Tag: Care Plans

[Solved] Nursing Homework help

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– a year ago

**files (1)**

– Article2.pdf

**Article2.pdf**

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November 5, 2026
[Solved] smart goals eval

✓ Verified Academic Solution Available

Executive Solution Overview

attached is the previous smart goals that was submitted, rubric, assignment details – a year ago **files (4)** – ## SMARTGoalsforPMHNP.pptx – Screenshot2025-04-25at20.36.20.png – Screenshot2025-04-25at20.37.31.png – Screenshot2025-04-25at20.37.16.png **## SMARTGoalsforPMHNP.pptx** SMART Goals for PM…

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Assignment Prompt & Instructions

attached is the previous smart goals that was submitted, rubric, assignment details

– a year ago

**files (4)**

– ## SMARTGoalsforPMHNP.pptx

– Screenshot2025-04-25at20.36.20.png
– Screenshot2025-04-25at20.37.31.png
– Screenshot2025-04-25at20.37.16.png

**## SMARTGoalsforPMHNP.pptx**

SMART Goals for PMHNP Clinical Rotation

Jachai Littlejohn

St. Thomas University

NUR-640CL-AP3

Dr. Howard

March 23, 2025

Introduction

SMART goals guide professional skill development.

Focus on psychiatric evaluations and communication.

Enhance evidence-based psychotherapy techniques application.

Improve documentation and treatment planning skills.

Strengthen interdisciplinary collaboration in healthcare.

Monitor progress for career readiness success.

1.7.2013

My PMHNP clinical rotation in psychotherapy SMART objectives concentrate on professional growth and competence development. Setting SMART goals—Specific, Measurable, Attainable, Realistic, and Timely—ensures that my goals are clear, trackable, and doable (Bjerke et al., 2020). I want to improve my mental assessments, therapeutic communication, evidence-based treatment, documentation, and multidisciplinary cooperation skills throughout this clinical experience. I want to develop a solid basis as a PMHNP to deliver high-quality, patient-centered treatment. Setting explicit standards will help me track my progress, alter techniques, and optimize learning. I have carefully crafted each aim to fulfill clinical rotation requirements and academic and professional norms. I will describe how my five objectives fit into the SMART framework and how I will achieve them in the following slides. This goal-setting system will help me remain focused, monitor my progress, and prepare for independent practice as a psychiatric-mental health nurse practitioner.

‹#›

Goal 1

Goal: Improve proficiency in conducting initial psychiatric evaluations.

Specific: Focus on mastering assessment skills, including history-taking, mental status exams, and diagnosis.

Measurable: Successfully conduct at least 10 initial evaluations independently under supervision.

Attainable: Receive structured feedback from preceptor after each evaluation.

1.7.2013

Complete initial psychiatric examinations are one of my main priorities throughout this clinical rotation. Accurate evaluations are essential for PMHNP diagnosis and therapy planning.

Specific: My goal is to become proficient in-patient histories, mental status exams, and DSM-5 diagnosis. I want to become better at asking meaningful questions, recognizing crucial symptoms, and connecting with varied individuals.

Measurable: Successfully completing 10 thorough psychiatric assessments under my preceptor's supervision will evaluate progress. I will also ask my preceptor for input after each session to improve.

Attainable: Through practice and supervision, this goal is achievable. Reviewing case studies, discussing, and witnessing experienced providers will prepare me. Participating in assessments will boost my confidence and skills.

‹#›

Goal 1 Continuation

Realistic: Achievable within clinical rotation time frame.

Timely: Complete by the end of the clinical term.

1.7.2013

Realistic: Given the amount of patient interactions predicted in this rotation, 10 complete assessments are more than reasonable. This fits PMHNP duties.

Timely: I intend to accomplish this goal upon the completion of the clinical rotation, ensuring that I demonstrate competence in psychiatric assessments consistently before completion.

‹#›

Goal 2

Goal: Enhance therapeutic communication skills.

Specific: Develop active listening, empathy, and patient-centered communication techniques.

Measurable: Receive positive feedback from preceptor and patients in at least 80% of observed sessions.

1.7.2013

Therapeutic communication builds trust and rapport with patients, enabling meaningful interactions and greater treatment results (Kwame et al., 2021). My goal is to improve patient engagement via active listening, empathy, and patient-centered discourse.

Specific: To strengthen my verbal and nonverbal communication, I practice active listening, reflecting feelings, and asking open-ended inquiries. De-escalating, navigating uncomfortable talks, and psychoeducation will also be my goals.

Measurable: Progress will be tracked via patient feedback, preceptor evaluations, and self-reflection. Specifically, I want favorable feedback on 80% of patient contacts. Communication tactics will be documented in at least 10 case notes.

‹#›

Goal 2 Continuation

Attainable: Practice daily in each patient encounter.

Realistic: Builds upon existing skills and knowledge base.

Timely: Achieve consistent competency by mid-term evaluation.

1.7.2013

Attainable: This goal may be achieved by using learnt approaches with every patient. My preceptor will help me role-play and examine communication methods like Motivational Interviewing.

Realistic: Clinical work requires regular communication, thus constant exposure will improve my abilities. My goal is to improve each session incrementally.

Timely: My mid-term assessment should show considerable development in patient-centered, therapeutic communication.

‹#›

Goal 3

Goal: Increase competence in evidence-based psychotherapeutic interventions.

Specific: Apply at least two psychotherapy techniques (CBT, DBT, MI, etc.).

Measurable: Successfully integrate techniques in all patient cases.

1.7.2013

Integrating evidence-based psychotherapy is vital for comprehensive treatment as a future PMHNP. My goal is to master two clinical psychotherapy methods.

Specific: I will learn at least two evidence-based psychotherapies, such as CBT and DBT. They must be understood theoretically, technically, and practically. Under supervision, I will use these strategies with patients.

Measurable: These methods will be documented in patient instances and evaluated by my preceptor. Self-assessments and talks will help me evaluate my development.

‹#›

Goal 3 Continuation

Attainable: Learn through supervision and practice.

Realistic: Aligns with PMHNP scope of practice.

Timely: Demonstrate competence before the final evaluation.

1.7.2013

Attainable: This goal is achievable since I will have many psychotherapy sessions. My preceptor will help me improve my approach with helpful comments.

Realistic: This goal is relevant and realistic since many of my clinical rotation patients need psychotherapy. Enhancing my psychotherapy skills meets PMHNP requirements.

Timely: To successfully incorporate psychotherapy into patient care, I intend to master these strategies by the final assessment.

‹#›

Goal 4

Goal: Develop proficiency in documentation and treatment planning.

Specific: Improve SOAP note writing, treatment planning, and clinical reasoning.

Measurable: Achieve at least 90% accuracy in documentation per preceptor feedback.

1.7.2013

Effective patient care and continuity need accurate documentation and well-structured treatment regimens. Detail, organization, and clinical relevance in my notes are my goals.

Specific: I want to enhance my SOAP patient encounter documentation for clarity, correctness, and clinical criteria. I will also create pharmacological and psychological treatment programs for individuals.

Measurable: Documentation quality will determine my advancement. As per my preceptor, I strive for 90% note accuracy. Based on comments, I will modify at least five case notes to improve my approach.

‹#›

Goal 4 Continuation

Attainable: Revise documentation based on structured feedback.

Realistic: Enhances core PMHNP competencies.

Timely: Consistently meet expectations by the last clinical week.

1.7.2013

Attainable: This goal is feasible with disciplined practice and feedback. I may improve my writing by reviewing high-quality documents, attending training, and utilizing clinical templates.

Realistic: Clinical practice requires daily documentation, making this goal achievable. Improving my abilities will boost efficiency and assure legal and ethical compliance.

Timely: By the final clinical week, I will write professional notes and treatment plans.

‹#›

Goal 5

Goal: Strengthen interdisciplinary collaboration in patient care.

Specific: Engage in discussions with my preceptor and other clinicians in the clinic.

Measurable: Participate in at least three interdisciplinary team meetings.

1.7.2013

Mental health care requires interdisciplinary teamwork for thorough and coordinated treatment. My goal is to actively engage in team-based treatment and multidisciplinary conversations.

Specific: I will discuss patient care, share thoughts, and learn from my preceptor and other healthcare professionals within the clinic. My goal is to improve my teamwork and patient-centered care advocacy.

Measurable: I will attend at least three multidisciplinary team meetings and discuss patient situations. I will also record my contributions and consider team comments.

‹#›

Goal 5 Continuation

Attainable: Schedule time for case discussions.

Realistic: Aligns with real-world clinical expectations.

Timely: Achieve active participation by the end of the rotation.

1.7.2013

Attainable: Since psychiatric treatment involves multidisciplinary teamwork, this goal is achievable. I will aggressively seek out talks and observe experienced clinicians' team relationships.

Realistic: PMHNPs must work in teams, making this goal achievable. I will be better equipped for clinical practice with this ability.

Timely: By the conclusion of my clinical rotation, I want to have attended many team meetings and communicated well with other experts.

‹#›

References

Bjerke, M. B., & Renger, R. (2020). Being smart about writing smart objectives. Evaluation and Program Planning, 63, 125–127. https://doi.org/10.1016/j.evalprogplan.2016.12.009

Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: Barriers, facilitators, and the way forward. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00684-2

evaluations.

: structured feedback from preceptor after each evaluation.

1.7.2013

‹#›

## image9.jpeg

## image10.png

## image1.png

## image2.svg

## image3.png

## image4.svg

## image5.png

## image6.svg

## image7.png

## image8.svg

## image11.png

## image17.svg

## image12.png

## image13.svg

## image14.png

## image15.svg

## image16.png

**Screenshot2025-04-25at20.36.20.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-25at20-36-20-png)

**Screenshot2025-04-25at20.37.31.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-25at20-37-31-png)

**Screenshot2025-04-25at20.37.16.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-25at20-37-16-png)

**Screenshot2025-04-25at20.37.16.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-25at20-37-16-png)

**## SMARTGoalsforPMHNP.pptx**

SMART Goals for PMHNP Clinical Rotation

Jachai Littlejohn

St. Thomas University

NUR-640CL-AP3

Dr. Howard

March 23, 2025

Introduction

SMART goals guide professional skill development.

Focus on psychiatric evaluations and communication.

Enhance evidence-based psychotherapy techniques application.

Improve documentation and treatment planning skills.

Strengthen interdisciplinary collaboration in healthcare.

Monitor progress for career readiness success.

1.7.2013

My PMHNP clinical rotation in psychotherapy SMART objectives concentrate on professional growth and competence development. Setting SMART goals—Specific, Measurable, Attainable, Realistic, and Timely—ensures that my goals are clear, trackable, and doable (Bjerke et al., 2020). I want to improve my mental assessments, therapeutic communication, evidence-based treatment, documentation, and multidisciplinary cooperation skills throughout this clinical experience. I want to develop a solid basis as a PMHNP to deliver high-quality, patient-centered treatment. Setting explicit standards will help me track my progress, alter techniques, and optimize learning. I have carefully crafted each aim to fulfill clinical rotation requirements and academic and professional norms. I will describe how my five objectives fit into the SMART framework and how I will achieve them in the following slides. This goal-setting system will help me remain focused, monitor my progress, and prepare for independent practice as a psychiatric-mental health nurse practitioner.

‹#›

Goal 1

Goal: Improve proficiency in conducting initial psychiatric evaluations.

Specific: Focus on mastering assessment skills, including history-taking, mental status exams, and diagnosis.

Measurable: Successfully conduct at least 10 initial evaluations independently under supervision.

Attainable: Receive structured feedback from preceptor after each evaluation.

1.7.2013

Complete initial psychiatric examinations are one of my main priorities throughout this clinical rotation. Accurate evaluations are essential for PMHNP diagnosis and therapy planning.

Specific: My goal is to become proficient in-patient histories, mental status exams, and DSM-5 diagnosis. I want to become better at asking meaningful questions, recognizing crucial symptoms, and connecting with varied individuals.

Measurable: Successfully completing 10 thorough psychiatric assessments under my preceptor's supervision will evaluate progress. I will also ask my preceptor for input after each session to improve.

Attainable: Through practice and supervision, this goal is achievable. Reviewing case studies, discussing, and witnessing experienced providers will prepare me. Participating in assessments will boost my confidence and skills.

‹#›

Goal 1 Continuation

Realistic: Achievable within clinical rotation time frame.

Timely: Complete by the end of the clinical term.

1.7.2013

Realistic: Given the amount of patient interactions predicted in this rotation, 10 complete assessments are more than reasonable. This fits PMHNP duties.

Timely: I intend to accomplish this goal upon the completion of the clinical rotation, ensuring that I demonstrate competence in psychiatric assessments consistently before completion.

‹#›

Goal 2

Goal: Enhance therapeutic communication skills.

Specific: Develop active listening, empathy, and patient-centered communication techniques.

Measurable: Receive positive feedback from preceptor and patients in at least 80% of observed sessions.

1.7.2013

Therapeutic communication builds trust and rapport with patients, enabling meaningful interactions and greater treatment results (Kwame et al., 2021). My goal is to improve patient engagement via active listening, empathy, and patient-centered discourse.

Specific: To strengthen my verbal and nonverbal communication, I practice active listening, reflecting feelings, and asking open-ended inquiries. De-escalating, navigating uncomfortable talks, and psychoeducation will also be my goals.

Measurable: Progress will be tracked via patient feedback, preceptor evaluations, and self-reflection. Specifically, I want favorable feedback on 80% of patient contacts. Communication tactics will be documented in at least 10 case notes.

‹#›

Goal 2 Continuation

Attainable: Practice daily in each patient encounter.

Realistic: Builds upon existing skills and knowledge base.

Timely: Achieve consistent competency by mid-term evaluation.

1.7.2013

Attainable: This goal may be achieved by using learnt approaches with every patient. My preceptor will help me role-play and examine communication methods like Motivational Interviewing.

Realistic: Clinical work requires regular communication, thus constant exposure will improve my abilities. My goal is to improve each session incrementally.

Timely: My mid-term assessment should show considerable development in patient-centered, therapeutic communication.

‹#›

Goal 3

Goal: Increase competence in evidence-based psychotherapeutic interventions.

Specific: Apply at least two psychotherapy techniques (CBT, DBT, MI, etc.).

Measurable: Successfully integrate techniques in all patient cases.

1.7.2013

Integrating evidence-based psychotherapy is vital for comprehensive treatment as a future PMHNP. My goal is to master two clinical psychotherapy methods.

Specific: I will learn at least two evidence-based psychotherapies, such as CBT and DBT. They must be understood theoretically, technically, and practically. Under supervision, I will use these strategies with patients.

Measurable: These methods will be documented in patient instances and evaluated by my preceptor. Self-assessments and talks will help me evaluate my development.

‹#›

Goal 3 Continuation

Attainable: Learn through supervision and practice.

Realistic: Aligns with PMHNP scope of practice.

Timely: Demonstrate competence before the final evaluation.

1.7.2013

Attainable: This goal is achievable since I will have many psychotherapy sessions. My preceptor will help me improve my approach with helpful comments.

Realistic: This goal is relevant and realistic since many of my clinical rotation patients need psychotherapy. Enhancing my psychotherapy skills meets PMHNP requirements.

Timely: To successfully incorporate psychotherapy into patient care, I intend to master these strategies by the final assessment.

‹#›

Goal 4

Goal: Develop proficiency in documentation and treatment planning.

Specific: Improve SOAP note writing, treatment planning, and clinical reasoning.

Measurable: Achieve at least 90% accuracy in documentation per preceptor feedback.

1.7.2013

Effective patient care and continuity need accurate documentation and well-structured treatment regimens. Detail, organization, and clinical relevance in my notes are my goals.

Specific: I want to enhance my SOAP patient encounter documentation for clarity, correctness, and clinical criteria. I will also create pharmacological and psychological treatment programs for individuals.

Measurable: Documentation quality will determine my advancement. As per my preceptor, I strive for 90% note accuracy. Based on comments, I will modify at least five case notes to improve my approach.

‹#›

Goal 4 Continuation

Attainable: Revise documentation based on structured feedback.

Realistic: Enhances core PMHNP competencies.

Timely: Consistently meet expectations by the last clinical week.

1.7.2013

Attainable: This goal is feasible with disciplined practice and feedback. I may improve my writing by reviewing high-quality documents, attending training, and utilizing clinical templates.

Realistic: Clinical practice requires daily documentation, making this goal achievable. Improving my abilities will boost efficiency and assure legal and ethical compliance.

Timely: By the final clinical week, I will write professional notes and treatment plans.

‹#›

Goal 5

Goal: Strengthen interdisciplinary collaboration in patient care.

Specific: Engage in discussions with my preceptor and other clinicians in the clinic.

Measurable: Participate in at least three interdisciplinary team meetings.

1.7.2013

Mental health care requires interdisciplinary teamwork for thorough and coordinated treatment. My goal is to actively engage in team-based treatment and multidisciplinary conversations.

Specific: I will discuss patient care, share thoughts, and learn from my preceptor and other healthcare professionals within the clinic. My goal is to improve my teamwork and patient-centered care advocacy.

Measurable: I will attend at least three multidisciplinary team meetings and discuss patient situations. I will also record my contributions and consider team comments.

‹#›

Goal 5 Continuation

Attainable: Schedule time for case discussions.

Realistic: Aligns with real-world clinical expectations.

Timely: Achieve active participation by the end of the rotation.

1.7.2013

Attainable: Since psychiatric treatment involves multidisciplinary teamwork, this goal is achievable. I will aggressively seek out talks and observe experienced clinicians' team relationships.

Realistic: PMHNPs must work in teams, making this goal achievable. I will be better equipped for clinical practice with this ability.

Timely: By the conclusion of my clinical rotation, I want to have attended many team meetings and communicated well with other experts.

‹#›

References

Bjerke, M. B., & Renger, R. (2020). Being smart about writing smart objectives. Evaluation and Program Planning, 63, 125–127. https://doi.org/10.1016/j.evalprogplan.2016.12.009

Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: Barriers, facilitators, and the way forward. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00684-2

evaluations.

: structured feedback from preceptor after each evaluation.

1.7.2013

‹#›

## image9.jpeg

## image10.png

## image1.png

## image2.svg

## image3.png

## image4.svg

## image5.png

## image6.svg

## image7.png

## image8.svg

## image11.png

## image17.svg

## image12.png

## image13.svg

## image14.png

## image15.svg

## image16.png

**Screenshot2025-04-25at20.36.20.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-25at20-36-20-png)

**Screenshot2025-04-25at20.37.31.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-25at20-37-31-png)

**Screenshot2025-04-25at20.37.16.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-04-25at20-37-16-png)

**## SMARTGoalsforPMHNP.pptx**

SMART Goals for PMHNP Clinical Rotation

Jachai Littlejohn

St. Thomas University

NUR-640CL-AP3

Dr. Howard

March 23, 2025

Introduction

SMART goals guide professional skill development.

Focus on psychiatric evaluations and communication.

Enhance evidence-based psychotherapy techniques application.

Improve documentation and treatment planning skills.

Strengthen interdisciplinary collaboration in healthcare.

Monitor progress for career readiness success.

1.7.2013

My PMHNP clinical rotation in psychotherapy SMART objectives concentrate on professional growth and competence development. Setting SMART goals—Specific, Measurable, Attainable, Realistic, and Timely—ensures that my goals are clear, trackable, and doable (Bjerke et al., 2020). I want to improve my mental assessments, therapeutic communication, evidence-based treatment, documentation, and multidisciplinary cooperation skills throughout this clinical experience. I want to develop a solid basis as a PMHNP to deliver high-quality, patient-centered treatment. Setting explicit standards will help me track my progress, alter techniques, and optimize learning. I have carefully crafted each aim to fulfill clinical rotation requirements and academic and professional norms. I will describe how my five objectives fit into the SMART framework and how I will achieve them in the following slides. This goal-setting system will help me remain focused, monitor my progress, and prepare for independent practice as a psychiatric-mental health nurse practitioner.

‹#›

Goal 1

Goal: Improve proficiency in conducting initial psychiatric evaluations.

Specific: Focus on mastering assessment skills, including history-taking, mental status exams, and diagnosis.

Measurable: Successfully conduct at least 10 initial evaluations independently under supervision.

Attainable: Receive structured feedback from preceptor after each evaluation.

1.7.2013

Complete initial psychiatric examinations are one of my main priorities throughout this clinical rotation. Accurate evaluations are essential for PMHNP diagnosis and therapy planning.

Specific: My goal is to become proficient in-patient histories, mental status exams, and DSM-5 diagnosis. I want to become better at asking meaningful questions, recognizing crucial symptoms, and connecting with varied individuals.

Measurable: Successfully completing 10 thorough psychiatric assessments under my preceptor's supervision will evaluate progress. I will also ask my preceptor for input after each session to improve.

Attainable: Through practice and supervision, this goal is achievable. Reviewing case studies, discussing, and witnessing experienced providers will prepare me. Participating in assessments will boost my confidence and skills.

‹#›

Goal 1 Continuation

Realistic: Achievable within clinical rotation time frame.

Timely: Complete by the end of the clinical term.

1.7.2013

Realistic: Given the amount of patient interactions predicted in this rotation, 10 complete assessments are more than reasonable. This fits PMHNP duties.

Timely: I intend to accomplish this goal upon the completion of the clinical rotation, ensuring that I demonstrate competence in psychiatric assessments consistently before completion.

‹#›

Goal 2

Goal: Enhance therapeutic communication skills.

Specific: Develop active listening, empathy, and patient-centered communication techniques.

Measurable: Receive positive feedback from preceptor and patients in at least 80% of observed sessions.

1.7.2013

Therapeutic communication builds trust and rapport with patients, enabling meaningful interactions and greater treatment results (Kwame et al., 2021). My goal is to improve patient engagement via active listening, empathy, and patient-centered discourse.

Specific: To strengthen my verbal and nonverbal communication, I practice active listening, reflecting feelings, and asking open-ended inquiries. De-escalating, navigating uncomfortable talks, and psychoeducation will also be my goals.

Measurable: Progress will be tracked via patient feedback, preceptor evaluations, and self-reflection. Specifically, I want favorable feedback on 80% of patient contacts. Communication tactics will be documented in at least 10 case notes.

‹#›

Goal 2 Continuation

Attainable: Practice daily in each patient encounter.

Realistic: Builds upon existing skills and knowledge base.

Timely: Achieve consistent competency by mid-term evaluation.

1.7.2013

Attainable: This goal may be achieved by using learnt approaches with every patient. My preceptor will help me role-play and examine communication methods like Motivational Interviewing.

Realistic: Clinical work requires regular communication, thus constant exposure will improve my abilities. My goal is to improve each session incrementally.

Timely: My mid-term assessment should show considerable development in patient-centered, therapeutic communication.

‹#›

Goal 3

Goal: Increase competence in evidence-based psychotherapeutic interventions.

Specific: Apply at least two psychotherapy techniques (CBT, DBT, MI, etc.).

Measurable: Successfully integrate techniques in all patient cases.

1.7.2013

Integrating evidence-based psychotherapy is vital for comprehensive treatment as a future PMHNP. My goal is to master two clinical psychotherapy methods.

Specific: I will learn at least two evidence-based psychotherapies, such as CBT and DBT. They must be understood theoretically, technically, and practically. Under supervision, I will use these strategies with patients.

Measurable: These methods will be documented in patient instances and evaluated by my preceptor. Self-assessments and talks will help me evaluate my development.

‹#›

Goal 3 Continuation

Attainable: Learn through supervision and practice.

Realistic: Aligns with PMHNP scope of practice.

Timely: Demonstrate competence before the final evaluation.

1.7.2013

Attainable: This goal is achievable since I will have many psychotherapy sessions. My preceptor will help me improve my approach with helpful comments.

Realistic: This goal is relevant and realistic since many of my clinical rotation patients need psychotherapy. Enhancing my psychotherapy skills meets PMHNP requirements.

Timely: To successfully incorporate psychotherapy into patient care, I intend to master these strategies by the final assessment.

‹#›

Goal 4

Goal: Develop proficiency in documentation and treatment planning.

Specific: Improve SOAP note writing, treatment planning, and clinical reasoning.

Measurable: Achieve at least 90% accuracy in documentation per preceptor feedback.

1.7.2013

Effective patient care and continuity need accurate documentation and well-structured treatment regimens. Detail, organization, and clinical relevance in my notes are my goals.

Specific: I want to enhance my SOAP patient encounter documentation for clarity, correctness, and clinical criteria. I will also create pharmacological and psychological treatment programs for individuals.

Measurable: Documentation quality will determine my advancement. As per my preceptor, I strive for 90% note accuracy. Based on comments, I will modify at least five case notes to improve my approach.

‹#›

Goal 4 Continuation

Attainable: Revise documentation based on structured feedback.

Realistic: Enhances core PMHNP competencies.

Timely: Consistently meet expectations by the last clinical week.

1.7.2013

Attainable: This goal is feasible with disciplined practice and feedback. I may improve my writing by reviewing high-quality documents, attending training, and utilizing clinical templates.

Realistic: Clinical practice requires daily documentation, making this goal achievable. Improving my abilities will boost efficiency and assure legal and ethical compliance.

Timely: By the final clinical week, I will write professional notes and treatment plans.

‹#›

Goal 5

Goal: Strengthen interdisciplinary collaboration in patient care.

Specific: Engage in discussions with my preceptor and other clinicians in the clinic.

Measurable: Participate in at least three interdisciplinary team meetings.

1.7.2013

Mental health care requires interdisciplinary teamwork for thorough and coordinated treatment. My goal is to actively engage in team-based treatment and multidisciplinary conversations.

Specific: I will discuss patient care, share thoughts, and learn from my preceptor and other healthcare professionals within the clinic. My goal is to improve my teamwork and patient-centered care advocacy.

Measurable: I will attend at least three multidisciplinary team meetings and discuss patient situations. I will also record my contributions and consider team comments.

‹#›

Goal 5 Continuation

Attainable: Schedule time for case discussions.

Realistic: Aligns with real-world clinical expectations.

Timely: Achieve active participation by the end of the rotation.

1.7.2013

Attainable: Since psychiatric treatment involves multidisciplinary teamwork, this goal is achievable. I will aggressively seek out talks and observe experienced clinicians' team relationships.

Realistic: PMHNPs must work in teams, making this goal achievable. I will be better equipped for clinical practice with this ability.

Timely: By the conclusion of my clinical rotation, I want to have attended many team meetings and communicated well with other experts.

‹#›

References

Bjerke, M. B., & Renger, R. (2020). Being smart about writing smart objectives. Evaluation and Program Planning, 63, 125–127. https://doi.org/10.1016/j.evalprogplan.2016.12.009

Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: Barriers, facilitators, and the way forward. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00684-2

evaluations.

: structured feedback from preceptor after each evaluation.

1.7.2013

‹#›

## image9.jpeg

## image10.png

## image1.png

## image2.svg

## image3.png

## image4.svg

## image5.png

## image6.svg

## image7.png

## image8.svg

## image11.png

## image17.svg

## image12.png

## image13.svg

## image14.png

## image15.svg

## image16.png

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November 5, 2026
[Solved] Scholarly rewrite

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My focus as a family nurse practitioner will be on comprehensive migraine management among black women in the Plainfield community (in Illinois) with the focus on black women, aged 18–50, who report frequent or chronic migraine symptoms but may be undiagnosed or undertreated requirements include a s…

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My focus as a family nurse practitioner will be on comprehensive migraine management among black women in the Plainfield community (in Illinois) with the focus on black women, aged 18–50, who report frequent or chronic migraine symptoms but may be undiagnosed or undertreated

requirements include a specific population focus, detailing social determinants of health, and cultural and ethnic diversity. should detail primary and secondary prevention, disease process (pathophysiology), epidemiology (specific to the US population), diagnostic measures (including pertinent lab tests), diagnosis (including three pertinent differential diagnoses with icd codes and rational), FNP evaluation and management (including pharmacology), interprofessional collaboration or referral to another specialist, patient education, and the specific role of the nurse practitioner in the management of this patient utilizing the Shuler framework as a foundation. 10 references must be in APA format (current 7th edition) with all the references and in-text citations in the correct format within the last 5 years. must be at least ten pages long, excluding the title page, abstract with key words and reference page.

**Abstract and Introduction** Addresses the importance of the work, contextualizes it within the existing literature, and states the aims of the work. Specific population focus. Includes social determinants of health, cultural and ethnic diversity.

Strong introduction of the topic’s key question(s) and terms. Clearly delineates subtopics to be reviewed. Specific thesis statement. Addresses determinants of health and is population focus

**Focus & Sequencing**

All material clearly related to subtopic, main topic. Strong organization and integration of material within subtopics. Strong transitions linking subtopics, and main topic.

**Support** Paragraphs support the main topic and argument. Synthesis of research and theory. Current (within 5 years) peer-reviewed and evidenced-based research. Most up-to-date clinical practice guidelines. Inclusion of Shuler’s NP practice model in the theoretical framework.

Strong peer-reviewed research-based support for the thesis. Explicitly delineates the process and application of utilizing the Shuler NP Model in clinical practice.

**Conclusion and/or Discussion**

Strong review of key conclusions. Strong integration with thesis statement. An insightful discussion of the impact of the researched material on the topic.

**Grammar & Mechanics** Page headers, font, line spacing, margins, paragraph alignment and indentation, and paper length and page limitation as stipulated. The abstract has the correct word number and is not included in the page limitation

The paper is free of grammatical errors, spelling & punctuation. Page headers, font, line spacing, margins, paragraph alignment and indentation, and paper length are correct

**Communication** Scholarly writing is clear, concise, and precise; uses critical thinking and inclusive language (gender, sexuality, race, ethnicity, age, health, and similar characteristics).

Scholarly writing style. Writing is logical, orderly, and easy to follow, with a smooth flow of ideas. Writing is bias-free.

– a year ago

November 5, 2026
[Solved] Student Learning Outcome

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– a year ago **files (1)** – ## medicationadministrationincorporatingpharmacologicalprinciples.docx **## medicationadministrationincorporatingpharmacologicalprinciples.docx** 1. Demonstrate competency in medication administration incorporating pharmacological principles. Answer the following questi…

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– a year ago

**files (1)**

– ## medicationadministrationincorporatingpharmacologicalprinciples.docx

**## medicationadministrationincorporatingpharmacologicalprinciples.docx**

1. Demonstrate competency in medication administration incorporating pharmacological principles.

Answer the following questions directly on this document. Please make sure to open the Word document underneath number 1. Please patient

1. Please refer to the following document about safe medication administration:

2. Discuss how you used the nursing process during medication administration.

a. Assessment:

b. Diagnosis:

c. Planning (goals and interventions):

d. Implementation:

e. Evaluation:

3. Describe 3 ways how you demonstrated safe medication administration.

4. What constitutes a medication error?

5. According to the National Coordinating Council for Medication Error Reporting and Prevention, how are medication errors categorized? Be specific and thorough in your answer.
[http://www.nccmerp.org/home](http://www.nccmerp.org/home)

6. How are medication errors reported within this clinical facility? Are there any governing agencies or departments where they are reported?

7. Should a Category G medication error occur, what corrective actions would the nurse need to take?

8. If no patient harm occurs, are nurses still legally and ethically obligated to report a medication error? Explain.

9. Describe the facility’s policy for administration of controlled substances.

10. Identify at least three sources of information that could be used to administer prescribed medication, including compatibility and interactions among prescribed medication and complementary substances.

11. Discuss 3 ways that a nurse can reduce the risk of medication errors.

12. Discuss 3 ways that a nurse can promote infection control in medication administration.

**Instructions to the student:**

· During your Nursing Clinical II rotations, you have or will encounter many new medications. This assignment is designed for the student to enhance their personal knowledge of pharmacology.

· Select a classification of medications that you would like to research and complete the following information about the classification you have chosen.

· By learning individual classifications of medications, you will be able to understand and apply information about most medications in the same drug class.

**Pharmacology Assignment**

13. After choosing your classification of medications, please indicate which classification you have chosen. Discuss which main body system this class of medications provides a therapeutic effect for and how that effect happens. You will be discussing the mechanism of action in your response as well as the intended use.

14. As a nurse, discuss any medication administration alerts you should be aware of. As you respond to this question, you should consider all routes of administration and all age groups including pregnant and lactating women.

15. Discuss reduction of risk potential with the use of these medications.

16. Regarding pharmacokinetics, what is the onset of this medication, the peak time and the duration of the medication. For this question you will need to choose one of the major medications within this class to respond appropriately to the question.

17. In general, what are some of the known adverse effects to medications within this class. Please discuss some common adverse effects and indicate if there are any significant adverse effects known about this classification.

18. Do any of the medications in this classification have a black box warning? If so, please discuss.

19. Are there contraindications to medications in this class and if so, what are the major contraindications?

20. Discuss the drug-drug interactions, herbal/food interactions and any other interactions known to occur with medications in this classification.

21. Discuss any lab tests that may be altered by using this classification of medications. You will want to discuss a decrease and increase in lab values and how those alterations occur.

22. What are the possible treatment options for a drug overdose in this classification or any treatment they may be indicated if an overdose does occur?

23. List at least two or three common medications in this classification.

Include Bibliography

## image1.emf

## Microsoft_Word_Document.docx

**Rubric for Medication Administration**

The student must demonstrate safe, accurate medication administration.

**Satisfactory**

· Able to independently perform medication administration meeting facility timeliness

· Utilizes the “rights” of medication administration

· Able to apply theory and specific patient information (i.e. VS, lab results) to medication administration

· Consistently and promptly responds to pump alarms

· Consistently checks compatibility of IV solutions/medications

· Consistently and successfully uses two patient identifiers with every medication administration

· Consistently asks patient about allergies with every medication administration

· Has knowledge about typical dose and rationale for each medication administered

· Able to independently and accurately document medication in the EHR in a timely manner

**Needs Improvement**

· Performs medication administration but needs occasional prompts/reminders

· Seeks assistance in application of specific patient information and theory to medication administration

· Responds to pumps with occasional prompts and reminders

· Needs occasional prompt to check IV compatibility

· Needs one prompt/reminder to use
two patient identifiers and/or to chart meds

**Unsatisfactory**

· Does not successfully perform medication administration and other nursing skills

· Does not seek assistance to improve

· Needs frequent guidance in application of specific patient information/theory to medication administration

· Needs frequent prompts/reminders to respond to pump alarms

· Needs frequent prompts to check IV compatibility

· Fails to use two patient identifiers on more than one occasion

· Fails to ask patient about allergies

· Frequent prompts to document medications in the EHR

· Fails to accurately calculate medication dose +/or rate

**## medicationadministrationincorporatingpharmacologicalprinciples.docx**

1. Demonstrate competency in medication administration incorporating pharmacological principles.

Answer the following questions directly on this document. Please make sure to open the Word document underneath number 1. Please patient

1. Please refer to the following document about safe medication administration:

2. Discuss how you used the nursing process during medication administration.

a. Assessment:

b. Diagnosis:

c. Planning (goals and interventions):

d. Implementation:

e. Evaluation:

3. Describe 3 ways how you demonstrated safe medication administration.

4. What constitutes a medication error?

5. According to the National Coordinating Council for Medication Error Reporting and Prevention, how are medication errors categorized? Be specific and thorough in your answer.
[http://www.nccmerp.org/home](http://www.nccmerp.org/home)

6. How are medication errors reported within this clinical facility? Are there any governing agencies or departments where they are reported?

7. Should a Category G medication error occur, what corrective actions would the nurse need to take?

8. If no patient harm occurs, are nurses still legally and ethically obligated to report a medication error? Explain.

9. Describe the facility’s policy for administration of controlled substances.

10. Identify at least three sources of information that could be used to administer prescribed medication, including compatibility and interactions among prescribed medication and complementary substances.

11. Discuss 3 ways that a nurse can reduce the risk of medication errors.

12. Discuss 3 ways that a nurse can promote infection control in medication administration.

**Instructions to the student:**

· During your Nursing Clinical II rotations, you have or will encounter many new medications. This assignment is designed for the student to enhance their personal knowledge of pharmacology.

· Select a classification of medications that you would like to research and complete the following information about the classification you have chosen.

· By learning individual classifications of medications, you will be able to understand and apply information about most medications in the same drug class.

**Pharmacology Assignment**

13. After choosing your classification of medications, please indicate which classification you have chosen. Discuss which main body system this class of medications provides a therapeutic effect for and how that effect happens. You will be discussing the mechanism of action in your response as well as the intended use.

14. As a nurse, discuss any medication administration alerts you should be aware of. As you respond to this question, you should consider all routes of administration and all age groups including pregnant and lactating women.

15. Discuss reduction of risk potential with the use of these medications.

16. Regarding pharmacokinetics, what is the onset of this medication, the peak time and the duration of the medication. For this question you will need to choose one of the major medications within this class to respond appropriately to the question.

17. In general, what are some of the known adverse effects to medications within this class. Please discuss some common adverse effects and indicate if there are any significant adverse effects known about this classification.

18. Do any of the medications in this classification have a black box warning? If so, please discuss.

19. Are there contraindications to medications in this class and if so, what are the major contraindications?

20. Discuss the drug-drug interactions, herbal/food interactions and any other interactions known to occur with medications in this classification.

21. Discuss any lab tests that may be altered by using this classification of medications. You will want to discuss a decrease and increase in lab values and how those alterations occur.

22. What are the possible treatment options for a drug overdose in this classification or any treatment they may be indicated if an overdose does occur?

23. List at least two or three common medications in this classification.

Include Bibliography

## image1.emf

## Microsoft_Word_Document.docx

**Rubric for Medication Administration**

The student must demonstrate safe, accurate medication administration.

**Satisfactory**

· Able to independently perform medication administration meeting facility timeliness

· Utilizes the “rights” of medication administration

· Able to apply theory and specific patient information (i.e. VS, lab results) to medication administration

· Consistently and promptly responds to pump alarms

· Consistently checks compatibility of IV solutions/medications

· Consistently and successfully uses two patient identifiers with every medication administration

· Consistently asks patient about allergies with every medication administration

· Has knowledge about typical dose and rationale for each medication administered

· Able to independently and accurately document medication in the EHR in a timely manner

**Needs Improvement**

· Performs medication administration but needs occasional prompts/reminders

· Seeks assistance in application of specific patient information and theory to medication administration

· Responds to pumps with occasional prompts and reminders

· Needs occasional prompt to check IV compatibility

· Needs one prompt/reminder to use
two patient identifiers and/or to chart meds

**Unsatisfactory**

· Does not successfully perform medication administration and other nursing skills

· Does not seek assistance to improve

· Needs frequent guidance in application of specific patient information/theory to medication administration

· Needs frequent prompts/reminders to respond to pump alarms

· Needs frequent prompts to check IV compatibility

· Fails to use two patient identifiers on more than one occasion

· Fails to ask patient about allergies

· Frequent prompts to document medications in the EHR

· Fails to accurately calculate medication dose +/or rate

November 5, 2026
[Solved] Discussion Post

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November 5, 2026
[Solved] Nursing homework

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November 5, 2026
[Solved] growth chart

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– a year ago **files (1)** – ## growthchart.docx **## growthchart.docx** GROWTH CHART ANALYSIS ![](https://www.sweetstudy.com/questions/growth-chart-20902231) As a pediatric nurse practitioner, it is essential that you analyze the growth chart and explain the findings to parents so that you can prov…

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– a year ago

**files (1)**

– ## growthchart.docx

**## growthchart.docx**

GROWTH CHART ANALYSIS

![](https://www.sweetstudy.com/questions/growth-chart-20902231)

As a pediatric nurse practitioner, it is essential that you analyze the growth chart and explain the findings to parents so that you can provide guidance in the form of a healthcare plan.

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/161182/modules/items/6416155)

**Important video —-** https://www.youtube.com/watch?v=A0hpzAsBS_U

TO PREPARE

· Review this week’s readings and resources along with Week 8.

· Research and review online pediatric growth charts.

THE ASSIGNMENT: 2–3 MINUTE VIDEO

A 7-year-old male patient comes into your office for a well exam. The child is 47.5 inches tall and weighs 65 lbs.

BY DAY 7 OF WEEK 9

Use Kaltura to create a 2–3-minute video where you, as the pediatric nurse practitioner, explain the child’s growth chart to the parent. Use the appropriate growth chart (you can share your screen to refer to the chart) to explain the child’s height-for-age and weight-for-age percentiles as well as his BMI, including his percentile. Determine the diagnosis and explain to the parent whether the child is underweight, normal weight, overweight, or obese. Share a treatment plan and suggestions for future steps for the parent.

At the beginning of the video, show your ID and introduce/identify yourself by showing your face. Create a video posing as if you are speaking to the parent. You can print the growth chart or use screen sharing to go over it with the parent. Make sure that you record your face using the “camera” recording option in Kaltura.

SUBMISSION INFORMATION

To submit your video response entry:

1. Click on
**Start Assignment** near the top of the page.

2. Next, click
**Text Entry** and then click the
**Embed Kaltura Media** button.

3. Select your recorded video under My Media.

4. Check the box for the End-User License Agreement and select
**Submit Assignment** for review.

**NRNP_6541_Week9_Assignment_Rubric**

NRNP_6541_Week9_Assignment_Rubric

**Criteria**

**Ratings**

**Pts**

This criterion is linked to a Learning OutcomeAt the beginning of video, shows ID and introduces/identifies self. Shows face on video.

**10 to >5.0 pts**

**Excellent**

**5 to >0.0 pts**

**Good**

**0 pts**

**Fair**

**0 pts**

**Poor**

10 pts

This criterion is linked to a Learning OutcomeIncludes height-for-age percentiles

**15 to >5.0 pts**

**Excellent**

Includes stature-for-age percentiles

**5 to >0.0 pts**

**Good**

Does not include stature-for-age percentiles

**0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeIncludes weight-for-age percentiles

**15 to >5.0 pts**

**Excellent**

Includes weight-for-age percentiles

**5 to >2.0 pts**

**Good**

Does not include weight-for-age percentiles

**2 to >0.0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeIncludes BMI percentiles

**15 to >5.0 pts**

**Excellent**

Includes BMI percentiles

**5 to >0.0 pts**

**Good**

Does not include BMI percentiles

**0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeProvides a diagnosis and explains to the parent whether the child is underweight, normal weight, overweight, or obese.

**15 to >13.0 pts**

**Excellent**

Clearly and fully explains whether the child is underweight, normal weight, overweight, or obese.

**13 to >11.0 pts**

**Good**

Adequately explains whether the child is underweight, normal weight, overweight, or obese.

**11 to >10.0 pts**

**Fair**

Explains whether the child is underweight, normal weight, overweight, or obese but the response is vague, unclear, or incomplete.

**10 to >0 pts**

**Poor**

Insufficient or missing explanation of whether the child is underweight, normal weight, overweight, or obese.

15 pts

This criterion is linked to a Learning OutcomeShares treatment plan and suggestions for future steps for parent.

**15 to >13.0 pts**

**Excellent**

Clearly and fully explains diagnoses and suggestions for future steps for the parent.

**13 to >11.0 pts**

**Good**

Adequately explains diagnoses and suggestions for future steps for the parent.

**11 to >10.0 pts**

**Fair**

Explains diagnoses and suggestions for future steps for the parent, but the response is vague, unclear, or incomplete.

**10 to >0 pts**

**Poor**

Insufficient or missing explanation of diagnoses and suggestions for future steps for the parent.

15 pts

This criterion is linked to a Learning OutcomeUses a professional and friendly demeanor.

**15 to >13.0 pts**

**Excellent**

Consistently uses a professional and friendly demeanor while maintaining eye contact.

**13 to >11.0 pts**

**Good**

Adequately uses a professional and friendly demeanor while maintaining eye contact.

**11 to >10.0 pts**

**Fair**

Use of a professional and friendly demeanor is inconsistent. Eye contact is not maintainred throughout video.

**10 to >0 pts**

**Poor**

Does not use a professional and friendly demeanor.

15 pts

Total Points: 100

Rubric

**NRNP_6541_Week9_Assignment_Rubric**

| | | | |
| — | — | — | — |
| NRNP_6541_Week9_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeAt the beginning of video, shows ID and introduces/identifies self. Shows face on video. | | | | | |
| — | — | — | — |
| **10 to >5.0 pts**<br>**Excellent** | **5 to >0.0 pts**<br>**Good** | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 10 pts |
| This criterion is linked to a Learning OutcomeIncludes height-for-age percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes stature-for-age percentiles | **5 to >0.0 pts**<br>**Good**<br>Does not include stature-for-age percentiles | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeIncludes weight-for-age percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes weight-for-age percentiles | **5 to >2.0 pts**<br>**Good**<br>Does not include weight-for-age percentiles | **2 to >0.0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeIncludes BMI percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes BMI percentiles | **5 to >0.0 pts**<br>**Good**<br>Does not include BMI percentiles | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeProvides a diagnosis and explains to the parent whether the child is underweight, normal weight, overweight, or obese. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Clearly and fully explains whether the child is underweight, normal weight, overweight, or obese. | **13 to >11.0 pts**<br>**Good**<br>Adequately explains whether the child is underweight, normal weight, overweight, or obese. | **11 to >10.0 pts**<br>**Fair**<br>Explains whether the child is underweight, normal weight, overweight, or obese but the response is vague, unclear, or incomplete. | **10 to >0 pts**<br>**Poor**<br>Insufficient or missing explanation of whether the child is underweight, normal weight, overweight, or obese. | | 15 pts |
| This criterion is linked to a Learning OutcomeShares treatment plan and suggestions for future steps for parent. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Clearly and fully explains diagnoses and suggestions for future steps for the parent. | **13 to >11.0 pts**<br>**Good**<br>Adequately explains diagnoses and suggestions for future steps for the parent. | **11 to >10.0 pts**<br>**Fair**<br>Explains diagnoses and suggestions for future steps for the parent, but the response is vague, unclear, or incomplete. | **10 to >0 pts**<br>**Poor**<br>Insufficient or missing explanation of diagnoses and suggestions for future steps for the parent. | | 15 pts |
| This criterion is linked to a Learning OutcomeUses a professional and friendly demeanor. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Consistently uses a professional and friendly demeanor while maintaining eye contact. | **13 to >11.0 pts**<br>**Good**<br>Adequately uses a professional and friendly demeanor while maintaining eye contact. | **11 to >10.0 pts**<br>**Fair**<br>Use of a professional and friendly demeanor is inconsistent. Eye contact is not maintainred throughout video. | **10 to >0 pts**<br>**Poor**<br>Does not use a professional and friendly demeanor. | | 15 pts |
| Total Points: 100 |

## image1.jpeg

**## growthchart.docx**

GROWTH CHART ANALYSIS

![](https://www.sweetstudy.com/questions/growth-chart-20902231)

As a pediatric nurse practitioner, it is essential that you analyze the growth chart and explain the findings to parents so that you can provide guidance in the form of a healthcare plan.

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/161182/modules/items/6416155)

**Important video —-** https://www.youtube.com/watch?v=A0hpzAsBS_U

TO PREPARE

· Review this week’s readings and resources along with Week 8.

· Research and review online pediatric growth charts.

THE ASSIGNMENT: 2–3 MINUTE VIDEO

A 7-year-old male patient comes into your office for a well exam. The child is 47.5 inches tall and weighs 65 lbs.

BY DAY 7 OF WEEK 9

Use Kaltura to create a 2–3-minute video where you, as the pediatric nurse practitioner, explain the child’s growth chart to the parent. Use the appropriate growth chart (you can share your screen to refer to the chart) to explain the child’s height-for-age and weight-for-age percentiles as well as his BMI, including his percentile. Determine the diagnosis and explain to the parent whether the child is underweight, normal weight, overweight, or obese. Share a treatment plan and suggestions for future steps for the parent.

At the beginning of the video, show your ID and introduce/identify yourself by showing your face. Create a video posing as if you are speaking to the parent. You can print the growth chart or use screen sharing to go over it with the parent. Make sure that you record your face using the “camera” recording option in Kaltura.

SUBMISSION INFORMATION

To submit your video response entry:

1. Click on
**Start Assignment** near the top of the page.

2. Next, click
**Text Entry** and then click the
**Embed Kaltura Media** button.

3. Select your recorded video under My Media.

4. Check the box for the End-User License Agreement and select
**Submit Assignment** for review.

**NRNP_6541_Week9_Assignment_Rubric**

NRNP_6541_Week9_Assignment_Rubric

**Criteria**

**Ratings**

**Pts**

This criterion is linked to a Learning OutcomeAt the beginning of video, shows ID and introduces/identifies self. Shows face on video.

**10 to >5.0 pts**

**Excellent**

**5 to >0.0 pts**

**Good**

**0 pts**

**Fair**

**0 pts**

**Poor**

10 pts

This criterion is linked to a Learning OutcomeIncludes height-for-age percentiles

**15 to >5.0 pts**

**Excellent**

Includes stature-for-age percentiles

**5 to >0.0 pts**

**Good**

Does not include stature-for-age percentiles

**0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeIncludes weight-for-age percentiles

**15 to >5.0 pts**

**Excellent**

Includes weight-for-age percentiles

**5 to >2.0 pts**

**Good**

Does not include weight-for-age percentiles

**2 to >0.0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeIncludes BMI percentiles

**15 to >5.0 pts**

**Excellent**

Includes BMI percentiles

**5 to >0.0 pts**

**Good**

Does not include BMI percentiles

**0 pts**

**Fair**

**0 pts**

**Poor**

15 pts

This criterion is linked to a Learning OutcomeProvides a diagnosis and explains to the parent whether the child is underweight, normal weight, overweight, or obese.

**15 to >13.0 pts**

**Excellent**

Clearly and fully explains whether the child is underweight, normal weight, overweight, or obese.

**13 to >11.0 pts**

**Good**

Adequately explains whether the child is underweight, normal weight, overweight, or obese.

**11 to >10.0 pts**

**Fair**

Explains whether the child is underweight, normal weight, overweight, or obese but the response is vague, unclear, or incomplete.

**10 to >0 pts**

**Poor**

Insufficient or missing explanation of whether the child is underweight, normal weight, overweight, or obese.

15 pts

This criterion is linked to a Learning OutcomeShares treatment plan and suggestions for future steps for parent.

**15 to >13.0 pts**

**Excellent**

Clearly and fully explains diagnoses and suggestions for future steps for the parent.

**13 to >11.0 pts**

**Good**

Adequately explains diagnoses and suggestions for future steps for the parent.

**11 to >10.0 pts**

**Fair**

Explains diagnoses and suggestions for future steps for the parent, but the response is vague, unclear, or incomplete.

**10 to >0 pts**

**Poor**

Insufficient or missing explanation of diagnoses and suggestions for future steps for the parent.

15 pts

This criterion is linked to a Learning OutcomeUses a professional and friendly demeanor.

**15 to >13.0 pts**

**Excellent**

Consistently uses a professional and friendly demeanor while maintaining eye contact.

**13 to >11.0 pts**

**Good**

Adequately uses a professional and friendly demeanor while maintaining eye contact.

**11 to >10.0 pts**

**Fair**

Use of a professional and friendly demeanor is inconsistent. Eye contact is not maintainred throughout video.

**10 to >0 pts**

**Poor**

Does not use a professional and friendly demeanor.

15 pts

Total Points: 100

Rubric

**NRNP_6541_Week9_Assignment_Rubric**

| | | | |
| — | — | — | — |
| NRNP_6541_Week9_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeAt the beginning of video, shows ID and introduces/identifies self. Shows face on video. | | | | | |
| — | — | — | — |
| **10 to >5.0 pts**<br>**Excellent** | **5 to >0.0 pts**<br>**Good** | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 10 pts |
| This criterion is linked to a Learning OutcomeIncludes height-for-age percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes stature-for-age percentiles | **5 to >0.0 pts**<br>**Good**<br>Does not include stature-for-age percentiles | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeIncludes weight-for-age percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes weight-for-age percentiles | **5 to >2.0 pts**<br>**Good**<br>Does not include weight-for-age percentiles | **2 to >0.0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeIncludes BMI percentiles | | | | | |
| — | — | — | — |
| **15 to >5.0 pts**<br>**Excellent**<br>Includes BMI percentiles | **5 to >0.0 pts**<br>**Good**<br>Does not include BMI percentiles | **0 pts**<br>**Fair** | **0 pts**<br>**Poor** | | 15 pts |
| This criterion is linked to a Learning OutcomeProvides a diagnosis and explains to the parent whether the child is underweight, normal weight, overweight, or obese. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Clearly and fully explains whether the child is underweight, normal weight, overweight, or obese. | **13 to >11.0 pts**<br>**Good**<br>Adequately explains whether the child is underweight, normal weight, overweight, or obese. | **11 to >10.0 pts**<br>**Fair**<br>Explains whether the child is underweight, normal weight, overweight, or obese but the response is vague, unclear, or incomplete. | **10 to >0 pts**<br>**Poor**<br>Insufficient or missing explanation of whether the child is underweight, normal weight, overweight, or obese. | | 15 pts |
| This criterion is linked to a Learning OutcomeShares treatment plan and suggestions for future steps for parent. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Clearly and fully explains diagnoses and suggestions for future steps for the parent. | **13 to >11.0 pts**<br>**Good**<br>Adequately explains diagnoses and suggestions for future steps for the parent. | **11 to >10.0 pts**<br>**Fair**<br>Explains diagnoses and suggestions for future steps for the parent, but the response is vague, unclear, or incomplete. | **10 to >0 pts**<br>**Poor**<br>Insufficient or missing explanation of diagnoses and suggestions for future steps for the parent. | | 15 pts |
| This criterion is linked to a Learning OutcomeUses a professional and friendly demeanor. | | | | | |
| — | — | — | — |
| **15 to >13.0 pts**<br>**Excellent**<br>Consistently uses a professional and friendly demeanor while maintaining eye contact. | **13 to >11.0 pts**<br>**Good**<br>Adequately uses a professional and friendly demeanor while maintaining eye contact. | **11 to >10.0 pts**<br>**Fair**<br>Use of a professional and friendly demeanor is inconsistent. Eye contact is not maintainred throughout video. | **10 to >0 pts**<br>**Poor**<br>Does not use a professional and friendly demeanor. | | 15 pts |
| Total Points: 100 |

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November 5, 2026
[Solved] Adv path wk9

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Executive Solution Overview

In this exercise, you will complete a Mind Map to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap assignment. – Generalized anxiety disorder – Depression – Bipolar disorders – Schizophrenia – Delirium and dementia – Obsessive compu…

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Assignment Prompt & Instructions

In this exercise, you will complete a Mind Map to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap assignment.

– Generalized anxiety disorder
– Depression
– Bipolar disorders
– Schizophrenia
– Delirium and dementia
– Obsessive compulsive disease

– a year ago

November 5, 2026
[Solved] wellness

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Executive Solution Overview

APA with two references – a year ago **files (1)** – ## WELLNESSTOBUY.docx **## WELLNESSTOBUY.docx** **WELLNES JOURNAL ACTIVITY: HEALTH CARE ECONOMICS** This activity will focus on: Emotional, Social, Occupational and Environmental Wellness **Case Study**: Amina Ahmed, an experienced nurse, recogniz…

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Assignment Prompt & Instructions

APA with two references

– a year ago

**files (1)**

– ## WELLNESSTOBUY.docx

**## WELLNESSTOBUY.docx**

**WELLNES JOURNAL ACTIVITY: HEALTH CARE ECONOMICS**

This activity will focus on: Emotional, Social, Occupational and Environmental Wellness

**Case Study**: Amina Ahmed, an experienced nurse, recognizes the importance of understanding Medicare coverage guidelines for the hospital's financial success. She understands that modern nursing requires extensive knowledge of healthcare reimbursement and economic factors to ensure high-quality client care. However, Amina is concerned as the hospital's patient satisfaction scores have recently dropped by 20% in several areas, including her in-patient telemetry unit.

**Answer the following Questions:**

1. Explain how a decline in patient satisfaction scores can challenge Amina’s social and emotional wellness?

2. What strategies could Amina use to address the wellness challenges identified in Question 1?

3. Occupational wellness involves finding personal satisfaction and enrichment in one's work while maintaining a healthy work-life balance. How can a unit not meeting HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) scores or facing budget constraints adversely impact Amina’s occupational wellness?

4. What strategies could Amina utilize to enhance her occupational wellness? Explain how these strategies would be beneficial.

5. What strategies could Amina implement to improve the wellness of the unit she works on? Explain how these strategies would be beneficial.

**## WELLNESSTOBUY.docx**

**WELLNES JOURNAL ACTIVITY: HEALTH CARE ECONOMICS**

This activity will focus on: Emotional, Social, Occupational and Environmental Wellness

**Case Study**: Amina Ahmed, an experienced nurse, recognizes the importance of understanding Medicare coverage guidelines for the hospital's financial success. She understands that modern nursing requires extensive knowledge of healthcare reimbursement and economic factors to ensure high-quality client care. However, Amina is concerned as the hospital's patient satisfaction scores have recently dropped by 20% in several areas, including her in-patient telemetry unit.

**Answer the following Questions:**

1. Explain how a decline in patient satisfaction scores can challenge Amina’s social and emotional wellness?

2. What strategies could Amina use to address the wellness challenges identified in Question 1?

3. Occupational wellness involves finding personal satisfaction and enrichment in one's work while maintaining a healthy work-life balance. How can a unit not meeting HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) scores or facing budget constraints adversely impact Amina’s occupational wellness?

4. What strategies could Amina utilize to enhance her occupational wellness? Explain how these strategies would be beneficial.

5. What strategies could Amina implement to improve the wellness of the unit she works on? Explain how these strategies would be beneficial.

November 5, 2026
[Solved] press ganey

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Executive Solution Overview

After looking at the Press Ganey examples post your answers to the following questions: – What is surprising to you about the comments? – What will you do about any concerns listed above? – What is the economic impact of these comments? – What is a common theme of the categories on the satisfaction …

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Assignment Prompt & Instructions

After looking at the Press Ganey examples post your answers to the following questions:

– What is surprising to you about the comments?
– What will you do about any concerns listed above?
– What is the economic impact of these comments?
– What is a common theme of the categories on the satisfaction survey?

need APA style with two references

– [\
\
PressGaneyExampleofPatientSatisfactionResponses.pdf](https://www.sweetstudy.com/files/pressganeyexampleofpatientsatisfactionresponses-pdf "PressGaneyExampleofPatientSatisfactionResponses.pdf")

– a year ago

November 5, 2026