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Tag: Care Plans

  • [Solved] Nursing week 7 sinature assignment

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    **Discussion Prompt:** Analyse, interpret, and discuss with professional language supporting your findings. Provide specific examples to support your points. – 2 years ago

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    Assignment Prompt & Instructions

    **Discussion Prompt:**

    Analyse, interpret, and discuss with professional language supporting your findings. Provide specific examples to support your points.

    – 2 years ago

  • [Solved] nur512-week 6

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    Based on your textbook reading, discuss the process of Advanced Practice Nurse (APN) business planning from a system approach. **Submission Instructions:** Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. textbook…

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    Based on your textbook reading, discuss the process of Advanced Practice Nurse (APN) business planning from a system approach.

    **Submission Instructions:**

    Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    textbook:  Tracy, M.F., O'Grady, E.T., & Phillips, S.J. (2023). Hamric and Hanson's Advanced practice nursing: An

    integrative approach (7th ed.). Elsevier. ISBN: 9780323777117, e-text: 9780323777124

    – 2 years ago

  • [Solved] NPI – 6

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    See attached. At least 1 page 12 point font double spaced times new roman. Due 4/15 or 4/16/2025 – 2 years ago **files (1)** – ## NPINumber.docx **## NPINumber.docx** NPI Number Describe briefly how and when you will obtain an advanced practice nursing NPI number for Medicare billing as a nurse prac…

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    Assignment Prompt & Instructions

    See attached. At least 1 page 12 point font double spaced times new roman. Due 4/15 or 4/16/2025

    – 2 years ago

    **files (1)**

    – ## NPINumber.docx

    **## NPINumber.docx**

    NPI Number

    Describe briefly how and when you will obtain an advanced practice nursing NPI number for Medicare billing as a nurse practitioner through the National Plan & Provider Enumeration System (NPPES), using resources like
    [https://nppes.cms.hhs.gov/#/.](https://nppes.cms.hhs.gov/)

    Additionally, share a brief synopsis of your specific state's licensing/certificate requirements for APRN prescribing, such as a furnishing license, DEA, or prescription authority, and clarify if collaborating physician review is needed to co-prescribe or review APRN prescriptions.

    Lastly, discuss briefly a specific certification or license add-on relevant to your hopeful area of practice, explaining its importance. For example, this could be a DMV/DOT certificate, a buprenorphine waiver, an aesthetic skill, or death certification training. The discussed skill or certification must be within the scope of an NP and outside the scope of an RN. Discuss steps needed to obtain the certification or skill, cost, and any renewal requirements.

    State: Florida

    Specific certification: Hormone Replacement Therapy (HRT)

    **## NPINumber.docx**

    NPI Number

    Describe briefly how and when you will obtain an advanced practice nursing NPI number for Medicare billing as a nurse practitioner through the National Plan & Provider Enumeration System (NPPES), using resources like
    [https://nppes.cms.hhs.gov/#/.](https://nppes.cms.hhs.gov/)

    Additionally, share a brief synopsis of your specific state's licensing/certificate requirements for APRN prescribing, such as a furnishing license, DEA, or prescription authority, and clarify if collaborating physician review is needed to co-prescribe or review APRN prescriptions.

    Lastly, discuss briefly a specific certification or license add-on relevant to your hopeful area of practice, explaining its importance. For example, this could be a DMV/DOT certificate, a buprenorphine waiver, an aesthetic skill, or death certification training. The discussed skill or certification must be within the scope of an NP and outside the scope of an RN. Discuss steps needed to obtain the certification or skill, cost, and any renewal requirements.

    State: Florida

    Specific certification: Hormone Replacement Therapy (HRT)

  • [Solved] Neurological System 417

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    – Describe major changes that occurs on the neurological system associated to age. Include changes on central nervous system and peripheral nervous system. – Define delirium and dementia, specified similarities and differences and describe causes for each one. **500 words, formatted and cited in c…

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    – Describe major changes that occurs on the neurological system associated to age. Include changes on central nervous system and peripheral nervous system.
    – Define delirium and dementia, specified similarities and differences and describe causes for each one.

    **500 words, formatted and cited in current APA style with support from at least 2 academic sources

    Turnitreport needed

    – 2 years ago

  • [Solved] NCLEX STUDY PLAN

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    HOW TO PLAN ACCORDINGLY FOR NCLEX – 2 years ago **files (1)** – ## WritingAssignmentRubricStudyPlan.docx **## WritingAssignmentRubricStudyPlan.docx** Written Assignment: NCLEX RN Study Plan | | | | | | | — | — | — | — | — | | **Criteria/ Points** | **Excellent** | **Good** | **Needs Improv…

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    HOW TO PLAN ACCORDINGLY FOR NCLEX

    – 2 years ago

    **files (1)**

    – ## WritingAssignmentRubricStudyPlan.docx

    **## WritingAssignmentRubricStudyPlan.docx**

    Written Assignment: NCLEX RN Study Plan

    | | | | | |
    | — | — | — | — | — |
    | **Criteria/ Points** | **Excellent** | **Good** | **Needs Improvement** | **Unsatisfactory** |
    | #### Content Quality and Relevance<br>**(40%)** | · Thoroughly identifies and discusses a variety of effective NCLEX-RN study tips.<br>· Explains how each tip can be applied to enhance exam preparation.<br>· Provides specific examples and evidence-based strategies for success.<br>· Clearly relates study tips to preparation for the NCLEX-RN exam. (<br>**7.2-8 pts)** | · Identifies and discusses multiple NCLEX-RN study tips.<br>· Includes some application or explanation of the tips, though detail may be limited.<br>· Makes general connections to NCLEX-RN exam preparation.<br>**(6-7.1 pts)** | · Lists study tips with little explanation or connection to NCLEX-RN exam preparation.<br>· Provides minimal examples or evidence to support strategies. <br>**(4.8-5.9 pts)** | · Fails to identify relevant study tips or connect them to NCLEX-RN preparation.<br>· Content is inaccurate, incomplete, or irrelevant.<br>**(0-4.7 pts)** |
    | **Analysis and Critical Thinking**<br>**(40%)** | · Demonstrates critical thinking by tailoring study tips to personal learning styles and needs.<br>· Analyzes why specific strategies are effective for NCLEX-RN preparation.<br>· Reflects on how these tips will be incorporated into their own study plan. (<br>**7.2-8 pts)** | · Includes some analysis and connection to personal study habits but lacks depth or specificity.<br>· General discussion of how tips could be applied without significant reflection<br>· <br>**(6-7.1 pts)** | · Limited analysis or personalization of study tips.<br>· Minimal reflection on application to their study plan. <br>**(4.8-5.9 pts)** | · Does not include analysis or connection to personal learning strategies.<br>· Lacks reflection or application to individual preparation <br>**(0-4.7 pts)** |
    | **Professional Writing and APA Formatting (20%)** | · Writing is professional, clear, and free from grammatical and spelling errors.<br>· Follows APA format consistently, including in-text citations and references.<br>· Adheres to the required word count (250-300 words). <br>**(3.6-4 points)** | · Writing is clear but may contain minor grammatical or spelling errors.<br>· APA format is mostly followed, with minor errors in citations or references.<br>· Stays within the word count range. (250-300 words). <br>**(3.2-3.5 points)** | · Writing contains noticeable grammatical or spelling errors that affect readability.<br>· APA format is inconsistently applied, with multiple errors in citations or references.<br>· Word count is outside the required range (25 words above or below the range) above or below).<br>**(2.4-3.1 points)** | · Writing is unclear or unprofessional, with frequent errors.<br>· APA formatting is not followed.<br>· Word count is significantly outside the required range. (more than 25 words above or below the range).<br>**(0-2.3 points)** |
    | **Total Points** | | | | |

    **## WritingAssignmentRubricStudyPlan.docx**

    Written Assignment: NCLEX RN Study Plan

    | | | | | |
    | — | — | — | — | — |
    | **Criteria/ Points** | **Excellent** | **Good** | **Needs Improvement** | **Unsatisfactory** |
    | #### Content Quality and Relevance<br>**(40%)** | · Thoroughly identifies and discusses a variety of effective NCLEX-RN study tips.<br>· Explains how each tip can be applied to enhance exam preparation.<br>· Provides specific examples and evidence-based strategies for success.<br>· Clearly relates study tips to preparation for the NCLEX-RN exam. (<br>**7.2-8 pts)** | · Identifies and discusses multiple NCLEX-RN study tips.<br>· Includes some application or explanation of the tips, though detail may be limited.<br>· Makes general connections to NCLEX-RN exam preparation.<br>**(6-7.1 pts)** | · Lists study tips with little explanation or connection to NCLEX-RN exam preparation.<br>· Provides minimal examples or evidence to support strategies. <br>**(4.8-5.9 pts)** | · Fails to identify relevant study tips or connect them to NCLEX-RN preparation.<br>· Content is inaccurate, incomplete, or irrelevant.<br>**(0-4.7 pts)** |
    | **Analysis and Critical Thinking**<br>**(40%)** | · Demonstrates critical thinking by tailoring study tips to personal learning styles and needs.<br>· Analyzes why specific strategies are effective for NCLEX-RN preparation.<br>· Reflects on how these tips will be incorporated into their own study plan. (<br>**7.2-8 pts)** | · Includes some analysis and connection to personal study habits but lacks depth or specificity.<br>· General discussion of how tips could be applied without significant reflection<br>· <br>**(6-7.1 pts)** | · Limited analysis or personalization of study tips.<br>· Minimal reflection on application to their study plan. <br>**(4.8-5.9 pts)** | · Does not include analysis or connection to personal learning strategies.<br>· Lacks reflection or application to individual preparation <br>**(0-4.7 pts)** |
    | **Professional Writing and APA Formatting (20%)** | · Writing is professional, clear, and free from grammatical and spelling errors.<br>· Follows APA format consistently, including in-text citations and references.<br>· Adheres to the required word count (250-300 words). <br>**(3.6-4 points)** | · Writing is clear but may contain minor grammatical or spelling errors.<br>· APA format is mostly followed, with minor errors in citations or references.<br>· Stays within the word count range. (250-300 words). <br>**(3.2-3.5 points)** | · Writing contains noticeable grammatical or spelling errors that affect readability.<br>· APA format is inconsistently applied, with multiple errors in citations or references.<br>· Word count is outside the required range (25 words above or below the range) above or below).<br>**(2.4-3.1 points)** | · Writing is unclear or unprofessional, with frequent errors.<br>· APA formatting is not followed.<br>· Word count is significantly outside the required range. (more than 25 words above or below the range).<br>**(0-2.3 points)** |
    | **Total Points** | | | | |

  • [Solved] MORE NURSING HELP

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    In-depth study guidance and analytical solution covering MORE NURSING HELP.

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

  • [Solved] The opioid epidemic in the United States

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    In-depth study guidance and analytical solution covering The opioid epidemic in the United States.

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    Assignment Prompt & Instructions

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

  • [Solved] WK 8 DIS EPID

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    – 2 years ago **files (6)** – ## WK8DISEPID.docx – Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf – MetaAnalysis.pdf – ORIGINALARTICLE.pdf – intervention.pdf – annurev-psych-010418-102803.pdf **## WK8DISEPID.docx** Systematic Reviews and Meta-Analyses ![A person in white protec…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (6)**

    – ## WK8DISEPID.docx

    – Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf
    – MetaAnalysis.pdf
    – ORIGINALARTICLE.pdf
    – intervention.pdf
    – annurev-psych-010418-102803.pdf

    **## WK8DISEPID.docx**

    Systematic Reviews and Meta-Analyses

    ![A person in white protective suit and goggles looking at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-dis-epid)

    Systematic reviews are an umbrella term for a number of different review designs, all with specific goals (e.g., identify scope of available research or gaps, reduce bias, statistically combine and analyze results from multiple studies). They differ from basic literature review articles that qualitatively summarize the literature on a topic and do not necessarily have inclusion or exclusion criteria.

    Epidemiological meta-analyses are quantitative types of systematic reviews, in which summary measures of exposure–outcome associations are calculated based on the results of a selection of existing studies. In other words, a meta-analysis statistically combines the results from multiple studies, with the goal of calculating more precise measures, increasing sample size, or reducing bias in the combined results. The goal of meta-analysis is to obtain a more robust understanding of the relationship between an exposure and a health outcome than could be obtained from a single study. While meta-analyses are considered to be strong research designs because of their formal, statistical characteristics, they are not without weakness or critics. For instance, existing studies included in a meta-analysis may have strengths and limitations of their own.

    For this Discussion, you examine the validity and strengths and limitations of systematic reviews and meta-analyses in epidemiological research.

    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/155998/modules/items/6259934)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    To prepare:

    · Review the studies and articles provided in the Learning Resources. Consider the strengths and limitations of systematic reviews and meta-analyses. Make sure you are clear on the difference between the two approaches.

    By Day 3 of Week 8

    **Post** a brief summary of your informed opinion regarding the validity of the use of systematic reviews
    **and** meta-analyses in epidemiological research. Include
    **at least two** strengths or limitations of each technique. Provide evidence from
    **at least one** of the articles in the Learning Resources to support and justify your position.

    By Day 6 of Week 8

    **Post** substantive responses to
    **at least two** colleagues
    **on two different days** who expressed a differing view to your own in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on your peer’s posting with additional insight and resources about meta-analyses, ask a question to further the Discussion, or offer polite disagreement or critique, supported with evidence. You may also make a suggestion or comment that guides or facilitates the Discussion.

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261385)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261383)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261401)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf)

    **## WK8DISEPID.docx**

    Systematic Reviews and Meta-Analyses

    ![A person in white protective suit and goggles looking at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-dis-epid)

    Systematic reviews are an umbrella term for a number of different review designs, all with specific goals (e.g., identify scope of available research or gaps, reduce bias, statistically combine and analyze results from multiple studies). They differ from basic literature review articles that qualitatively summarize the literature on a topic and do not necessarily have inclusion or exclusion criteria.

    Epidemiological meta-analyses are quantitative types of systematic reviews, in which summary measures of exposure–outcome associations are calculated based on the results of a selection of existing studies. In other words, a meta-analysis statistically combines the results from multiple studies, with the goal of calculating more precise measures, increasing sample size, or reducing bias in the combined results. The goal of meta-analysis is to obtain a more robust understanding of the relationship between an exposure and a health outcome than could be obtained from a single study. While meta-analyses are considered to be strong research designs because of their formal, statistical characteristics, they are not without weakness or critics. For instance, existing studies included in a meta-analysis may have strengths and limitations of their own.

    For this Discussion, you examine the validity and strengths and limitations of systematic reviews and meta-analyses in epidemiological research.

    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/155998/modules/items/6259934)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    To prepare:

    · Review the studies and articles provided in the Learning Resources. Consider the strengths and limitations of systematic reviews and meta-analyses. Make sure you are clear on the difference between the two approaches.

    By Day 3 of Week 8

    **Post** a brief summary of your informed opinion regarding the validity of the use of systematic reviews
    **and** meta-analyses in epidemiological research. Include
    **at least two** strengths or limitations of each technique. Provide evidence from
    **at least one** of the articles in the Learning Resources to support and justify your position.

    By Day 6 of Week 8

    **Post** substantive responses to
    **at least two** colleagues
    **on two different days** who expressed a differing view to your own in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on your peer’s posting with additional insight and resources about meta-analyses, ask a question to further the Discussion, or offer polite disagreement or critique, supported with evidence. You may also make a suggestion or comment that guides or facilitates the Discussion.

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261385)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261383)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261401)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf)

    **## WK8DISEPID.docx**

    Systematic Reviews and Meta-Analyses

    ![A person in white protective suit and goggles looking at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-dis-epid)

    Systematic reviews are an umbrella term for a number of different review designs, all with specific goals (e.g., identify scope of available research or gaps, reduce bias, statistically combine and analyze results from multiple studies). They differ from basic literature review articles that qualitatively summarize the literature on a topic and do not necessarily have inclusion or exclusion criteria.

    Epidemiological meta-analyses are quantitative types of systematic reviews, in which summary measures of exposure–outcome associations are calculated based on the results of a selection of existing studies. In other words, a meta-analysis statistically combines the results from multiple studies, with the goal of calculating more precise measures, increasing sample size, or reducing bias in the combined results. The goal of meta-analysis is to obtain a more robust understanding of the relationship between an exposure and a health outcome than could be obtained from a single study. While meta-analyses are considered to be strong research designs because of their formal, statistical characteristics, they are not without weakness or critics. For instance, existing studies included in a meta-analysis may have strengths and limitations of their own.

    For this Discussion, you examine the validity and strengths and limitations of systematic reviews and meta-analyses in epidemiological research.

    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/155998/modules/items/6259934)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    To prepare:

    · Review the studies and articles provided in the Learning Resources. Consider the strengths and limitations of systematic reviews and meta-analyses. Make sure you are clear on the difference between the two approaches.

    By Day 3 of Week 8

    **Post** a brief summary of your informed opinion regarding the validity of the use of systematic reviews
    **and** meta-analyses in epidemiological research. Include
    **at least two** strengths or limitations of each technique. Provide evidence from
    **at least one** of the articles in the Learning Resources to support and justify your position.

    By Day 6 of Week 8

    **Post** substantive responses to
    **at least two** colleagues
    **on two different days** who expressed a differing view to your own in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on your peer’s posting with additional insight and resources about meta-analyses, ask a question to further the Discussion, or offer polite disagreement or critique, supported with evidence. You may also make a suggestion or comment that guides or facilitates the Discussion.

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261385)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261383)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261401)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf)

  • [Solved] Wk 8 Assign Epid

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    – 2 years ago **files (6)** – ## WK8ASSIGNEPID.docx – Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf – MetaAnalysis.pdf – ORIGINALARTICLE.pdf – intervention.pdf – annurev-psych-010418-102803.pdf **## WK8ASSIGNEPID.docx** Meta-Analyses ![A person in a lab coat writing on a compu…

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    **files (6)**

    – ## WK8ASSIGNEPID.docx

    – Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf
    – MetaAnalysis.pdf
    – ORIGINALARTICLE.pdf
    – intervention.pdf
    – annurev-psych-010418-102803.pdf

    **## WK8ASSIGNEPID.docx**

    Meta-Analyses

    ![A person in a lab coat writing on a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-assign-epid)

    In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).

    For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.

    **Reference:**
    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    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/155998/modules/items/6259934)

    To prepare:

    · Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.

    The Assignment:

    In 3 pages, not including title page and references, address the following:

    · Identify your selected article. Explain what characteristics make this a meta-analysis.

    · Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.

    · Do you agree with the conclusions? Explain why or why not.

    · Explain how you could apply implications from the study to your nursing practice.

    By Day 7 of Week 8

    **Submit** your Assignment.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

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

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

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf-10261411)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261415)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261413)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261417)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

    **## WK8ASSIGNEPID.docx**

    Meta-Analyses

    ![A person in a lab coat writing on a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-assign-epid)

    In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).

    For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.

    **Reference:**
    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    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/155998/modules/items/6259934)

    To prepare:

    · Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.

    The Assignment:

    In 3 pages, not including title page and references, address the following:

    · Identify your selected article. Explain what characteristics make this a meta-analysis.

    · Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.

    · Do you agree with the conclusions? Explain why or why not.

    · Explain how you could apply implications from the study to your nursing practice.

    By Day 7 of Week 8

    **Submit** your Assignment.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

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

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

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf-10261411)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261415)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261413)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261417)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

    **## WK8ASSIGNEPID.docx**

    Meta-Analyses

    ![A person in a lab coat writing on a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-assign-epid)

    In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).

    For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.

    **Reference:**
    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    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/155998/modules/items/6259934)

    To prepare:

    · Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.

    The Assignment:

    In 3 pages, not including title page and references, address the following:

    · Identify your selected article. Explain what characteristics make this a meta-analysis.

    · Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.

    · Do you agree with the conclusions? Explain why or why not.

    · Explain how you could apply implications from the study to your nursing practice.

    By Day 7 of Week 8

    **Submit** your Assignment.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

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

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

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

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  • [Solved] Weekly experience as a student nurse practitioner in Pediatrics clinic

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    Weekly experience as a student nurse practitioner in a Pediatrics clinic – 2 years ago **files (2)** – ## Weeklyexperience.docx – ## WeeklyClinicalExperienc3.docx **## Weeklyexperience.docx** Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic. …

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    Weekly experience as a student nurse practitioner in a Pediatrics clinic

    – 2 years ago

    **files (2)**

    – ## Weeklyexperience.docx

    – ## WeeklyClinicalExperienc3.docx

    **## Weeklyexperience.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

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

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

    **## Weeklyexperience.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

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

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

    **## Weeklyexperience.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

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

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.