays are helpful in seeing the displacement of the epiphysis, which can be subtle in the initial stage of the disease (Johns & Tavarez, 2023). If X-rays are equivocal but have high suspicion, utilize MRI for early detection. Infection may be suspected on basic labs like CBC, ESR, and CRP if infection is suspected (e.g., septic arthritis or osteomyelitis). Imaging is very important in the early diagnosis of SCFE to avoid progression, avascular necrosis, and long-term effects like osteoarthritis or hip deformity.

    Kathy

    **Case Scenario 3: Robert**

    **Case Scenario 3: Robert is a 14-year-old undergoing a rapid growth spurt who complains of a tender mass over the anterior tubercle of one knee. He says the pain improves with rest and worsens with activities like squatting, kneeling, jumping, and climbing stairs.**

    **What does the evidence suggest about the etiology of his condition?**

    **How should you manage this condition?**

    **What type of anticipatory guidance should you share with Robert and his parents?**

    Robert is a 14-year-old adolescent with a tender mass over the anterior tubercle of one knee that worsens with activities (like squatting, kneeling, jumping, and climbing stairs) and improves with rest. Based on Robert’s presentation in this case scenario, he most likely is experiencing Osgood-Schlatter disease (also known as osteochondritis of the tibial tubercle) is a traction apophysitis of the proximal tibial tubercle at the insertion of the patellar tendon.

    **Etiology**

    Osgood-Schlatter disease is an overuse injury commonly seen in physically active adolescents. It occurs secondary to repetitive strain and microtrauma from the force applied by the strong patellar tendon at its insertion into the relatively soft apophysis of the tibial tubercle. This stress leads to inflammation and in more severe cases, can cause a partial avulsion of the apophysis. The mechanical strain is heightened during periods of rapid growth and with increased physical activity. Although rare, a direct trauma may result in a complete avulsion fracture. Contributing risk factors include tightness in the quadriceps or hamstring muscles and misalignment of the extensor mechanism (Smith & Varacallo, 2023). Osgood-Schlatter clinically presents with pain and localized swelling over the tibial tubercle. Pain is typically reproduced by resisted knee extension or squatting. The condition is self-limiting and usually resolves once skeletal maturity is reached and the growth plate closes (Kienstra & Macias, 2024).

    **Risk factors:**

    · Male gender

    · Ages: male 12-15, girls 8-12

    · Sudden skeletal growth

    · Repetitive activities like jumping and sprinting (Smith & Varacallo, 2023).

    **Clinical Presentation:** The most common presenting complaint is anterior knee pain that increases gradually over time, from a low-grade ache to pain that causes a limp and/or impairs activity. Pain is exacerbated by direct trauma, kneeling, running, jumping, squatting, climbing stairs, or walking uphill, and is relieved by rest. Involvement usually is asymmetric, although both knees are involved in 25 to 50 percent of cases (Kienstra & Macias, 2024).

    **Diagnosis** is based on history and examination. Radiographs are not necessary unless the patient has atypical complaints (pain at night, pain that is unrelated to activity, acute onset of pain, associated systemic complaints) or pain that is not directly over the tibial tubercle. Upon physical examination, tenderness and soft tissue or bony prominence of the tibial tubercle can be noted. Pain may be reproduced by extending the knee against resistance, stressing the quadriceps, or squatting with the knee in full flexion. Straight-leg raising usually is painless. Pain that is more prominent in the patellar tendon than the bony prominence, is suggestive of patellar tendinopathy (jumper's knee). The hamstrings may be shortened and the quadriceps taut. Quadriceps flexibility is assessed by passively flexing the knee with the patient prone (ie, the Ely test). The range of motion of the knee is not affected, and the knee and patellofemoral joints are stable. The remainder of the knee examination is usually normal. The range of motion of the hip should also be evaluated to make sure that the knee pain is not related to referred pain from pathology in the hip (eg, due to slipped capital femoral epiphysis, Legg-Calvé-Perthes disease). Most patients can be diagnosed and managed without a point-of-care ultrasound. However, the US can potentially aid in diagnosis in more complicated cases. If needed, plain lateral radiographs are appropriate to help exclude other conditions (e.g., tibial apophyseal fracture, tumors, or osteomyelitis) in patients who have atypical features (Kienstra & Macias, 2024).

    Erythema and warmth of the tibial tubercle, which suggest an acute inflammatory process, require additional evaluation (eg, for osteomyelitis). However, these findings must be interpreted with caution in patients who have used an ace wrap or heating pad before presenting for evaluation. MRI has been proposed as a means of classifying the staging of Osgood-Schlatter disease, which may help with prognosis, but it is usually not indicated (Kienstra & Macias, 2024).

    **Management**

    The condition is self-limiting but may persist for up to 2 years until the apophysis fuses. The management of Osgood-Schlatter disease has not been studied in randomized controlled trials. Observational studies suggest that most patients respond to nonsurgical treatment and that those with persistent symptoms may benefit from surgical therapy (eg, ossicle excision). Osgood-Schlatter disease is managed conservatively, focusing on pain relief and activity modification (Kienstra & Macias, 2024):

    **1. Pain Management**

    **Non-pharmacological Treatment:**

    · Applying ice packs (for 20–30 minutes at a time at least twice per day) after physical activity to reduce swelling.

    · Wearing a tibial tubercle pad or patellar strap during activity to relieve tension on the tibial tubercle (Kienstra & Macias, 2024).

    **Pharmacological Treatment:**

    · Using NSAIDs (e.g., ibuprofen) or acetaminophen for short-term pain control (3–4 days as needed).

    · Patients with persistent pain that alters their ability to participate in sports for more than three months may benefit from an injection of hyperosmolar dextrose (e.g., 12.5 percent dextrose) by a sports medicine specialist or orthopedic surgeon.

    · Glucocorticoid injections generally are not recommended because of complications, primarily related to subcutaneous atrophy (Kienstra & Macias, 2024).

    **2. Rest and Activity Modification**

    · Rest from painful activities (that exacerbate the pain such as squatting, kneeling, jumping, and climbing stairs) but complete avoidance of sports is not necessary.

    · Robert can continue sports if the pain is mild and resolves within 24 hours.

    · Avoid kneeling, squatting, or positions that aggravate symptoms.

    · Crutches are rarely indicated, and knee immobilizers are contraindicated. Extended periods of casting worsen the ultimate outcome because they lead to atrophy of the quadriceps and hamstring muscles (Kienstra & Macias, 2024).

    **3. Physical Therapy**

    · Begin quadriceps and hamstring stretching and strengthening exercises once the pain is adequately controlled.

    · PT helps relieve tension at the tibial tubercle and prevents recurrence (Kienstra & Macias, 2024).

    **4. Advanced Therapy (for refractory cases)**

    · In persistent pain (>3 months) despite conservative care, hyperosmolar dextrose injection (12.5% with lidocaine) has shown benefit.

    ·
    **Corticosteroid injections are avoided** due to risk of skin and soft tissue atrophy.

    ·
    **Surgery** (e.g., ossicle excision) is rarely needed and only considered after growth plate closure (Kienstra & Macias, 2024).

    **Anticipatory Guidance for Robert and His Parents**

    **## week6studentreplypeds.docx**

    **Victoria**

    **Case Scenario 1:**

    1.
    **What more should you know about Brenda?**

    Inquire about the onset, duration, and nature of her limp and pain, as well as recent weight gain or alteration in activity. Clarify whether pain is increased by movement or by rest and if it is referred. I should also inquire about systemic symptoms such as fever, fatigue, or weight loss, which could indicate infection or malignancy. Explore the menstrual history and endocrine or orthopedic family history. Ask about psychosocial problems like activity level, lifestyle, and school attendance. Having this information further narrows down the differential diagnoses, like slipped capital femoral epiphysis (SCFE), which is seen frequently in obese adolescents.

    2.
    **What specific exam techniques should you perform and why?**

    Begin with inspection for asymmetry, swelling, or deformity of the hip and leg. Observe her gait for an antalgic or Trendelenburg pattern. Palpate the hip, groin, and knee to locate tenderness. Perform range of motion (ROM) tests, especially internal rotation of the hip, which is limited and painful in SCFE. Conduct the Thomas test to assess hip flexor contracture and the log roll test for intra-articular hip pathology. Assess leg length and muscle strength. A thorough neurovascular exam is essential to rule out other causes. These targeted maneuvers help differentiate SCFE from other causes of musculoskeletal or referred pain.

    3.
    **What diagnostic tests should you order and why?**

    Order bilateral anteroposterior (AP) and frog-leg lateral X-rays of the hips and pelvis to assess for slipped capital femoral epiphysis (SCFE), as SCFE is frequently bilateral. X-rays are helpful in seeing the displacement of the epiphysis, which can be subtle in the initial stage of the disease (Johns & Tavarez, 2023). If X-rays are equivocal but have high suspicion, utilize MRI for early detection. Infection may be suspected on basic labs like CBC, ESR, and CRP if infection is suspected (e.g., septic arthritis or osteomyelitis). Imaging is very important in the early diagnosis of SCFE to avoid progression, avascular necrosis, and long-term effects like osteoarthritis or hip deformity.

    Kathy

    **Case Scenario 3: Robert**

    **Case Scenario 3: Robert is a 14-year-old undergoing a rapid growth spurt who complains of a tender mass over the anterior tubercle of one knee. He says the pain improves with rest and worsens with activities like squatting, kneeling, jumping, and climbing stairs.**

    **What does the evidence suggest about the etiology of his condition?**

    **How should you manage this condition?**

    **What type of anticipatory guidance should you share with Robert and his parents?**

    Robert is a 14-year-old adolescent with a tender mass over the anterior tubercle of one knee that worsens with activities (like squatting, kneeling, jumping, and climbing stairs) and improves with rest. Based on Robert’s presentation in this case scenario, he most likely is experiencing Osgood-Schlatter disease (also known as osteochondritis of the tibial tubercle) is a traction apophysitis of the proximal tibial tubercle at the insertion of the patellar tendon.

    **Etiology**

    Osgood-Schlatter disease is an overuse injury commonly seen in physically active adolescents. It occurs secondary to repetitive strain and microtrauma from the force applied by the strong patellar tendon at its insertion into the relatively soft apophysis of the tibial tubercle. This stress leads to inflammation and in more severe cases, can cause a partial avulsion of the apophysis. The mechanical strain is heightened during periods of rapid growth and with increased physical activity. Although rare, a direct trauma may result in a complete avulsion fracture. Contributing risk factors include tightness in the quadriceps or hamstring muscles and misalignment of the extensor mechanism (Smith & Varacallo, 2023). Osgood-Schlatter clinically presents with pain and localized swelling over the tibial tubercle. Pain is typically reproduced by resisted knee extension or squatting. The condition is self-limiting and usually resolves once skeletal maturity is reached and the growth plate closes (Kienstra & Macias, 2024).

    **Risk factors:**

    · Male gender

    · Ages: male 12-15, girls 8-12

    · Sudden skeletal growth

    · Repetitive activities like jumping and sprinting (Smith & Varacallo, 2023).

    **Clinical Presentation:** The most common presenting complaint is anterior knee pain that increases gradually over time, from a low-grade ache to pain that causes a limp and/or impairs activity. Pain is exacerbated by direct trauma, kneeling, running, jumping, squatting, climbing stairs, or walking uphill, and is relieved by rest. Involvement usually is asymmetric, although both knees are involved in 25 to 50 percent of cases (Kienstra & Macias, 2024).

    **Diagnosis** is based on history and examination. Radiographs are not necessary unless the patient has atypical complaints (pain at night, pain that is unrelated to activity, acute onset of pain, associated systemic complaints) or pain that is not directly over the tibial tubercle. Upon physical examination, tenderness and soft tissue or bony prominence of the tibial tubercle can be noted. Pain may be reproduced by extending the knee against resistance, stressing the quadriceps, or squatting with the knee in full flexion. Straight-leg raising usually is painless. Pain that is more prominent in the patellar tendon than the bony prominence, is suggestive of patellar tendinopathy (jumper's knee). The hamstrings may be shortened and the quadriceps taut. Quadriceps flexibility is assessed by passively flexing the knee with the patient prone (ie, the Ely test). The range of motion of the knee is not affected, and the knee and patellofemoral joints are stable. The remainder of the knee examination is usually normal. The range of motion of the hip should also be evaluated to make sure that the knee pain is not related to referred pain from pathology in the hip (eg, due to slipped capital femoral epiphysis, Legg-Calvé-Perthes disease). Most patients can be diagnosed and managed without a point-of-care ultrasound. However, the US can potentially aid in diagnosis in more complicated cases. If needed, plain lateral radiographs are appropriate to help exclude other conditions (e.g., tibial apophyseal fracture, tumors, or osteomyelitis) in patients who have atypical features (Kienstra & Macias, 2024).

    Erythema and warmth of the tibial tubercle, which suggest an acute inflammatory process, require additional evaluation (eg, for osteomyelitis). However, these findings must be interpreted with caution in patients who have used an ace wrap or heating pad before presenting for evaluation. MRI has been proposed as a means of classifying the staging of Osgood-Schlatter disease, which may help with prognosis, but it is usually not indicated (Kienstra & Macias, 2024).

    **Management**

    The condition is self-limiting but may persist for up to 2 years until the apophysis fuses. The management of Osgood-Schlatter disease has not been studied in randomized controlled trials. Observational studies suggest that most patients respond to nonsurgical treatment and that those with persistent symptoms may benefit from surgical therapy (eg, ossicle excision). Osgood-Schlatter disease is managed conservatively, focusing on pain relief and activity modification (Kienstra & Macias, 2024):

    **1. Pain Management**

    **Non-pharmacological Treatment:**

    · Applying ice packs (for 20–30 minutes at a time at least twice per day) after physical activity to reduce swelling.

    · Wearing a tibial tubercle pad or patellar strap during activity to relieve tension on the tibial tubercle (Kienstra & Macias, 2024).

    **Pharmacological Treatment:**

    · Using NSAIDs (e.g., ibuprofen) or acetaminophen for short-term pain control (3–4 days as needed).

    · Patients with persistent pain that alters their ability to participate in sports for more than three months may benefit from an injection of hyperosmolar dextrose (e.g., 12.5 percent dextrose) by a sports medicine specialist or orthopedic surgeon.

    · Glucocorticoid injections generally are not recommended because of complications, primarily related to subcutaneous atrophy (Kienstra & Macias, 2024).

    **2. Rest and Activity Modification**

    · Rest from painful activities (that exacerbate the pain such as squatting, kneeling, jumping, and climbing stairs) but complete avoidance of sports is not necessary.

    · Robert can continue sports if the pain is mild and resolves within 24 hours.

    · Avoid kneeling, squatting, or positions that aggravate symptoms.

    · Crutches are rarely indicated, and knee immobilizers are contraindicated. Extended periods of casting worsen the ultimate outcome because they lead to atrophy of the quadriceps and hamstring muscles (Kienstra & Macias, 2024).

    **3. Physical Therapy**

    · Begin quadriceps and hamstring stretching and strengthening exercises once the pain is adequately controlled.

    · PT helps relieve tension at the tibial tubercle and prevents recurrence (Kienstra & Macias, 2024).

    **4. Advanced Therapy (for refractory cases)**

    · In persistent pain (>3 months) despite conservative care, hyperosmolar dextrose injection (12.5% with lidocaine) has shown benefit.

    ·
    **Corticosteroid injections are avoided** due to risk of skin and soft tissue atrophy.

    ·
    **Surgery** (e.g., ossicle excision) is rarely needed and only considered after growth plate closure (Kienstra & Macias, 2024).

    **Anticipatory Guidance for Robert and His Parents**