Tag: Nursing

[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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Assignment Prompt & Instructions

– 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 |

## image1.jpeg

November 5, 2026
[Solved] Adv path wk9

✓ Verified Academic Solution Available

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

✓ Verified Academic Solution Available

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

✓ Verified Academic Solution Available

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
[Solved] Budget planning and operation

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A hospital’s operating budget is estimated regularly, sometimes monthly, if an organization is experiencing fluctuations. **Understand historical data on how a budget is formulated/developed.** – a year ago

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Assignment Prompt & Instructions

A hospital’s operating budget is estimated regularly, sometimes monthly, if an organization is experiencing fluctuations. **Understand historical data on how a budget is formulated/developed.**

– a year ago

November 5, 2026
[Solved] bllets for predi

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three bullets for each line. i put in red how many. all in APA no reference needed – a year ago **files (1)** – ## PREDICTORtomakebullets.docx **## PREDICTORtomakebullets.docx** ![](https://www.sweetstudy.com/questions/bllets-for-predi) ## Topics To Revie | | | | — | — | | **Management of Care (…

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Assignment Prompt & Instructions

three bullets for each line. i put in red how many. all in APA no reference needed

– a year ago

**files (1)**

– ## PREDICTORtomakebullets.docx

**## PREDICTORtomakebullets.docx**

![](https://www.sweetstudy.com/questions/bllets-for-predi)

## Topics To Revie

| | |
| — | — |
| **Management of Care (6 items)** | |
| **Ethical Practice (1 item) 3 bullets** | |

Ethical Responsibilities: Appling Ethical Principles to Client Care (Active Learning Template – Basic Concept)

### Assignment, Delegation and Supervision (1 item) 3 bullets

Leading and Managing Client Care: Delegating Care to an Assistive Personnel (Active Learning Template – Basic Concept)

**Advocacy (1 item) 3 bullets**

Professional Practice: Demonstrating Client Advocacy (Active Learning Template – Basic Concept)

### Collaboration with Multidisciplinary Team (1 item) 3 bullets

Coordinating Client Care: Identifying the Roles of Health Care Team Members (Active Learning Template – Basic Concept)

**Concepts of Management (1 item) 3 bullets**

Continuity of Care: Acting as a Liaison (Active Learning Template – Basic Concept)

### Referrals (1 item) 3 bullets

Continuity of Care: Identifying Community Resources for Client (Active Learning Template – Basic Concept)

| | |
| — | — |
| **Safety and Infection Control (9 items)** | |
| **Emergency Response Plan (1 item) 3 bullets** | |

Culture of Safety in Delivering Care: Responsibility of the Unit Nurse During a Disaster (Active Learning Template – Basic Concept)

### Handling Hazardous and Infectious Materials (1 item) 3 bullets

Cancer Treatment Options: Caring for a Client Who Has a Radiation Implant (Active Learning Template – Therapeutic Procedure)

**Home Safety (1 item) 3 bullets**

Home Safety: Providing Safety Teaching About Home Oxygen Therapy (Active Learning Template – Basic Concept)

### Reporting of Incident/Event/Irregular Occurrence/Variance (1 item) 3 bullets

Safe Medication Administration and Error Reduction: Priority Action for Heparin Overdose (Active Learning Template – Basic Concept)

**Security Plan (1 item) 3 bullets**

Nursing Care of Newborns: Preventing Newborn Abduction (Active Learning Template – Basic Concept)

### Accident/Error/Injury Prevention (2 items) 3 + 3=6 bullets

Gastrointestinal Disorders: Feeding a Client Who Has Dysphagia (Active Learning Template – Nursing Skill)

Medical Conditions: Actions to Take for a Client Who Has Preeclampsia With Severe Features (Active Learning Template – System Disorder)

**Use of Restraints/Safety Devices (1 item) 3 bullets**

Legal and Ethical Issues: Caring for a Client Who Is in Mechanical Restraints (Active Learning Template – Basic Concept)

### Standard Precautions/Transmission-Based Precautions/Surgical Asepsis (1 item) 3 bullets

Medical and Surgical Asepsis: Maintaining a Sterile Field While Pouring Sterile Solution (Active Learning Template – Nursing Skill)

| | |
| — | — |
| **Health Promotion and Maintenance (5 items)** | |
| **Health Screening (1 item) 3 bullets** | |

Practice Settings and Nursing Roles in the Community: Priority Assessment for an Adolescent Who Is Pregnant (Active Learning Template – Basic Concept)

**Techniques of Physical Assessment (1 item) 3 bullets**

Integumentary and Peripheral Vascular Systems: Assessing Skin Turgor (Active Learning Template – Nursing Skill)

### Developmental Stages and Transitions (1 item) 3 bullets

Health Promotion of Infants (2 Days to 1 Year): Expected Gross Motor Development (Active Learning Template – Growth and Development)

### Health Promotion/Disease Prevention (2 items) 3 bullets + 3 bullets=6

Guidelines for Healthy Eating: Promoting Healthy Nutrition in School-Age Children (Active Learning Template – Basic Concept)

Immunizations: Immunizations During Pregnancy (Active Learning Template – Basic Concept)

| | |
| — | — |
| **Psychosocial Integrity (2 items)** | |
| **Mental Health Concepts (1 item) 3 bullets** | |

Neurocognitive Disorders: Interventions for a Client Who Has Dementia (Active Learning Template – System Disorder)

### Crisis Intervention (1 item) 3 bullets

Trauma- and Stressor-Related Disorders: Making a Referral to Assess for Post-Traumatic Stress Disorder (Active Learning Template – Basic Concept)

| | |
| — | — |
| **Basic Care and Comfort (7 items)** | |
| **Elimination (1 item)3 bullets** | |

Sensory Perception: Performing Ear Irrigation (Active Learning Template – Nursing Skill)

**Mobility/Immobility (1 item)3 bullets**

Ergonomic Principles: Turning a Client Who Has a Thoracic Spine Injury (Active Learning Template – Basic Concept)

### Nutrition and Oral Hydration (2 items) 3 bullets+3 bullets=6

Chronic Obstructive Pulmonary Disease: Managing Nutrition (Active Learning Template – System Disorder)

Nasogastric Intubation and Enteral Feedings: Caring for a Client Who is Receiving Continuous Enteral Feedings (Active Learning Template – Nursing Skill)

**Assistive Devices (1 item) 3 bullets**

Sensory Perception: Caring for a Client Who Has Vision Loss (Active Learning Template – Basic Concept)

**Nonpharmacological Comfort Interventions (1 item) 3 bullets**

Complementary and Alternative Therapies: Biofeedback for Migraines (Active Learning Template – Basic Concept)

### Personal Hygiene (1 item) 3 bullets

Hygiene: Understanding Teaching About Personal Hygiene (Active Learning Template – Basic Concept)

| | |
| — | — |
| **Pharmacological and Parenteral Therapies (5 items)** | |
| **Blood and Blood Products (1 item)3 bullets** | |

Blood and Blood Product Transfusions: Preparing to Administer Packed RBCs (Active Learning Template – Therapeutic Procedure)

### Adverse Effects/Contraindications/Side Effects/Interactions (4 items)3 bullets+3 bullets+3 bullets+3 bullets=12

Depressive Disorders: Dietary Teaching (Active Learning Template – Medication)

Eye and Ear Disorders: Teaching About Adverse Effects of Timolol (Active Learning Template – Medication)

Medications Affecting Urinary Output: Recognizing Complication Caused by a Medication Interaction (Active Learning Template – Medication)

Psychotic Disorders: Reportable Finding in a Client Who Has Schizophrenia (Active Learning Template – System Disorder)

| | |
| — | — |
| **Reduction of Risk Potential (7 items)** | |
| **Diagnostic Tests (2 items) 3 bullets+3 bullets=6** | |

Electrocardiography and Dysrhythmia Monitoring: Identifying Ventricular Tachycardia (Active Learning Template – Diagnostic Procedure)

Gastrointestinal Therapeutic Procedures: Preparing a Client for a Paracentesis (Active Learning Template – Diagnostic Procedure)

**Potential for Complications from Surgical Procedures and Health Alterations (1 item)3 bullets**

Nursing Care of Newborns: Risk Factors for Hypoglycemia (Active Learning Template – System Disorder)

**System-Specific Assessments (1 item) 3 bullets**

Diabetes Mellitus Management: Recognizing Hypoglycemia (Active Learning Template – System Disorder)

### Potential for Complications of Diagnostic Tests/Treatments/Procedures (3 items) 3 bullets+3 bullets+3 bullets=9

Cancer Disorders: Planning Care for a Client Who Has Thrombocytopenia (Active Learning Template – System Disorder)

Cardiovascular Diagnostic and Therapeutic Procedures: Interventions for Air Embolism (Active Learning Template – Therapeutic Procedure)

Mobility and Immobility: Preventing Foot Drop (Active Learning Template – Nursing Skill)

| | |
| — | — |
| **Physiological Adaptation (5 items)** | |
| **Alterations in Body Systems (2 items) 3 bullets+3 bullets=6** | |

Cancer Treatment Options: Teaching a Client About Skin Care During Radiation Treatment (Active Learning Template – Therapeutic Procedure)

Postoperative Nursing Care: Evaluating Response to Surgery (Active Learning Template – Basic Concept)

### Illness Management (2 items)3 bullets+3 bullets=6

Cancer Treatment Options: Evaluating Understanding of Thrombocytopenia (Active Learning Template – System Disorder)

Diabetes Mellitus Management: Foot Care (Active Learning Template – System Disorder)

### Fluid and Electrolyte Imbalances (1 item)3 bullets

Complications of Diabetes Mellitus: Expected Findings of Diabetic Ketoacidosis (Active Learning Template – System Disorder)

| | |
| — | — |
| **Clinical Judgment (21 items)** | |
| **Recognize Cues (3 items)3 bullets+3 bullets+3 bullets=9** | |

Fractures: Identifying Findings Requiring Follow-up for a Child Who Has Arm Pain (Active Learning Template – System Disorder)

Peptic Ulcer Disease: Identifying Findings That Require Follow-Up (Active Learning Template – System Disorder)

Postpartum Physiological Adaptations: Assessment Findings That Require Immediate Follow-Up (Active Learning Template – System Disorder)

### Prioritize Hypotheses (2 items) 3 bullets+3 bullets=6

Peptic Ulcer Disease: Priority Action for a Client Who Has a Bleeding Peptic Ulcer (Active Learning Template – System Disorder)

Postpartum Physiological Adaptations: Identifying Complications in a Client Who Had a Cesarean Birth (Active Learning Template – System Disorder)

### Analyze Cues (9 items) 3 bulletsX9 bullets= 27 total(3 bullets for each line below)

Assessment and Management of Newborn Complications: Identifying Risks for the Newborn (Active Learning Template – System Disorder)

Depressive Disorders: Findings to Report (Active Learning Template – System Disorder)

Depressive Disorders: Teaching a Client About Amitriptyline (Active Learning Template – Medication)

Fractures: Analyzing Assessment Findings for a Child Who Has Arm Pain (Active Learning Template – System Disorder)

Gastrointestinal Structural and Inflammatory Disorders: Identifying Client's Risk for Postoperative Complications (Active Learning Template – System Disorder)

Musculoskeletal Trauma: Early Complications Associated With Open Fractures (Active Learning Template – System Disorder)

Postpartum Infections: Identifying Risk Factors for Uterine Atony and Infection (Active Learning Template – Basic Concept)

Substance Use and Addictive Disorders: Recognizing Client Response to Substance Use (Active Learning Template – System Disorder)

Suicide: Identifying Risks for a Client (Active Learning Template – Basic Concept)

### Take Actions (3 items)

Fractures: Priority Actions for a Child Who Has a Fracture (Active Learning Template – System Disorder)

Postpartum Infections: Actions to Take for a Client Who Has Endometritis (Active Learning Template – System Disorder)

Urinary Elimination: Nursing Actions to Prevent Catheter-Associated Urinary Tract Infection (Active Learning Template – Nursing Skill)

### Evaluate Outcomes (4 items)

Blood and Blood Product Transfusions: Evaluating Client Response to Blood Transfusion (Active Learning Template – System Disorder)

Fractures: Evaluating Discharge Teaching for a Child Who Has a Fracture (Active Learning Template – Therapeutic Procedure)

Osteoarthritis and Low Back Pain: Educating a Client About Joint Disease (Active Learning Template – System Disorder)

Peripheral Vascular Diseases: Identifying Postoperative Complications (Active Learning Template – System Disorder)

## image1.jpg

**## PREDICTORtomakebullets.docx**

![](https://www.sweetstudy.com/questions/bllets-for-predi)

## Topics To Revie

| | |
| — | — |
| **Management of Care (6 items)** | |
| **Ethical Practice (1 item) 3 bullets** | |

Ethical Responsibilities: Appling Ethical Principles to Client Care (Active Learning Template – Basic Concept)

### Assignment, Delegation and Supervision (1 item) 3 bullets

Leading and Managing Client Care: Delegating Care to an Assistive Personnel (Active Learning Template – Basic Concept)

**Advocacy (1 item) 3 bullets**

Professional Practice: Demonstrating Client Advocacy (Active Learning Template – Basic Concept)

### Collaboration with Multidisciplinary Team (1 item) 3 bullets

Coordinating Client Care: Identifying the Roles of Health Care Team Members (Active Learning Template – Basic Concept)

**Concepts of Management (1 item) 3 bullets**

Continuity of Care: Acting as a Liaison (Active Learning Template – Basic Concept)

### Referrals (1 item) 3 bullets

Continuity of Care: Identifying Community Resources for Client (Active Learning Template – Basic Concept)

| | |
| — | — |
| **Safety and Infection Control (9 items)** | |
| **Emergency Response Plan (1 item) 3 bullets** | |

Culture of Safety in Delivering Care: Responsibility of the Unit Nurse During a Disaster (Active Learning Template – Basic Concept)

### Handling Hazardous and Infectious Materials (1 item) 3 bullets

Cancer Treatment Options: Caring for a Client Who Has a Radiation Implant (Active Learning Template – Therapeutic Procedure)

**Home Safety (1 item) 3 bullets**

Home Safety: Providing Safety Teaching About Home Oxygen Therapy (Active Learning Template – Basic Concept)

### Reporting of Incident/Event/Irregular Occurrence/Variance (1 item) 3 bullets

Safe Medication Administration and Error Reduction: Priority Action for Heparin Overdose (Active Learning Template – Basic Concept)

**Security Plan (1 item) 3 bullets**

Nursing Care of Newborns: Preventing Newborn Abduction (Active Learning Template – Basic Concept)

### Accident/Error/Injury Prevention (2 items) 3 + 3=6 bullets

Gastrointestinal Disorders: Feeding a Client Who Has Dysphagia (Active Learning Template – Nursing Skill)

Medical Conditions: Actions to Take for a Client Who Has Preeclampsia With Severe Features (Active Learning Template – System Disorder)

**Use of Restraints/Safety Devices (1 item) 3 bullets**

Legal and Ethical Issues: Caring for a Client Who Is in Mechanical Restraints (Active Learning Template – Basic Concept)

### Standard Precautions/Transmission-Based Precautions/Surgical Asepsis (1 item) 3 bullets

Medical and Surgical Asepsis: Maintaining a Sterile Field While Pouring Sterile Solution (Active Learning Template – Nursing Skill)

| | |
| — | — |
| **Health Promotion and Maintenance (5 items)** | |
| **Health Screening (1 item) 3 bullets** | |

Practice Settings and Nursing Roles in the Community: Priority Assessment for an Adolescent Who Is Pregnant (Active Learning Template – Basic Concept)

**Techniques of Physical Assessment (1 item) 3 bullets**

Integumentary and Peripheral Vascular Systems: Assessing Skin Turgor (Active Learning Template – Nursing Skill)

### Developmental Stages and Transitions (1 item) 3 bullets

Health Promotion of Infants (2 Days to 1 Year): Expected Gross Motor Development (Active Learning Template – Growth and Development)

### Health Promotion/Disease Prevention (2 items) 3 bullets + 3 bullets=6

Guidelines for Healthy Eating: Promoting Healthy Nutrition in School-Age Children (Active Learning Template – Basic Concept)

Immunizations: Immunizations During Pregnancy (Active Learning Template – Basic Concept)

| | |
| — | — |
| **Psychosocial Integrity (2 items)** | |
| **Mental Health Concepts (1 item) 3 bullets** | |

Neurocognitive Disorders: Interventions for a Client Who Has Dementia (Active Learning Template – System Disorder)

### Crisis Intervention (1 item) 3 bullets

Trauma- and Stressor-Related Disorders: Making a Referral to Assess for Post-Traumatic Stress Disorder (Active Learning Template – Basic Concept)

| | |
| — | — |
| **Basic Care and Comfort (7 items)** | |
| **Elimination (1 item)3 bullets** | |

Sensory Perception: Performing Ear Irrigation (Active Learning Template – Nursing Skill)

**Mobility/Immobility (1 item)3 bullets**

Ergonomic Principles: Turning a Client Who Has a Thoracic Spine Injury (Active Learning Template – Basic Concept)

### Nutrition and Oral Hydration (2 items) 3 bullets+3 bullets=6

Chronic Obstructive Pulmonary Disease: Managing Nutrition (Active Learning Template – System Disorder)

Nasogastric Intubation and Enteral Feedings: Caring for a Client Who is Receiving Continuous Enteral Feedings (Active Learning Template – Nursing Skill)

**Assistive Devices (1 item) 3 bullets**

Sensory Perception: Caring for a Client Who Has Vision Loss (Active Learning Template – Basic Concept)

**Nonpharmacological Comfort Interventions (1 item) 3 bullets**

Complementary and Alternative Therapies: Biofeedback for Migraines (Active Learning Template – Basic Concept)

### Personal Hygiene (1 item) 3 bullets

Hygiene: Understanding Teaching About Personal Hygiene (Active Learning Template – Basic Concept)

| | |
| — | — |
| **Pharmacological and Parenteral Therapies (5 items)** | |
| **Blood and Blood Products (1 item)3 bullets** | |

Blood and Blood Product Transfusions: Preparing to Administer Packed RBCs (Active Learning Template – Therapeutic Procedure)

### Adverse Effects/Contraindications/Side Effects/Interactions (4 items)3 bullets+3 bullets+3 bullets+3 bullets=12

Depressive Disorders: Dietary Teaching (Active Learning Template – Medication)

Eye and Ear Disorders: Teaching About Adverse Effects of Timolol (Active Learning Template – Medication)

Medications Affecting Urinary Output: Recognizing Complication Caused by a Medication Interaction (Active Learning Template – Medication)

Psychotic Disorders: Reportable Finding in a Client Who Has Schizophrenia (Active Learning Template – System Disorder)

| | |
| — | — |
| **Reduction of Risk Potential (7 items)** | |
| **Diagnostic Tests (2 items) 3 bullets+3 bullets=6** | |

Electrocardiography and Dysrhythmia Monitoring: Identifying Ventricular Tachycardia (Active Learning Template – Diagnostic Procedure)

Gastrointestinal Therapeutic Procedures: Preparing a Client for a Paracentesis (Active Learning Template – Diagnostic Procedure)

**Potential for Complications from Surgical Procedures and Health Alterations (1 item)3 bullets**

Nursing Care of Newborns: Risk Factors for Hypoglycemia (Active Learning Template – System Disorder)

**System-Specific Assessments (1 item) 3 bullets**

Diabetes Mellitus Management: Recognizing Hypoglycemia (Active Learning Template – System Disorder)

### Potential for Complications of Diagnostic Tests/Treatments/Procedures (3 items) 3 bullets+3 bullets+3 bullets=9

Cancer Disorders: Planning Care for a Client Who Has Thrombocytopenia (Active Learning Template – System Disorder)

Cardiovascular Diagnostic and Therapeutic Procedures: Interventions for Air Embolism (Active Learning Template – Therapeutic Procedure)

Mobility and Immobility: Preventing Foot Drop (Active Learning Template – Nursing Skill)

| | |
| — | — |
| **Physiological Adaptation (5 items)** | |
| **Alterations in Body Systems (2 items) 3 bullets+3 bullets=6** | |

Cancer Treatment Options: Teaching a Client About Skin Care During Radiation Treatment (Active Learning Template – Therapeutic Procedure)

Postoperative Nursing Care: Evaluating Response to Surgery (Active Learning Template – Basic Concept)

### Illness Management (2 items)3 bullets+3 bullets=6

Cancer Treatment Options: Evaluating Understanding of Thrombocytopenia (Active Learning Template – System Disorder)

Diabetes Mellitus Management: Foot Care (Active Learning Template – System Disorder)

### Fluid and Electrolyte Imbalances (1 item)3 bullets

Complications of Diabetes Mellitus: Expected Findings of Diabetic Ketoacidosis (Active Learning Template – System Disorder)

| | |
| — | — |
| **Clinical Judgment (21 items)** | |
| **Recognize Cues (3 items)3 bullets+3 bullets+3 bullets=9** | |

Fractures: Identifying Findings Requiring Follow-up for a Child Who Has Arm Pain (Active Learning Template – System Disorder)

Peptic Ulcer Disease: Identifying Findings That Require Follow-Up (Active Learning Template – System Disorder)

Postpartum Physiological Adaptations: Assessment Findings That Require Immediate Follow-Up (Active Learning Template – System Disorder)

### Prioritize Hypotheses (2 items) 3 bullets+3 bullets=6

Peptic Ulcer Disease: Priority Action for a Client Who Has a Bleeding Peptic Ulcer (Active Learning Template – System Disorder)

Postpartum Physiological Adaptations: Identifying Complications in a Client Who Had a Cesarean Birth (Active Learning Template – System Disorder)

### Analyze Cues (9 items) 3 bulletsX9 bullets= 27 total(3 bullets for each line below)

Assessment and Management of Newborn Complications: Identifying Risks for the Newborn (Active Learning Template – System Disorder)

Depressive Disorders: Findings to Report (Active Learning Template – System Disorder)

Depressive Disorders: Teaching a Client About Amitriptyline (Active Learning Template – Medication)

Fractures: Analyzing Assessment Findings for a Child Who Has Arm Pain (Active Learning Template – System Disorder)

Gastrointestinal Structural and Inflammatory Disorders: Identifying Client's Risk for Postoperative Complications (Active Learning Template – System Disorder)

Musculoskeletal Trauma: Early Complications Associated With Open Fractures (Active Learning Template – System Disorder)

Postpartum Infections: Identifying Risk Factors for Uterine Atony and Infection (Active Learning Template – Basic Concept)

Substance Use and Addictive Disorders: Recognizing Client Response to Substance Use (Active Learning Template – System Disorder)

Suicide: Identifying Risks for a Client (Active Learning Template – Basic Concept)

### Take Actions (3 items)

Fractures: Priority Actions for a Child Who Has a Fracture (Active Learning Template – System Disorder)

Postpartum Infections: Actions to Take for a Client Who Has Endometritis (Active Learning Template – System Disorder)

Urinary Elimination: Nursing Actions to Prevent Catheter-Associated Urinary Tract Infection (Active Learning Template – Nursing Skill)

### Evaluate Outcomes (4 items)

Blood and Blood Product Transfusions: Evaluating Client Response to Blood Transfusion (Active Learning Template – System Disorder)

Fractures: Evaluating Discharge Teaching for a Child Who Has a Fracture (Active Learning Template – Therapeutic Procedure)

Osteoarthritis and Low Back Pain: Educating a Client About Joint Disease (Active Learning Template – System Disorder)

Peripheral Vascular Diseases: Identifying Postoperative Complications (Active Learning Template – System Disorder)

## image1.jpg

November 5, 2026
[Solved] WK 10 ASSIGN DATA

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– a year ago **files (2)** – ## WK8Rubric.docx – WK10ASSIGN.DATAQualityImprovementProject.docx **## WK8Rubric.docx** Close Rubric | | | | | — | — | — | | NURS_8211_Week8_Assignment_Rubric | | | | | | **NURS_8211_Week8_Assignment_Rubric** | | **Criteria** | **Ratings** | **Pts** | | Com…

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– a year ago

**files (2)**

– ## WK8Rubric.docx

– WK10ASSIGN.DATAQualityImprovementProject.docx

**## WK8Rubric.docx**

Close Rubric

| | | |
| — | — | — |
| NURS_8211_Week8_Assignment_Rubric |
| | | |
| **NURS_8211_Week8_Assignment_Rubric** |
| **Criteria** | **Ratings** | **Pts** |
| Completed Appendix E: Determined if the evidence answered the evidence-based practice question. | **20 to >16 pts**<br>**Excellent**<br>The response comprehensively and clearly determined if the evidence answered the EBP question. The response comprehensively and clearly analyzes the evidence.<br>**16 to >15 pts**<br>**Good**<br>The response clearly determined if the evidence answered the EBP question. The response clearly analyzes the evidence.<br>**15 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely determined if the evidence answered the EBP question. The response inaccurately or vaguely analyzes the evidence.<br>**12 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately determined if the evidence answered the EBP question, or it is missing. The response includes inaccurate and vague examples that do not analyze the evidence, or it is missing. | 20 / 20 pts |
| Completed Appendix E: Select the appropriate appraisal for the selected study: quantitative, qualitative, or mixed methods. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly analyzed the evidence. The response comprehensively and clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**49 to >43 pts**<br>**Good**<br>The response clearly analyzed the evidence. The response clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely analyzed the evidence. The response inaccurately or vaguely analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely analyzed the evidence, or it is missing. The response inaccurately or vaguely analyzes the effectiveness of evidence or did not accurately complete the section in the appendix, or it is missing. | 55 / 55 pts |
| Completed Appendix G: Identified the EBP question for one selected article. | **5 to >4 pts**<br>**Excellent**<br>The response clearly and accurately identified the EBP question of the selected article.<br>**4 to >3.5 pts**<br>**Good**<br>The response accurately identified the EBP question of the selected article.<br>**3.5 to >3 pts**<br>**Fair**<br>The response vaguely or inaccurately identified the EBP question of the selected article.<br>**3 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately identified the EBP question of the selected article, or it is missing. | 0 / 5 pts |
| Completed Appendix G: Completed all components of the form for the selected article. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly completed all sections of the form. The response comprehensively and clearly analyzes the article and provides a clear review of the article selected.<br>**49 to >43 pts**<br>**Good**<br>The response clearly completed all sections of the form. The response clearly analyzes the article and provides a clear review of the article selected.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely completed all sections of the form. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely completed all sections of the form, or it is missing. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected, or it is missing. | 55 / 55 pts |
| Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br>**4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet are only briefly described.<br>**3.5 to >3 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br>**3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. | 0 / 5 pts |
| Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. | **5 to >4 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors.<br>**3 to >0 pts**<br>**Poor**<br>Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 / 5 pts |
| Written Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4 pts**<br>**Excellent**<br>Uses correct APA format with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) APA format errors. | |

**WK10ASSIGN.DATAQualityImprovementProject.docx**

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**WK10ASSIGN.DATAQualityImprovementProject.docx**

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**## WK8Rubric.docx**

Close Rubric

| | | |
| — | — | — |
| NURS_8211_Week8_Assignment_Rubric |
| | | |
| **NURS_8211_Week8_Assignment_Rubric** |
| **Criteria** | **Ratings** | **Pts** |
| Completed Appendix E: Determined if the evidence answered the evidence-based practice question. | **20 to >16 pts**<br>**Excellent**<br>The response comprehensively and clearly determined if the evidence answered the EBP question. The response comprehensively and clearly analyzes the evidence.<br>**16 to >15 pts**<br>**Good**<br>The response clearly determined if the evidence answered the EBP question. The response clearly analyzes the evidence.<br>**15 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely determined if the evidence answered the EBP question. The response inaccurately or vaguely analyzes the evidence.<br>**12 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately determined if the evidence answered the EBP question, or it is missing. The response includes inaccurate and vague examples that do not analyze the evidence, or it is missing. | 20 / 20 pts |
| Completed Appendix E: Select the appropriate appraisal for the selected study: quantitative, qualitative, or mixed methods. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly analyzed the evidence. The response comprehensively and clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**49 to >43 pts**<br>**Good**<br>The response clearly analyzed the evidence. The response clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely analyzed the evidence. The response inaccurately or vaguely analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely analyzed the evidence, or it is missing. The response inaccurately or vaguely analyzes the effectiveness of evidence or did not accurately complete the section in the appendix, or it is missing. | 55 / 55 pts |
| Completed Appendix G: Identified the EBP question for one selected article. | **5 to >4 pts**<br>**Excellent**<br>The response clearly and accurately identified the EBP question of the selected article.<br>**4 to >3.5 pts**<br>**Good**<br>The response accurately identified the EBP question of the selected article.<br>**3.5 to >3 pts**<br>**Fair**<br>The response vaguely or inaccurately identified the EBP question of the selected article.<br>**3 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately identified the EBP question of the selected article, or it is missing. | 0 / 5 pts |
| Completed Appendix G: Completed all components of the form for the selected article. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly completed all sections of the form. The response comprehensively and clearly analyzes the article and provides a clear review of the article selected.<br>**49 to >43 pts**<br>**Good**<br>The response clearly completed all sections of the form. The response clearly analyzes the article and provides a clear review of the article selected.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely completed all sections of the form. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely completed all sections of the form, or it is missing. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected, or it is missing. | 55 / 55 pts |
| Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br>**4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet are only briefly described.<br>**3.5 to >3 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br>**3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. | 0 / 5 pts |
| Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. | **5 to >4 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors.<br>**3 to >0 pts**<br>**Poor**<br>Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 / 5 pts |
| Written Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4 pts**<br>**Excellent**<br>Uses correct APA format with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) APA format errors. | |

**WK10ASSIGN.DATAQualityImprovementProject.docx**

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**## WK8Rubric.docx**

Close Rubric

| | | |
| — | — | — |
| NURS_8211_Week8_Assignment_Rubric |
| | | |
| **NURS_8211_Week8_Assignment_Rubric** |
| **Criteria** | **Ratings** | **Pts** |
| Completed Appendix E: Determined if the evidence answered the evidence-based practice question. | **20 to >16 pts**<br>**Excellent**<br>The response comprehensively and clearly determined if the evidence answered the EBP question. The response comprehensively and clearly analyzes the evidence.<br>**16 to >15 pts**<br>**Good**<br>The response clearly determined if the evidence answered the EBP question. The response clearly analyzes the evidence.<br>**15 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely determined if the evidence answered the EBP question. The response inaccurately or vaguely analyzes the evidence.<br>**12 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately determined if the evidence answered the EBP question, or it is missing. The response includes inaccurate and vague examples that do not analyze the evidence, or it is missing. | 20 / 20 pts |
| Completed Appendix E: Select the appropriate appraisal for the selected study: quantitative, qualitative, or mixed methods. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly analyzed the evidence. The response comprehensively and clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**49 to >43 pts**<br>**Good**<br>The response clearly analyzed the evidence. The response clearly analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely analyzed the evidence. The response inaccurately or vaguely analyzes the effectiveness of evidence, or accurately completed the section in the appendix.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely analyzed the evidence, or it is missing. The response inaccurately or vaguely analyzes the effectiveness of evidence or did not accurately complete the section in the appendix, or it is missing. | 55 / 55 pts |
| Completed Appendix G: Identified the EBP question for one selected article. | **5 to >4 pts**<br>**Excellent**<br>The response clearly and accurately identified the EBP question of the selected article.<br>**4 to >3.5 pts**<br>**Good**<br>The response accurately identified the EBP question of the selected article.<br>**3.5 to >3 pts**<br>**Fair**<br>The response vaguely or inaccurately identified the EBP question of the selected article.<br>**3 to >0 pts**<br>**Poor**<br>The response vaguely or inaccurately identified the EBP question of the selected article, or it is missing. | 0 / 5 pts |
| Completed Appendix G: Completed all components of the form for the selected article. | **55 to >49 pts**<br>**Excellent**<br>The response comprehensively and clearly completed all sections of the form. The response comprehensively and clearly analyzes the article and provides a clear review of the article selected.<br>**49 to >43 pts**<br>**Good**<br>The response clearly completed all sections of the form. The response clearly analyzes the article and provides a clear review of the article selected.<br>**43 to >12 pts**<br>**Fair**<br>The response inaccurately or vaguely completed all sections of the form. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected.<br>**12 to >0 pts**<br>**Poor**<br>The response inaccurately or vaguely completed all sections of the form, or it is missing. The response inaccurately or vaguely analyzes the article and provides a clear review of the article selected, or it is missing. | 55 / 55 pts |
| Written Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. | **5 to >4 pts**<br>**Excellent**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.<br>**4 to >3.5 pts**<br>**Good**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet are only briefly described.<br>**3.5 to >3 pts**<br>**Fair**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br>**3 to >0 pts**<br>**Poor**<br>Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. | 0 / 5 pts |
| Written Expression and Formatting—English Writing Standards: Correct grammar, mechanics, and proper punctuation. | **5 to >4 pts**<br>**Excellent**<br>Uses correct grammar, spelling, and punctuation with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) grammar, spelling, and punctuation errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) grammar, spelling, and punctuation errors.<br>**3 to >0 pts**<br>**Poor**<br>Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 / 5 pts |
| Written Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | **5 to >4 pts**<br>**Excellent**<br>Uses correct APA format with no errors.<br>**4 to >3.5 pts**<br>**Good**<br>Contains a few (one or two) APA format errors.<br>**3.5 to >3 pts**<br>**Fair**<br>Contains several (three or four) APA format errors. | |

**WK10ASSIGN.DATAQualityImprovementProject.docx**

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November 5, 2026
[Solved] Reflective Analysis on the Research Project and Clinical Hours

✓ Verified Academic Solution Available

Executive Solution Overview

The purpose of this analysis is to reflect on your experience in the course, focusing on your final research project and clinical hours. This assignment will allow you to analyze how these experiences impacted your professional development, your community, and future project sustainability. **Instru…

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Assignment Prompt & Instructions

The purpose of this analysis is to reflect on your experience in the course, focusing on your final research project and clinical hours. This assignment will allow you to analyze how these experiences impacted your professional development, your community, and future project sustainability.

**Instructions:**

1. Write a reflective analysis addressing the following points:

**Final Research Project:**

– Explain how your project can generate a positive change in the community and patients' lives.
– Analyze how your project contributed to your personal and professional experience and prepared you for the future as a DN-prepared nurse.
– Reflect on the strategies you would implement to ensure your project remains sustainable and does not fall into disuse after graduation.

**Clinical Hours Experience:**

– Evaluate whether the clinical hours completed during the course were sufficient to meet your learning objectives. Provide clear and detailed reasoning to support your response.
– Reflect on how the clinical hours positively impacted your professional development, emphasizing the most beneficial aspects.
– Identify specific elements of the clinical hours that you would modify and explain the reasons for suggesting these changes.

**Submission Instructions:**

– Your assignment will be run through TurnItIn to check for plagiarism.

– [\
\
ProjectFinalProposaltotheSchoolofNursing.docx](https://www.sweetstudy.com/files/projectfinalproposaltotheschoolofnursing-docx "ProjectFinalProposaltotheSchoolofNursing.docx")

– a year ago

November 5, 2026
[Solved] Mod.6D DiscussionReply

✓ Verified Academic Solution Available

Executive Solution Overview

You should respond to both discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts. Minimum 150 words each reply with references under each reply. Incorporate a minimum of 2 current (published within the last five year…

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Assignment Prompt & Instructions

You should respond to both discussions separately–with constructive literature material- extending, refuting/correcting, or adding additional nuance to their posts.

Minimum 150 words each reply with references under each reply.

Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

Discussion 1

**Caring for Korean, Puerto Rican, & Jordanian Populations**

**Biological Variations Among Korean Americans**

Nursing professionals must recognize how biological differences among Korean Americans impact their healthcare outcomes healthcare provision methods. One of the major concerns is the genetic make-up of Korean Americans which brings inherited risks of diseases that frequently affect their population (Park et al., 2023). Korean Americans experience hypertension and diabetes at higher rates than members of other ethnic groups (Giger & Haddad, 2021). The genetic susceptibility toward hypertension among Korean Americans are exacerbated by traditional food choices which frequently contain high sodium levels (Giger & Haddad, 2021). Besides, the combination of specific cultural healthcare beliefs about traditional treatments and self-restriction toward primary healthcare assistance creates additional barriers for proper health management.

Korean Americans face significant challenges with their mental health which requires attention for proper care. Many people refrain from seeking mental health assistance because of cultural prejudices thereby causing mental health disorders to go undetected (Giger & Haddad, 2021). Understanding these cultural differences permits nurses to create open-minded environments that motivate patients to express their emotional health concerns without prejudice. Nurses who understand biological and cultural factors will provide better care to Korean American patients through enhanced assessment and customized care planning.

**Stereotyping Puerto Ricans**

The practice of stereotyping Puerto Ricans have identical cultural traits to Hispanic Americans results in profound errors affecting healthcare delivery to patients. Generalizations about Puerto Ricans tend to disregard their unique cultural elements and social factors that affect the way they experience healthcare and their specific medical requirements (Díaz et al., 2021). Puerto Ricans face distinctive health challenges including metabolic disorders that show different prevalence rates when compared with other Hispanic communities. Using stereotypes in nursing practice often leads to misjudging a patient's healthcare practices including dietary choices and therapeutic compliance.

When healthcare providers apply stereotypical assumptions they provide substandard health assessments which leads to communication failures that diminish the quality of care delivered to patients. The incorrect assumption that Puerto Rican patient health issues match Mexican American patient health issues forces nurses to miss vital assessments or screenings specific to Puerto Rican health needs (Giger & Haddad, 2021). The incorrect assessment process creates health plans that fail to meet unique patient requirements thus producing lower overall treatment effectiveness.

**Geographical Location of Jordan and Its Impact**

The nation of Jordan stands in the Middle East region between Israel and the West Bank. It also neighbors Syria, Iraq and Saudi Arabia. Its strategic geographic location places it between different cultural and political dynamics that has prolonged political turbulence across the region (Bani Issa, 2023). Recent Jordanian immigrants to the United States face substantial socio-economic impacts stemming from the country's enduring conflicts affecting their health outcomes.

Political instability in Jordan causes significant trauma and anxiety problems among its American immigrants who experienced conflict or instability (Giger & Haddad, 2021). People who go through such experiences show increased risks of mental health conditions including PTSD and depression. Immigrants face psychological stress together with cultural adjustment difficulties that intensify mental health problems. Healthcare providers must understand the distinctive healthcare needs of recently immigrated Jordanians because their experiences of political turmoil will shape their health requirements.

Discussion 2

The nurses and the healthcare team members should be aware that there are going to be biological variations among many different cultural groups. However, some of the most common biological variations among the Korean Americans are related to very specific conditions. Some of these genetic conditions that Korean Americans are exposed to or have a high risk of are stomach cancer, hepatitis B, lactose intolerance ,low alcohol metabolism and glucose 6 phosphate dehydrogenase deficiency. Korean Americans are at a higher risk of getting stomach cancer due to genetic factors or dietary patterns which may include high consumption of salty foods and smoked foods. Chronic hepatitis B is also a high risk for many Korean Americans because of the high risk for liver cirrhosis and hepatocellular carcinoma (Jo et al., 2019). There is also a big population of people that may also be lactose intolerant and dietary needs have to be taken into consideration while making any treatment plans or any dietary recommendations. Another thing that nurses and the healthcare team members should be aware of is the low level of alcohol metabolism which can lead to symptoms of facial redness, nausea, and headache (Oh et al., 2021).

Nurses and healthcare members should also consider the genetic variations that can influence how certain medication is being metabolized in the body and this may vary due to different ethnic groups and the genetic makeup of the patients.

Stereotyping Puerto Ricans as similar to other Hispanic Americans can lead to many different errors due to a difference in the historical background and the cultural background. There are certain commonalities between the Hispanic groups would be the language however there are different dialects and different slangs that are used in each Latin American countries. Even though Spanish is a very common language there are going to be some different idioms and dialects that not everyone is going to understand and this can lead to misunderstandings about the symptoms and the treatment options. There are also going to be some traditional remedies that may be shared among other Hispanic cultures however, it would be wrong to assume that everyone and every culture would have the same traditional remedies. There is also a difference in the historical and political aspect which can lead to a misunderstanding if stereotypes and assumptions are being made without any knowledge. There are many different ways that a nurse or any health care member can avoid to stereotype all Hispanics and one of them is to learn about the specific culture of the patient and ask questions. It is very important to ask any open-ended questions to understand more about their culture and to make sure that if interpreters are needed they are appropriate and they can understand the patient.

The geographical location of Jordan is in the Middle East and it does share borders with the other Middle Eastern countries such as Syria, Iraq, and Saudi Arabia along with Palestine. The political turmoil that many residents of Jordan might experience will affect their mental health in a negative way. Many of these people will have trauma and PTSD from the different political conflict and many of them will worry and go through grief and or guilt (Altobaishat et al., 2025). There is also going to be an effect on the financial and the social issues due to the poor economy and there is going to be a problem with discrimination as well for the immigrated Jordanian Americans.

– a year ago

November 5, 2026
[Solved] WK 10 DIS DATA

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (9)** – ## WK10DISDATA.docx – WK10Impact.pdf – WK10SimonsA_2024_Executive_Summary_QualityImprovement_Inititaitve_Evaluation1.pdf – WK10Multihospital.pdf – WK10retrieve.pdf – WK10ImplementingMotivationalInterviewingtoImproveMedicationAdhe.pdf – WK10OncologyNursesCompassionF…

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Assignment Prompt & Instructions

– a year ago

**files (9)**

– ## WK10DISDATA.docx

– WK10Impact.pdf
– WK10SimonsA_2024_Executive_Summary_QualityImprovement_Inititaitve_Evaluation1.pdf
– WK10Multihospital.pdf
– WK10retrieve.pdf
– WK10ImplementingMotivationalInterviewingtoImproveMedicationAdhe.pdf
– WK10OncologyNursesCompassionFatigueandGeneralHealth_AMixed-M1.pdf
– WK10The_Professional_Identity_of_t1.pdf
– WK10Examining_the_Lived_Experience1.pdf

**## WK10DISDATA.docx**

Putting It Together

How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with articles provided this week? What can qualitative data provide that quantitative data cannot, and vice versa? How might a mixed methods approach fill in the gaps to provide a clearer understanding of the problem and potential solutions?

For this Discussion, reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373995)

· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–260)

· Bangura, F. (2024).
[Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.

· Khoja, A., & Moosa, L. (2023).
[Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.

· Tzeng, H.-M., & Yin, C.-Y. (2017).
[A multihospital survey on effective interventions to prevent hospital falls in adults\
Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.

#### [**Required Resources for Topic: Quality Improvement Project Assignment Options**](https://waldenu.instructure.com/courses/157739/pages/week-10-learning-resources?module_item_id=6373995)

· Frazier, M. C. (2023).
_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site. (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

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

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

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

**To prepare:**

· Read and view the Learning Resources.

By Day 3 of Week 10

**Post** a response to the following prompts:

· Evaluate a DNP QI project that used a mixed methods approach (choose from the list).

· What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)

· What was the effectiveness of each? (one paragraph)

By Day 6 of Week 10

**Read** a selection of your colleagues’ posts and
**respond** to
**at least two** of your colleagues on
**two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

**CLASS**

In this discussion, you will reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

Our interactive discussion addresses the following learning objectives:

· Analyze a research study and use it to consider a design for an evidence-based practice project

**Post** a response to the following prompts:

· Evaluate a DNP QI project that used a mixed methods approach (choose from the list in the Weekly Resources).

· What was the relationship to the practice-focused question to the use of the quantitative and qualitative results? (one paragraph)

· What was the effectiveness of each? (one paragraph)

We encourage you to read the question carefully to answer all aspects presented.

**WK10Impact.pdf**

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**WK10SimonsA_2024_Executive_Summary_QualityImprovement_Inititaitve_Evaluation1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10simonsa-2024-executive-summary-qualityimprovement-inititaitve-evaluation1-pdf)

**WK10Multihospital.pdf**

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**WK10retrieve.pdf**

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**WK10ImplementingMotivationalInterviewingtoImproveMedicationAdhe.pdf**

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**WK10OncologyNursesCompassionFatigueandGeneralHealth_AMixed-M1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10oncologynursescompassionfatigueandgeneralhealth-amixed-m1-pdf)

**WK10The_Professional_Identity_of_t1.pdf**

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**WK10Examining_the_Lived_Experience1.pdf**

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**WK10Examining_the_Lived_Experience1.pdf**

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**## WK10DISDATA.docx**

Putting It Together

How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with articles provided this week? What can qualitative data provide that quantitative data cannot, and vice versa? How might a mixed methods approach fill in the gaps to provide a clearer understanding of the problem and potential solutions?

For this Discussion, reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373995)

· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–260)

· Bangura, F. (2024).
[Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.

· Khoja, A., & Moosa, L. (2023).
[Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.

· Tzeng, H.-M., & Yin, C.-Y. (2017).
[A multihospital survey on effective interventions to prevent hospital falls in adults\
Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.

#### [**Required Resources for Topic: Quality Improvement Project Assignment Options**](https://waldenu.instructure.com/courses/157739/pages/week-10-learning-resources?module_item_id=6373995)

· Frazier, M. C. (2023).
_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site. (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

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

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

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

**To prepare:**

· Read and view the Learning Resources.

By Day 3 of Week 10

**Post** a response to the following prompts:

· Evaluate a DNP QI project that used a mixed methods approach (choose from the list).

· What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)

· What was the effectiveness of each? (one paragraph)

By Day 6 of Week 10

**Read** a selection of your colleagues’ posts and
**respond** to
**at least two** of your colleagues on
**two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

**CLASS**

In this discussion, you will reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

Our interactive discussion addresses the following learning objectives:

· Analyze a research study and use it to consider a design for an evidence-based practice project

**Post** a response to the following prompts:

· Evaluate a DNP QI project that used a mixed methods approach (choose from the list in the Weekly Resources).

· What was the relationship to the practice-focused question to the use of the quantitative and qualitative results? (one paragraph)

· What was the effectiveness of each? (one paragraph)

We encourage you to read the question carefully to answer all aspects presented.

**WK10Impact.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10impact-pdf)

**WK10SimonsA_2024_Executive_Summary_QualityImprovement_Inititaitve_Evaluation1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10simonsa-2024-executive-summary-qualityimprovement-inititaitve-evaluation1-pdf)

**WK10Multihospital.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10multihospital-pdf)

**WK10retrieve.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10retrieve-pdf)

**WK10ImplementingMotivationalInterviewingtoImproveMedicationAdhe.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10implementingmotivationalinterviewingtoimprovemedicationadhe-pdf)

**WK10OncologyNursesCompassionFatigueandGeneralHealth_AMixed-M1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10oncologynursescompassionfatigueandgeneralhealth-amixed-m1-pdf)

**WK10The_Professional_Identity_of_t1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10the-professional-identity-of-t1-pdf)

**WK10Examining_the_Lived_Experience1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10examining-the-lived-experience1-pdf)

**## WK10DISDATA.docx**

Putting It Together

How might the use of qualitative and quantitative methods serve to provide answers for researchers regarding the challenges associated with articles provided this week? What can qualitative data provide that quantitative data cannot, and vice versa? How might a mixed methods approach fill in the gaps to provide a clearer understanding of the problem and potential solutions?

For this Discussion, reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6373995)

· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021).
_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines_ (4th ed.). Sigma Theta Tau International Honor Society of Nursing.

· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–260)

· Bangura, F. (2024).
[Development and evaluation of a nurse practitioner–directed intentional rounding strategy, and its impact on decreasing falls in a veterans long-term care facilityLinks to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/development-evaluation-nurse-practitioner/docview/2954139015/sem-2?accountid=14872) (Publication No. 30991997) [Doctoral dissertation, Wilmington University]. ProQuest Dissertations and Theses Global.

· Khoja, A., & Moosa, L. (2023).
[Impact of tailored interventions for patient safety (TIPS) to reduce fall rates\
Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=163143819&site=eds-live&scope=site&custid=s6527200). MEDSURG Nursing, 32(2), 89–93.

· Tzeng, H.-M., & Yin, C.-Y. (2017).
[A multihospital survey on effective interventions to prevent hospital falls in adults\
Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=126865180&site=eds-live&scope=site&custid=s6527200). Nursing Economics, 35(6), 304–313.

#### [**Required Resources for Topic: Quality Improvement Project Assignment Options**](https://waldenu.instructure.com/courses/157739/pages/week-10-learning-resources?module_item_id=6373995)

· Frazier, M. C. (2023).
_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site. (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

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

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

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

**To prepare:**

· Read and view the Learning Resources.

By Day 3 of Week 10

**Post** a response to the following prompts:

· Evaluate a DNP QI project that used a mixed methods approach (choose from the list).

· What was the relationship to the practice-focused question to the use of the quantitative and the qualitative results? (one paragraph)

· What was the effectiveness of each? (one paragraph)

By Day 6 of Week 10

**Read** a selection of your colleagues’ posts and
**respond** to
**at least two** of your colleagues on
**two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

**CLASS**

In this discussion, you will reflect on an issue or problem outlined in the provided articles. Consider the relationship to a practice-focused question and the use of both qualitative and quantitative research methods and designs. Explore how these two methods might work well together. Consider how a mixed methods approach supports evidence-based practice.

Our interactive discussion addresses the following learning objectives:

· Analyze a research study and use it to consider a design for an evidence-based practice project

**Post** a response to the following prompts:

· Evaluate a DNP QI project that used a mixed methods approach (choose from the list in the Weekly Resources).

· What was the relationship to the practice-focused question to the use of the quantitative and qualitative results? (one paragraph)

· What was the effectiveness of each? (one paragraph)

We encourage you to read the question carefully to answer all aspects presented.

**WK10Impact.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10impact-pdf)

**WK10SimonsA_2024_Executive_Summary_QualityImprovement_Inititaitve_Evaluation1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10simonsa-2024-executive-summary-qualityimprovement-inititaitve-evaluation1-pdf)

**WK10Multihospital.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10multihospital-pdf)

**WK10retrieve.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10retrieve-pdf)

**WK10ImplementingMotivationalInterviewingtoImproveMedicationAdhe.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10implementingmotivationalinterviewingtoimprovemedicationadhe-pdf)

**WK10OncologyNursesCompassionFatigueandGeneralHealth_AMixed-M1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10oncologynursescompassionfatigueandgeneralhealth-amixed-m1-pdf)

**WK10The_Professional_Identity_of_t1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10the-professional-identity-of-t1-pdf)

**WK10Examining_the_Lived_Experience1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk10examining-the-lived-experience1-pdf)

November 5, 2026