Tag: Nursing

[Solved] nurs 507 m4 discussion

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (2)** – ## nus507discussion4.docx – ## Chapter_037-1.pptx **## nus507discussion4.docx** After studying [Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/43826/pages/module-4-lecture-materials-and-resources), discuss a dermatologic disorder and its t…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (2)**

– ## nus507discussion4.docx

– ## Chapter_037-1.pptx

**## nus507discussion4.docx**

After studying
[Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/43826/pages/module-4-lecture-materials-and-resources), discuss a dermatologic disorder and its treatment modalities.

**Submission Instructions:**

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

**## Chapter_037-1.pptx**

Chapter 37
Dermatology Disorders

Anatomy, Physiology, & Pathophysiology

Skin

Epidermis (5 layers)

Dermis

Skin appendages

Hair

Sebaceous glands

Nails

Sweat glands (3 types)

Defense mechanisms

Pigment lability

Follicular response

Mesenchymal response

Assessment

Clinical findings

Primary vs. secondary lesions

History/Physical examination

Essential documentation

Dermatological terminology

Diagnostic Studies

Microscopic examination of skin scrapings

Stains (e.g., Wright, Giemsa, Wright-Giemsa)

Cultures

Patch/skin testing

Skin biopsy

Management Strategies (1 of 2)

Hydration/lubrication

Bathing

Moisturizers

Dressings

Wet dressings

Occlusive dressings

Sun-protective agents

Management Strategies (2 of 2)

Medications

Preparation types (e.g., cream, ointment, etc.)

Antibacterial agents

Antifungal agents

Antiviral agents

Anti-inflammatory agents

Antipruritic agents

Immunomodulators

Scabicides/Pediculicides

Hair/scalp preparations

Bacterial Infections: Impetigo

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections: Cellulitis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections:
Folliculitis, Furuncle, & Carbuncle

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections: Paronychia

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Candidiasis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Capitis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Corporis (Ringworm)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Cruris (Jock Itch)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Pedis (Athlete’s foot)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Onychomycosis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea/Pityriasis Versicolor

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Patient/Family education

Viral Infections: Herpes Simplex (HSV)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Herpes Zoster (Shingles)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Molluscum Contagiosum

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Warts

Causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Infestations: Pediculosis (Lice)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Management

Complications

Patient/Family education

Infestations: Scabies

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Acne Vulgaris

Causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Contact Dermatitis

Causative substance (irritant/allergen)

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Diaper Dermatitis

Contributing factors

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Seborrheic Dermatitis

Cradle Cap (infant) vs. Dandruff (adult)

Contributing factors/causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema: Morbilliform Drug Eruptions

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema: DRESS Syndrome

Drug Reaction with Eosinophilia & Systemic Symptoms [DRESS] or Drug Hypersensitivity Syndrome

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema:
Urticaria (Hives) & Angioedema

Causative factors

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema:
Erythema Multiforme, SJS, TEN

Erythema multiforme

Stevens Johnson Syndrome (SJS) & Toxic Epidermal Necrolysis (TEN)

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Pityriasis Rosea

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Psoriasis

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Lichen Striatus

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Keratosis Pilaris

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Patient/Family education

Vascular Disorders (Birthmarks)

Causative mechanisms

Vascular malformations

Pigmented lesions

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Acanthosis Nigricans

Underlying disease/condition

Clinical findings

History

Physical examination

Differential diagnosis

Management

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Hypopigmentation

Underlying disease/condition

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Hair Loss (Alopecia)

Underlying disease/condition

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Body Modifications

Tattoos, body piercing, & scarification

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

## image1.png

**## Chapter_037-1.pptx**

Chapter 37
Dermatology Disorders

Anatomy, Physiology, & Pathophysiology

Skin

Epidermis (5 layers)

Dermis

Skin appendages

Hair

Sebaceous glands

Nails

Sweat glands (3 types)

Defense mechanisms

Pigment lability

Follicular response

Mesenchymal response

Assessment

Clinical findings

Primary vs. secondary lesions

History/Physical examination

Essential documentation

Dermatological terminology

Diagnostic Studies

Microscopic examination of skin scrapings

Stains (e.g., Wright, Giemsa, Wright-Giemsa)

Cultures

Patch/skin testing

Skin biopsy

Management Strategies (1 of 2)

Hydration/lubrication

Bathing

Moisturizers

Dressings

Wet dressings

Occlusive dressings

Sun-protective agents

Management Strategies (2 of 2)

Medications

Preparation types (e.g., cream, ointment, etc.)

Antibacterial agents

Antifungal agents

Antiviral agents

Anti-inflammatory agents

Antipruritic agents

Immunomodulators

Scabicides/Pediculicides

Hair/scalp preparations

Bacterial Infections: Impetigo

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections: Cellulitis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections:
Folliculitis, Furuncle, & Carbuncle

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections: Paronychia

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Candidiasis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Capitis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Corporis (Ringworm)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Cruris (Jock Itch)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Pedis (Athlete’s foot)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Onychomycosis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea/Pityriasis Versicolor

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Patient/Family education

Viral Infections: Herpes Simplex (HSV)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Herpes Zoster (Shingles)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Molluscum Contagiosum

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Warts

Causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Infestations: Pediculosis (Lice)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Management

Complications

Patient/Family education

Infestations: Scabies

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Acne Vulgaris

Causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Contact Dermatitis

Causative substance (irritant/allergen)

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Diaper Dermatitis

Contributing factors

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Seborrheic Dermatitis

Cradle Cap (infant) vs. Dandruff (adult)

Contributing factors/causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema: Morbilliform Drug Eruptions

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema: DRESS Syndrome

Drug Reaction with Eosinophilia & Systemic Symptoms [DRESS] or Drug Hypersensitivity Syndrome

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema:
Urticaria (Hives) & Angioedema

Causative factors

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema:
Erythema Multiforme, SJS, TEN

Erythema multiforme

Stevens Johnson Syndrome (SJS) & Toxic Epidermal Necrolysis (TEN)

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Pityriasis Rosea

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Psoriasis

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Lichen Striatus

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Keratosis Pilaris

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Patient/Family education

Vascular Disorders (Birthmarks)

Causative mechanisms

Vascular malformations

Pigmented lesions

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Acanthosis Nigricans

Underlying disease/condition

Clinical findings

History

Physical examination

Differential diagnosis

Management

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Hypopigmentation

Underlying disease/condition

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Hair Loss (Alopecia)

Underlying disease/condition

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Body Modifications

Tattoos, body piercing, & scarification

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

## image1.png

**## nus507discussion4.docx**

After studying
[Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/43826/pages/module-4-lecture-materials-and-resources), discuss a dermatologic disorder and its treatment modalities.

**Submission Instructions:**

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

**## Chapter_037-1.pptx**

Chapter 37
Dermatology Disorders

Anatomy, Physiology, & Pathophysiology

Skin

Epidermis (5 layers)

Dermis

Skin appendages

Hair

Sebaceous glands

Nails

Sweat glands (3 types)

Defense mechanisms

Pigment lability

Follicular response

Mesenchymal response

Assessment

Clinical findings

Primary vs. secondary lesions

History/Physical examination

Essential documentation

Dermatological terminology

Diagnostic Studies

Microscopic examination of skin scrapings

Stains (e.g., Wright, Giemsa, Wright-Giemsa)

Cultures

Patch/skin testing

Skin biopsy

Management Strategies (1 of 2)

Hydration/lubrication

Bathing

Moisturizers

Dressings

Wet dressings

Occlusive dressings

Sun-protective agents

Management Strategies (2 of 2)

Medications

Preparation types (e.g., cream, ointment, etc.)

Antibacterial agents

Antifungal agents

Antiviral agents

Anti-inflammatory agents

Antipruritic agents

Immunomodulators

Scabicides/Pediculicides

Hair/scalp preparations

Bacterial Infections: Impetigo

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections: Cellulitis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections:
Folliculitis, Furuncle, & Carbuncle

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections: Paronychia

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Candidiasis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Capitis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Corporis (Ringworm)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Cruris (Jock Itch)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Pedis (Athlete’s foot)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Onychomycosis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea/Pityriasis Versicolor

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Patient/Family education

Viral Infections: Herpes Simplex (HSV)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Herpes Zoster (Shingles)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Molluscum Contagiosum

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Warts

Causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Infestations: Pediculosis (Lice)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Management

Complications

Patient/Family education

Infestations: Scabies

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Acne Vulgaris

Causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Contact Dermatitis

Causative substance (irritant/allergen)

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Diaper Dermatitis

Contributing factors

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Seborrheic Dermatitis

Cradle Cap (infant) vs. Dandruff (adult)

Contributing factors/causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema: Morbilliform Drug Eruptions

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema: DRESS Syndrome

Drug Reaction with Eosinophilia & Systemic Symptoms [DRESS] or Drug Hypersensitivity Syndrome

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema:
Urticaria (Hives) & Angioedema

Causative factors

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema:
Erythema Multiforme, SJS, TEN

Erythema multiforme

Stevens Johnson Syndrome (SJS) & Toxic Epidermal Necrolysis (TEN)

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Pityriasis Rosea

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Psoriasis

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Lichen Striatus

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Keratosis Pilaris

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Patient/Family education

Vascular Disorders (Birthmarks)

Causative mechanisms

Vascular malformations

Pigmented lesions

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Acanthosis Nigricans

Underlying disease/condition

Clinical findings

History

Physical examination

Differential diagnosis

Management

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Hypopigmentation

Underlying disease/condition

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Hair Loss (Alopecia)

Underlying disease/condition

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Body Modifications

Tattoos, body piercing, & scarification

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

## image1.png

**## nus507discussion4.docx**

After studying
[Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/43826/pages/module-4-lecture-materials-and-resources), discuss a dermatologic disorder and its treatment modalities.

**Submission Instructions:**

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

**## Chapter_037-1.pptx**

Chapter 37
Dermatology Disorders

Anatomy, Physiology, & Pathophysiology

Skin

Epidermis (5 layers)

Dermis

Skin appendages

Hair

Sebaceous glands

Nails

Sweat glands (3 types)

Defense mechanisms

Pigment lability

Follicular response

Mesenchymal response

Assessment

Clinical findings

Primary vs. secondary lesions

History/Physical examination

Essential documentation

Dermatological terminology

Diagnostic Studies

Microscopic examination of skin scrapings

Stains (e.g., Wright, Giemsa, Wright-Giemsa)

Cultures

Patch/skin testing

Skin biopsy

Management Strategies (1 of 2)

Hydration/lubrication

Bathing

Moisturizers

Dressings

Wet dressings

Occlusive dressings

Sun-protective agents

Management Strategies (2 of 2)

Medications

Preparation types (e.g., cream, ointment, etc.)

Antibacterial agents

Antifungal agents

Antiviral agents

Anti-inflammatory agents

Antipruritic agents

Immunomodulators

Scabicides/Pediculicides

Hair/scalp preparations

Bacterial Infections: Impetigo

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections: Cellulitis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections:
Folliculitis, Furuncle, & Carbuncle

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Bacterial Infections: Paronychia

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Candidiasis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Capitis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Corporis (Ringworm)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Cruris (Jock Itch)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea Pedis (Athlete’s foot)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Onychomycosis

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Fungal Infections: Tinea/Pityriasis Versicolor

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Patient/Family education

Viral Infections: Herpes Simplex (HSV)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Herpes Zoster (Shingles)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Molluscum Contagiosum

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Viral Infections: Warts

Causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Infestations: Pediculosis (Lice)

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Management

Complications

Patient/Family education

Infestations: Scabies

Causative agents

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Acne Vulgaris

Causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Contact Dermatitis

Causative substance (irritant/allergen)

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Diaper Dermatitis

Contributing factors

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Allergic/Inflammatory: Seborrheic Dermatitis

Cradle Cap (infant) vs. Dandruff (adult)

Contributing factors/causative agents

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema: Morbilliform Drug Eruptions

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema: DRESS Syndrome

Drug Reaction with Eosinophilia & Systemic Symptoms [DRESS] or Drug Hypersensitivity Syndrome

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema:
Urticaria (Hives) & Angioedema

Causative factors

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Reactive Erythema:
Erythema Multiforme, SJS, TEN

Erythema multiforme

Stevens Johnson Syndrome (SJS) & Toxic Epidermal Necrolysis (TEN)

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Pityriasis Rosea

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Psoriasis

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Lichen Striatus

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Papulosquamous Eruptions: Keratosis Pilaris

Causative factors/mechanism

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Patient/Family education

Vascular Disorders (Birthmarks)

Causative mechanisms

Vascular malformations

Pigmented lesions

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Acanthosis Nigricans

Underlying disease/condition

Clinical findings

History

Physical examination

Differential diagnosis

Management

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Hypopigmentation

Underlying disease/condition

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Cutaneous Manifestations of Underlying Disease: Hair Loss (Alopecia)

Underlying disease/condition

Clinical findings

History

Physical examination

Diagnostic studies

Differential diagnosis

Management

Complications

Patient/Family education

Body Modifications

Tattoos, body piercing, & scarification

Clinical findings

History

Physical examination

Differential diagnosis

Management

Complications

Patient/Family education

## image1.png

November 5, 2026
[Solved] nurs 507 CL soap 2

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (3)** – ## nus507CLsoap2fixed.docx – ## SOAPNOTETEMPLATEBLANK.docx – SOAPNoteRubric.pdf **## nus507CLsoap2fixed.docx** ![icon](https://www.sweetstudy.com/questions/nurs-507-cl-soap-2)**_SOAP Note 2_** Patient is M.M 16 year male coming in with a cough that does not go away. Has…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (3)**

– ## nus507CLsoap2fixed.docx

– ## SOAPNOTETEMPLATEBLANK.docx

– SOAPNoteRubric.pdf

**## nus507CLsoap2fixed.docx**

![icon](https://www.sweetstudy.com/questions/nurs-507-cl-soap-2)**_SOAP Note 2_**

Patient is M.M

16 year male coming in with a cough that does not go away.

Has had a cough for 3 days. Worse at night. No fever, the last fever was 2 days ago. Does not complain of anything else beside of a cough.

Has been taking OTC medication for the cough but does not seem to work.

Allergic to penicillin.

Lives at home with mom, dad, and brother.

Brother has asthma.

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

**Instructions:**

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

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

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

[Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715/download?download_frd=1)

**Submission Instructions:**

· Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

· You must use the template provided. Turnitin will recognize the template and not score against it.

## image1.png

**## SOAPNOTETEMPLATEBLANK.docx**

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

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

Signature (with appropriate credentials):_____________________________________

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

**SOAPNoteRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10256249)

**SOAPNoteRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10256249)

**## nus507CLsoap2fixed.docx**

![icon](https://www.sweetstudy.com/questions/nurs-507-cl-soap-2)**_SOAP Note 2_**

Patient is M.M

16 year male coming in with a cough that does not go away.

Has had a cough for 3 days. Worse at night. No fever, the last fever was 2 days ago. Does not complain of anything else beside of a cough.

Has been taking OTC medication for the cough but does not seem to work.

Allergic to penicillin.

Lives at home with mom, dad, and brother.

Brother has asthma.

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

**Instructions:**

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

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

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

[Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715/download?download_frd=1)

**Submission Instructions:**

· Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

· You must use the template provided. Turnitin will recognize the template and not score against it.

## image1.png

**## SOAPNOTETEMPLATEBLANK.docx**

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

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

Signature (with appropriate credentials):_____________________________________

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

**SOAPNoteRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10256249)

**## nus507CLsoap2fixed.docx**

![icon](https://www.sweetstudy.com/questions/nurs-507-cl-soap-2)**_SOAP Note 2_**

Patient is M.M

16 year male coming in with a cough that does not go away.

Has had a cough for 3 days. Worse at night. No fever, the last fever was 2 days ago. Does not complain of anything else beside of a cough.

Has been taking OTC medication for the cough but does not seem to work.

Allergic to penicillin.

Lives at home with mom, dad, and brother.

Brother has asthma.

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

**Instructions:**

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

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

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

[Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715/download?download_frd=1)

**Submission Instructions:**

· Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

· You must use the template provided. Turnitin will recognize the template and not score against it.

## image1.png

**## SOAPNOTETEMPLATEBLANK.docx**

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

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

Signature (with appropriate credentials):_____________________________________

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

**SOAPNoteRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10256249)

November 5, 2026
[Solved] NUR 507 Lecture discussion 4

✓ Verified Academic Solution Available

Executive Solution Overview

After studying [Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/43822/pages/module-4-lecture-materials-and-resources "Module 4: Lecture Materials & Resources"), discuss a dermatologic disorder and its treatment modalities. **Submission Instructions:** – Your initial post…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

After studying [Module 4: Lecture Materials & Resources](https://stu.instructure.com/courses/43822/pages/module-4-lecture-materials-and-resources "Module 4: Lecture Materials & Resources"), discuss a dermatologic disorder and its treatment modalities.

**Submission Instructions:**

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

– [\
\
Chapter_037-1.pptx](https://www.sweetstudy.com/files/chapter-037-1-pptx-10256211 "Chapter_037-1.pptx")

– 2 years ago

November 5, 2026
[Solved] NUR 507 Clinical Discussion 4

✓ Verified Academic Solution Available

Executive Solution Overview

Describe your clinical experience for this week. – Did you face any challenges, any success? If so, what were they? – Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales. – Mention the …

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Describe your clinical experience for this week.

– Did you face any challenges, any success? If so, what were they?
– Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
– Mention the health promotion intervention for this patient.
– What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?
– Support your plan of care with the current peer-reviewed research guideline.

**Submission Instructions:**

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

– 2 years ago

November 5, 2026
[Solved] Mod.5IN Discussion/APA STYLE/Turnitin-Plagiarism FREE

✓ Verified Academic Solution Available

Executive Solution Overview

_**State & Federal Advocacy**_ What advocacy actions might you take to improve health care through legislation at the state (Florida) or federal level (Government)? Course Book: Mason, D. J., Gardner, B. D., Outlaw, H. F., & O’Grady, T. E. (2016). Chapters 40, 41, and 43 **Submission Instructions:**…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

_**State & Federal Advocacy**_

What advocacy actions might you take to improve health care through legislation at the state (Florida) or federal level (Government)?

Course Book:

Mason, D. J., Gardner, B. D., Outlaw, H. F., & O’Grady, T. E. (2016).

Chapters 40, 41, and 43

**Submission Instructions:**

– Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 current academic sources within past 5 years

– 2 years ago

November 5, 2026
[Solved] WK 7 RESP DATA

✓ Verified Academic Solution Available

Executive Solution Overview

– 2 years ago **files (1)** – ## WK7DIS.DATA.docx **## WK7DIS.DATA.docx** Self-Study: Correlation Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to c…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– 2 years ago

**files (1)**

– ## WK7DIS.DATA.docx

**## WK7DIS.DATA.docx**

Self-Study: Correlation

Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

Resources

**To prepare:**

· Read and view the Learning Resources.

**Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

**Post** answers to the following:

· What is the relationship between correlation and causality?

· What is the role of previous research and theory with regard to causality?

· How does a scatterplot help to visualize a correlation?

· Identify and interpret the correlation used in Turgut and Yıldız (2023) and in Hazel (2023).

· Laerd Statistics

·
[Pearson Correlation in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/pc/pearson-correlation-in-spss.php)
https://statistics.laerd.com/premium/spss/pc/pearson-correlation-in-spss.php

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

· Chapter 6, “Computing Correlation Coefficients: Ice Cream and Crime” (pp. 119–144)

· Chapter 16, “Testing Relationships Using the Correlation Coefficient: Cousins or Just Good Friends" (pp. 303–312)

· Vigen, T. (n.d.).
[_Spurious correlation_ Links to an external site.](https://www.tylervigen.com/spurious-correlations). https://www.tylervigen.com/spurious-correlations

·
**Document:** [Correlation, Scatterplot Exercise (Excel)](https://waldenu.instructure.com/courses/157739/files/12465881?wrap=1) [Download Correlation, Scatterplot Exercise (Excel)](https://waldenu.instructure.com/courses/157739/files/12465881/download?download_frd=1)

·
**Document:** [Correlation Matrix, Data Output (Word document)](https://waldenu.instructure.com/courses/157739/files/12465955?wrap=1)

[Required Resources for Topic: Correlation](https://waldenu.instructure.com/courses/157739/pages/week-7-learning-resources?module_item_id=6373822)

· Turgut, M., & Yıldız, H. (2023).
[Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-023-01316-z).
_BMC Palliative Care, 22_(1), 195. https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-023-01316-z

· Document: Hazel, T. (2023, November).
[_Executive summary: Quality improvement initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative_](https://waldenu.instructure.com/courses/157739/files/12465870?wrap=1) [Download Executive summary: Quality improvement initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative](https://waldenu.instructure.com/courses/157739/files/12465870/download?download_frd=1). Walden University.

·

·

**Elizabeth**

·

·

· Correlation
refers to a statistical measure that expresses the extent to which two variables are linearly related. It is quantified by the correlation coefficient, which ranges from -1 to 1. A value close to 1 indicates a strong positive linear relationship, a value close to -1 indicates a strong negative linear relationship, and a value near 0 suggests no linear relationship (Hung et al., 2017). Correlation does not imply causation, just because two variables are correlated

Correlation does not imply causation, just because two variables are correlated does not mean that one causes the other. The observed correlation may be caused or explained by lurking variables or coincidences. Additionally, spurious correlation can occur due to two variables showing correlation purely by chance or due to a third variable affecting both (Niedz, 2024). Causality
**,** on the contrary, refers to a relationship where one variable is responsible for causing the change in another, in other words, it implies a cause-and-effect relationship (Hung et al., 2017).

**Role of Previous Research and Theory Regarding Causality**

The role of previous research and theory regarding causality includes,

· Supporting Evidence: Previous research helps identify existing correlations and supports or refutes potential causal relationships.

· Developing Hypotheses: Theories guide the formulation of hypotheses about causal mechanisms, explaining why one variable might affect another.

· Designing Experiments: Based on prior findings, researchers can design experiments to test causal relationships while controlling for other variables.

· Evaluating Plausibility: Theoretical frameworks provide a basis for assessing whether a causal relationship between variables is plausible and aligns with existing scientific knowledge.

· Distinguishing Causation from Correlation: A thorough review of literature helps differentiate genuine causal relationships from spurious correlations (Hung et al., 2017).

**How a Scatterplot Helps Visualize Correlation**

A scatterplot is a graphical representation of the relationship between two quantitative variables and consists of a collection of points, each representing an observation's values on the two variables being plotted, that is one on the x-axis and the other on the y-axis. Scatterplots are intuitive and easily interpreted by most people, making them a valuable tool for initial exploratory data analysis (Moore et al., 2013). A scatterplot helps us visualize correlation through,

· Visual Pattern Recognition: By plotting data points, you can immediately observe patterns or trends indicating correlation. The plot shows whether the relationship is positive, negative, or nonexistent. For example, If the data points tend to rise together, you will observe an upward slope from left to right. This indicates a positive correlation, meaning that as one variable increases, the other tends to increase as well. If the data tends to decrease together, you will see a downward slope from left to right, indicating a

· together, you will see a downward slope from left to right, indicating a negative correlation, where one variable increases as the other decreases. And if the data points are scattered without any identifiable pattern or slope, the variables likely have no correlation (Moore et al., 2013).

· Strength and Direction: Scatterplots allow us to gauge the strength (tightness of points around a line) and direction (upward or downward slope) of the relationship.

· Outliers Identification: Scatterplots easily reveal outliers that may affect correlation and causation in the data. Outliers are data points that fall significantly outside the general pattern of the data, and they can influence the perception of the relationship between variables.

· Linearity Check: You can visually assess if the relationship looks linear or if a different model might be more suitable. That is, if the points form a pattern that's not straight but perhaps quadratic or exponential, it indicates a non-linear correlation.

· Although, a scatterplot can visually suggest correlation and help interpret it, establishing causality requires deeper analysis, and consideration of existing theoretical frameworks and previous research (Moore et al., 2013).

· Identify and interpret the correlation used in Turgut and Yıldız (2023) and in Hazel (2023).

· In the Turgut and Yıldız (2023) study, a (R= 0.0144 and a p value of 0.041) implied that when grief is elevated so is the posttraumatic growth. This suggests that approximately 1.44% of the variance in the dependent variable can be explained by the independent variable. This indicates a very weak relationship. Since the P-value (0.041) is less than 0.05, the result is statistically significant. Therefore, despite the weak relationship, it is unlikely to be due to random chance (Turgut & Yıldız, 2023).

· In the Hazel (2023) study however, a (r=0.710 and a p value of 0.004) showed a statistically significant relationship between the passage of time between 2021 to 2022 on competed appointments. This indicates a strong positive linear relationship between the two variables. As one variable increases, the other tends to increase as well. The result statistical significance is shown by the P-value (0.004) which is well below 0.05. Therefore, showing a very low probability that this strong correlation is due to chance (Hazel, 2023). In summary, Turgut and Yıldız (2023) study shows a very weak but statistically significant relationship while Hazel (2023) study demonstrates a strong and statistically significant positive correlation. These interpretations help us understand the strength and significance of the relationships in both studies.

· References

· Hazel, T. (2023, November). Executive summary: Quality improvement

· initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative. Walden University

· Hung, M., Bounsanga, J., Voss, M. W. (2017). Interpretation of correlations in clinical research. Postgrad Med. 2017 Nov;129(8):902-906.
[https://doi.org/10.1080/00325481.2017.1383820\
Links to an external site.](https://doi.org/10.1080/00325481.2017.1383820)

· Moore, D. S., Notz, W. I., Flinger, M. A. (2013). The basic practice of statistics (6th ed.). New York, NY: W. H. Freeman and Company.

· Niedz, B. (2024). Correlation [Video]. Walden University Canvas.
[https://waldenu.insrtucture.com\
Links to an external site.](https://waldenu.insrtucture.com/)

· Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional

Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional study. BMC Palliative Care, 22(1), 195.
[https://doi.org/10.1186/s12904-023-01276-y\
**Top** Links to an external site.](https://doi.org/10.1186/s12904-023-01276-y) **of Form**

**## WK7DIS.DATA.docx**

Self-Study: Correlation

Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

Resources

**To prepare:**

· Read and view the Learning Resources.

**Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

**Post** answers to the following:

· What is the relationship between correlation and causality?

· What is the role of previous research and theory with regard to causality?

· How does a scatterplot help to visualize a correlation?

· Identify and interpret the correlation used in Turgut and Yıldız (2023) and in Hazel (2023).

· Laerd Statistics

·
[Pearson Correlation in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/pc/pearson-correlation-in-spss.php)
https://statistics.laerd.com/premium/spss/pc/pearson-correlation-in-spss.php

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

· Chapter 6, “Computing Correlation Coefficients: Ice Cream and Crime” (pp. 119–144)

· Chapter 16, “Testing Relationships Using the Correlation Coefficient: Cousins or Just Good Friends" (pp. 303–312)

· Vigen, T. (n.d.).
[_Spurious correlation_ Links to an external site.](https://www.tylervigen.com/spurious-correlations). https://www.tylervigen.com/spurious-correlations

·
**Document:** [Correlation, Scatterplot Exercise (Excel)](https://waldenu.instructure.com/courses/157739/files/12465881?wrap=1) [Download Correlation, Scatterplot Exercise (Excel)](https://waldenu.instructure.com/courses/157739/files/12465881/download?download_frd=1)

·
**Document:** [Correlation Matrix, Data Output (Word document)](https://waldenu.instructure.com/courses/157739/files/12465955?wrap=1)

[Required Resources for Topic: Correlation](https://waldenu.instructure.com/courses/157739/pages/week-7-learning-resources?module_item_id=6373822)

· Turgut, M., & Yıldız, H. (2023).
[Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-023-01316-z).
_BMC Palliative Care, 22_(1), 195. https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-023-01316-z

· Document: Hazel, T. (2023, November).
[_Executive summary: Quality improvement initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative_](https://waldenu.instructure.com/courses/157739/files/12465870?wrap=1) [Download Executive summary: Quality improvement initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative](https://waldenu.instructure.com/courses/157739/files/12465870/download?download_frd=1). Walden University.

·

·

**Elizabeth**

·

·

· Correlation
refers to a statistical measure that expresses the extent to which two variables are linearly related. It is quantified by the correlation coefficient, which ranges from -1 to 1. A value close to 1 indicates a strong positive linear relationship, a value close to -1 indicates a strong negative linear relationship, and a value near 0 suggests no linear relationship (Hung et al., 2017). Correlation does not imply causation, just because two variables are correlated

Correlation does not imply causation, just because two variables are correlated does not mean that one causes the other. The observed correlation may be caused or explained by lurking variables or coincidences. Additionally, spurious correlation can occur due to two variables showing correlation purely by chance or due to a third variable affecting both (Niedz, 2024). Causality
**,** on the contrary, refers to a relationship where one variable is responsible for causing the change in another, in other words, it implies a cause-and-effect relationship (Hung et al., 2017).

**Role of Previous Research and Theory Regarding Causality**

The role of previous research and theory regarding causality includes,

· Supporting Evidence: Previous research helps identify existing correlations and supports or refutes potential causal relationships.

· Developing Hypotheses: Theories guide the formulation of hypotheses about causal mechanisms, explaining why one variable might affect another.

· Designing Experiments: Based on prior findings, researchers can design experiments to test causal relationships while controlling for other variables.

· Evaluating Plausibility: Theoretical frameworks provide a basis for assessing whether a causal relationship between variables is plausible and aligns with existing scientific knowledge.

· Distinguishing Causation from Correlation: A thorough review of literature helps differentiate genuine causal relationships from spurious correlations (Hung et al., 2017).

**How a Scatterplot Helps Visualize Correlation**

A scatterplot is a graphical representation of the relationship between two quantitative variables and consists of a collection of points, each representing an observation's values on the two variables being plotted, that is one on the x-axis and the other on the y-axis. Scatterplots are intuitive and easily interpreted by most people, making them a valuable tool for initial exploratory data analysis (Moore et al., 2013). A scatterplot helps us visualize correlation through,

· Visual Pattern Recognition: By plotting data points, you can immediately observe patterns or trends indicating correlation. The plot shows whether the relationship is positive, negative, or nonexistent. For example, If the data points tend to rise together, you will observe an upward slope from left to right. This indicates a positive correlation, meaning that as one variable increases, the other tends to increase as well. If the data tends to decrease together, you will see a downward slope from left to right, indicating a

· together, you will see a downward slope from left to right, indicating a negative correlation, where one variable increases as the other decreases. And if the data points are scattered without any identifiable pattern or slope, the variables likely have no correlation (Moore et al., 2013).

· Strength and Direction: Scatterplots allow us to gauge the strength (tightness of points around a line) and direction (upward or downward slope) of the relationship.

· Outliers Identification: Scatterplots easily reveal outliers that may affect correlation and causation in the data. Outliers are data points that fall significantly outside the general pattern of the data, and they can influence the perception of the relationship between variables.

· Linearity Check: You can visually assess if the relationship looks linear or if a different model might be more suitable. That is, if the points form a pattern that's not straight but perhaps quadratic or exponential, it indicates a non-linear correlation.

· Although, a scatterplot can visually suggest correlation and help interpret it, establishing causality requires deeper analysis, and consideration of existing theoretical frameworks and previous research (Moore et al., 2013).

· Identify and interpret the correlation used in Turgut and Yıldız (2023) and in Hazel (2023).

· In the Turgut and Yıldız (2023) study, a (R= 0.0144 and a p value of 0.041) implied that when grief is elevated so is the posttraumatic growth. This suggests that approximately 1.44% of the variance in the dependent variable can be explained by the independent variable. This indicates a very weak relationship. Since the P-value (0.041) is less than 0.05, the result is statistically significant. Therefore, despite the weak relationship, it is unlikely to be due to random chance (Turgut & Yıldız, 2023).

· In the Hazel (2023) study however, a (r=0.710 and a p value of 0.004) showed a statistically significant relationship between the passage of time between 2021 to 2022 on competed appointments. This indicates a strong positive linear relationship between the two variables. As one variable increases, the other tends to increase as well. The result statistical significance is shown by the P-value (0.004) which is well below 0.05. Therefore, showing a very low probability that this strong correlation is due to chance (Hazel, 2023). In summary, Turgut and Yıldız (2023) study shows a very weak but statistically significant relationship while Hazel (2023) study demonstrates a strong and statistically significant positive correlation. These interpretations help us understand the strength and significance of the relationships in both studies.

· References

· Hazel, T. (2023, November). Executive summary: Quality improvement

· initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative. Walden University

· Hung, M., Bounsanga, J., Voss, M. W. (2017). Interpretation of correlations in clinical research. Postgrad Med. 2017 Nov;129(8):902-906.
[https://doi.org/10.1080/00325481.2017.1383820\
Links to an external site.](https://doi.org/10.1080/00325481.2017.1383820)

· Moore, D. S., Notz, W. I., Flinger, M. A. (2013). The basic practice of statistics (6th ed.). New York, NY: W. H. Freeman and Company.

· Niedz, B. (2024). Correlation [Video]. Walden University Canvas.
[https://waldenu.insrtucture.com\
Links to an external site.](https://waldenu.insrtucture.com/)

· Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional

Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional study. BMC Palliative Care, 22(1), 195.
[https://doi.org/10.1186/s12904-023-01276-y\
**Top** Links to an external site.](https://doi.org/10.1186/s12904-023-01276-y) **of Form**

November 5, 2026
[Solved] WILLY-DISC 7

✓ Verified Academic Solution Available

Executive Solution Overview

This week you will devote your time to work on your health promotion proposal ( LUNG CANCER) PowerPoint presentation. **Please share what you consider a challenge for this activity. How did (or would) you approach the challenge? What does the evidence-based practice say? Any key strategies and inter…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

This week you will devote your time to work on your health promotion proposal ( LUNG CANCER) PowerPoint presentation.

**Please share what you consider a challenge for this activity. How did (or would) you approach the challenge? What does the evidence-based practice say? Any key strategies and interventions that you learned in the process of this course?**

**-** Do not forget to utilize the EBP references.

-references must be cited in APA format 7th Edition, and must include a minimum of 3 scholarly resources published within the past 5 years.

-2 PAGES

-DUE DATE APRIL 10, 2025

– 2 years ago

November 5, 2026
[Solved] week 6re

✓ Verified Academic Solution Available

Executive Solution Overview

#1 1. The vulnerable population I chose is neonates. Nurses can actively listen to families, educate them, foster cultural sensitivity, enhance nursing skills, collaborate with the healthcare team, and advocate for policies that improve neonatal care to achieve positive health outcomes for neonates…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

#1

1. The vulnerable population I chose is neonates. Nurses can actively listen to families, educate them, foster cultural sensitivity, enhance nursing skills, collaborate with the healthcare team, and advocate for policies that improve neonatal care to achieve positive health outcomes for neonates (Maleki et al., 2022). Nurses should listen carefully to the concerns and needs of neonatal parents and families, considering their viewpoints and cultural backgrounds. They should provide concise and accurate information about neonatal care, potential complications, and available services. It is important to recognize and respect the diverse cultural backgrounds of families and to provide care accordingly. Nurses must maintain current knowledge and skills in newborn care through continuous education and professional development. Developing strong communication skills is essential for interacting with newborns, families, and healthcare team members. Identifying and advocating for the necessary resources to deliver the best neonatal care, including equipment, staffing, and funding, is crucial. Encouraging and supporting family-centered care emphasizes the importance of involving families in the care of their newborns (Maleki et al., 2022).

2. Many organizations support advocacy in healthcare. Some include the Food and Drug Administration (FDA), which protects the safety and efficacy of medications, medical equipment, and other health-related items. Therefore, its decisions are critical for patient safety and significantly impact medication research and access. Others include the American Nurse Association, the National Institutes of Health, and the Centers for Disease Control and Prevention.

3. Healthcare systems can implement the following guidelines to strengthen advocacy efforts. The first one is patient-centered care; healthcare practitioners should prioritize their patients' needs and preferences (Kuehne et al., 2022). This involves respecting their decisions and ensuring they are fully informed about their health state and treatment alternatives. The next one is communication, healthcare providers and their patients must communicate clearly and openly. This includes explaining medical concepts in a language the patient can understand. We continue with confidentiality; the patient's health information should be kept private and only shared with those involved in their treatment. Respect for autonomy which talks about patients being permitted to make their own health-related decisions. This includes the ability to refuse any treatments. Lastly, community engagement and collaboration. Working with community organizations, leaders, and residents to address health challenges. Promote public health awareness by increasing knowledge of health issues, encouraging healthy practices, and advocating for policies that benefit the community by supporting community-wide activities to increase health and well-being.

4. Enhancing neonatal support at a microsystem level entails offering support and interventions within the immediate environment of the neonate and their family. It can be achieved by providing parents with education, resources, and emotional support regarding newborn care, nursing, and early childhood development. In addition, advocating for policies that support kangaroo care, breastfeeding, and family-centered care in neonatal intensive care units (NICUs) can also improve support for neonates and their families. Facilitating family therapy, parenting training, and support groups to enhance family dynamics and reduce stress, such as advocating for access to food, housing, and other essential requirements for neonatal families, would also be beneficial. When referring to the mesosystem, it is essential to encourage communication and collaboration among hospitals, clinics, and social service agencies to ensure complete support for neonates and their families. Motivate parents and childcare providers to work together to ensure a consistent approach to infant care and development. Creating community-based initiatives that offer services and support to neonatal families, such as early childhood centers, parenting groups, and community health clinics, can help support neonates and their families. At a macrosystem level, we focus on influencing larger societal institutions, regulations, and cultural norms to provide a more supportive environment for neonates and their families. It can be started by promoting policies that encourage parental leave, affordable daycare, and paid family leave. To improve neonate outcomes, there should be support for research and innovation in neonatal care and early childhood development. Advocating for more money and resources for neonatal care, particularly NICUs and early intervention programs, can support neonates.

5. Healthcare advocacy plays a pivotal role in enhancing the financial health of healthcare organizations. By proactively addressing patient needs, improving satisfaction, and streamlining financial processes, effective advocacy can lead to improved revenue cycles, reduced costs, and strengthened patient loyalty (Lazuka et al., 2022). The first level of effective advocacy is the patient level; it focuses on patient advocacy by providing customized support by assisting patients in understanding their benefits, navigating the healthcare system, and managing expenditures. This support results in enhanced patient experiences and timely payments. The next level is the organizational level; Healthcare institutions can establish complete advocacy programs that improve billing processes, increase transparency, and address patient complaints proactively. Such activities promote confidence and encourage quick payment, which improves financial health. Advocacy at the policy level has the potential to impact reimbursement rates, budget allocations, and regulatory structures. Engaging in policy advocacy ensures that financial incentives are aligned with quality care goals, which helps the organization's financial stability.

#2

Identify a vulnerable population and describe ways a nurse can advocate for a change to promote health outcomes for this group.

– The vulnerable population I chose for this post is individuals with chronic illnesses and disabilities. “Individuals with chronic illnesses and/or disabilities are more likely than the general population to experience problems in accessing a range of health care services” (Ernstmeyer & Christman, 2022). They may be subjected to social stigma and experience challenges in accessing healthcare appropriate for their needs. I chose this population because chronic illnesses and disabilities affect everyone, no matter their age, race, or ethnicity.
– Nurses can advocate for individuals with chronic illnesses and disabilities in several ways. These include policy advocacy, community engagement, and interdisciplinary collaboration. Nurses can ensure that the appropriate policies are addressed by engaging in policy advocacy. This can be done by connecting with their local legislators and collaborating with professional organizations. “Addressing social needs across the health system can improve health equity from the individual to the system level” (Flaubert et al., 2021). Nurses can also collaborate with other professionals and use continuing education to better understand the population's needs.

What government organizations and policies support advocacy in healthcare?

– The Department of Health and Human Services oversees Medicare, Medicaid, and the Affordable Care Act. “The mission of the U.S. Department of Health and Human Services (HHS) is to enhance the health and well-being of all Americans, by providing for effective health and human services and by fostering sound, sustained advances in the sciences underlying medicine, public health, and social services” (Department of Health & Human Services, 2024). They have multiple divisions overseeing services to support and protect all populations.

What guidelines can healthcare systems implement to strengthen advocacy efforts?

– Healthcare systems can establish policies advocating for equal care, offering continuing education, and encouraging staff to engage with local legislators regarding current policies.

Consider the role of microsystems, macrosystems, and mesosystems. Describe how advocacy at each level could enhance support for the vulnerable population you identified. How might advocacy actions differ at each level?

– “Bronfenbrenner’s ecological systems theory posits that an individual’s development is influenced by a series of interconnected environmental systems, ranging from the immediate surroundings (e.g., family) to broad societal structures (e.g., culture)” (Guy-Evans, 2024).

o   The microsystem is the immediate environment the individual has contact with, including family, friends, coworkers, and healthcare workers assisting in their care. Nurses can provide personalized care plans and assist with patient education regarding diagnoses, lifestyle changes, and other specific needs.

o   The mesosystem is the interconnection between different microsystems. This would include interdisciplinary communication in the healthcare system, such as an interdisciplinary team. Including family, at the patient’s discretion, in health decisions, and case managers connecting patients with local community resources.

o   According to Guy-Evans (2024), the macrosystem focuses on cultural elements such as cultural ideologies, attitudes, and social conditions in which the patient is immersed. Nurses can advocate for populations by engaging with legislators regarding policies on equal treatment of patients with chronic illnesses and disabilities.

Discuss the link between healthcare advocacy and the financial outcomes of an organization. How can effective advocacy at each system level impact an organization’s financial health?

– Microsystem—Nurses who assist in educating their patients on their chronic conditions and disabilities can help reduce readmissions, improve HCAHPS scores (patient satisfaction), and reduce ER visits. They can review medication regimens, dietary requirements, and condition specifics.
– Mesosystem—Nurses and case managers can help connect patients with community resources and outreach programs. This can help the patient with transportation to appointments and needs for home health assistance.
– Macrosystem – Continuing to engage with current policies, local legislation, and community resources can help ensure up-to-date information to pass on to patients during discharge planning.

– 2 years ago

November 5, 2026
[Solved] Week 6 tiff

✓ Verified Academic Solution Available

Executive Solution Overview

Week 6 tiff – 2 years ago **files (3)** – ## Unit6-KTAPart2Template.docx – ## annotated-IdentifyingaPracticeProbleminNursing20228129.PDF.PDF – annotated-CulturallyTailoredDiabetesEducationforCubanAmericans3.PDF.PDF **## Unit6-KTAPart2Template.docx** **Knowledge-to-Action: Intervention SWOT Analysis*…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Week 6 tiff

– 2 years ago

**files (3)**

– ## Unit6-KTAPart2Template.docx

– ## annotated-IdentifyingaPracticeProbleminNursing20228129.PDF.PDF

– annotated-CulturallyTailoredDiabetesEducationforCubanAmericans3.PDF.PDF

**## Unit6-KTAPart2Template.docx**

**Knowledge-to-Action: Intervention SWOT Analysis**

Student Name

Herzing University

NU 700: Knowledge for Nursing Practice

Nancy Delmont DNP, RN, CNE

Month Date, Year

1

8

**Knowledge-to-Action: Intervention SWOT Analysis**

It is always good to start a paper with a grabbing statistic (with citation) regarding the topic (the problem which was identified in your article from Week 4) to capture the attention of the reader. Provide a sentence or two discussing the professional nurses’ role for implementation of an improvement project. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the
**main points/sections** of your paper. Example: The purpose of this paper is to… discuss the clinical practice problem of hospital acquired infections and provide a strengths, weaknesses, opportunities, and threats (SWOT) analysis of evidence-based intervention to address a clinical practice problem in YOUR practice setting

*TIP: (be more
**specific** using the problem, practice setting, and intervention you have identified when creating the purpose statement).

Practice Problem Overview

Provide the name of the Unit 4 article and be sure that you are providing appropriate citations. Clearly identify and state the overarching problem within this article’s practice setting (Ex: The clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics adds credibility to the significance of the problem.
**A problem needs to be a real problem, or it is not worth addressing-prove there is a real problem**. This section is only about a problem, not a diagnosis or an intervention.

**TIP: Only provide info from the
**initially selected article** from Unit 4 and edits as suggested by the faculty.

**Implementation**

Provide a few sentences to explain the intervention you selected from the Unit 5 paper and why it was the best for YOUR practice (don’t forget to state the practice setting) as a lead into the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis. Refer the reader to Table 1.

**Table 1**

_SWOT Analysis Chart_

| | |
| — | — |
| Strengths<br>· Use bullet points to list 3 <br>**Strengths** of YOUR <br>**practice** that would <br>**support** change were you to implement the selected intervention | Weaknesses<br>· Use bullet points to list 3 <br>**Weaknesses** of YOUR <br>**practice** that would <br>**resist** change were you to implement the selected intervention |
| Opportunities<br>· Use bullet points to list 3 <br>**Opportunities** that a change might <br>**result in** were you to implement the selected intervention | Threats<br>· Use bullet points to list 3 <br>**Threats** that represent an <br>**actual or potential**<br>**barrier** were you to implement the selected intervention. |

*TIP-Strengths and Weaknesses are internal to the practice; Opportunities and Threats are external in relation to the practice. Provide citations & references as applicable to your organization and/or other sources in the narrative content, particularly opportunities and threats.

Strengths

Provide a narrative discussion of the
**strengths of YOUR practice** (internal) that would support change were you to implement the selected intervention
**.**(Ex: healthcare team)

**Weaknesses**

Provide a narrative discussion of the
**weaknesses of YOUR practice** (internal) that would resist change were you to implement the selected intervention. (Ex: existing technology (EPIC)

**Opportunities**

A narrative discussion of
**opportunities that a change might result in** (external) were you to implement the selected intervention
**.**(Ex: competitive advantage).

**Threats**

A narrative discussion of
**Threats** that represent an
**actual or potential**
**barrier (external)** were you to implement the selected intervention. (Ex: New Legislation).

**TIP: The narrative should elaborate on each bullet listed. The narrative is not about the intervention itself, rather, it is the analysis of the feasibility to
**implement** the intervention & sustain it.

**Conclusion**

Bring the reader back to the main topic of this paper which is the practice problem and the professional nurses’ role for implementation of an improvement project. You should also restate or rephrase your purpose/thesis statement. In a conclusion, you should NOT add new ideas or new information, rather summarize and reflect on key elements of the paper. You can end the conclusion by clarifying the intent and importance of the paper for the reader (Ex: why was this paper important to healthcare)?

**TIP: Notice the Conclusion is a Level 1 Header, centered, and bolded. A conclusion section should be included in all scholarly papers as a place to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. If you need to add cited information, move that information to a previous section of your paper.

***Bonus Tip: While there is no specific page requirement, an in-depth review of the clinical practice problem and supporting literature, along with the introduction & conclusion sections is suggested to be no less than 3 pages. With title and reference pages, a total of 5 pages minimum is suggested.

**References**

Make sure to include functioning doi/url links for retrieval that take the reader to the full article.

**While there is no minimum number of references, scholarly writing for this course is best when supported by no less than 3 current journal articles.

**## annotated-IdentifyingaPracticeProbleminNursing20228129.PDF.PDF**

1

Identifying a Practice Problem in Nursing

Tiffany Williams

Herzing University

NU700

3/28/2025

2

Identifying a Practice Problem in Nursing

Nurses are directly responsible for identifying and addressing practice problems

impacting patient outcomes. As frontline healthcare professionals, they apply clinical expertise,

evidence-based practice, and patient-focused care to eliminate holes in healthcare provision.

Among such red-hot issues is ineffective self-management of diabetes in Cuban Americans,

driven by cultural, linguistic, and socioeconomic factors. Diabetes mellitus and type 2 diabetes,

in this case, disproportionately affect minority populations due to systemic inequalities in

healthcare access, education, and social determinants of health. Yedjou et al. (2024) show that

Hispanic/Latino populations, such as Cuban Americans, have higher rates of incidence for

diabetes complications compared to non-Hispanic whites. Contributing to this are minimal

exposure to culturally sensitive care, linguistic imbalances, and socio-economic constraints.

Practice Problem

Cuevas and Brown's (2018) “Self-Management Decision Making of Cuban Americans

with Type 2 Diabetes” addresses Cuban American diabetes self-care predictors. The study is

based on qualitative design, in which data is gathered from Cuban American adults who have

type 2 diabetes and were interviewed. Outcomes identify several obstacles to effective self-

management that consist of cultural beliefs, language proficiency, and inadequate individualized

education.

Key Challenges Identified

One of the main challenges is cultural influences, as the typical Cuban diets that are

primarily carbohydrate-based necessarily contradict medical dietary recommendations. It is hard

Michelle English DNP FNP-BC

109940000000081846

This is fairly specific statements about this population, and would be more credible if cited with a source.

Michelle English DNP FNP-BC

109940000000081846

Your introduction is missing your paper's thesis or purpose statement.

Michelle English DNP FNP-BC

109940000000081846

So I am still wondering what the specific practice problem is that you will addressing as we move forward. Is the problem lack of education on self management? Is the problem education was provided in a language other than their primary language? The problem has to be clearly identified in order to try to fix it. You cannot fix the symptoms, because the problem would then still occur because you did not address the root of the symptoms.

3

for people to modify entrenched eating habits, and thus it is hard to adhere to diabetes treatment

plans.

Another barrier, linguistic variation, makes it more challenging to self-care as limited

English skills limit exposure to educational resources and communication with healthcare

providers. Without explicit and understandable directions, patients are destined to become

bewildered by the medication or dietary counseling instructions.

In addition, suspicion of the health system is another barrier since some Cuban

Americans distrust Western medicine. This distrust normally leads to excessive reliance on home

remedies or unnecessary delay in coming forward to professional medical services, which results

in more complications like neuropathy and retinopathy.

Literature Review

Research conducted among Haitian immigrants, African Americans, and Vietnamese

Americans shows that there are equivalent barriers to health diabetes self-management, focusing

on the importance of culturally competent nursing intervention. Magny-Normilus et al. (2023)

documented Haitian immigrant diabetes self-care and listed socioeconomic barriers, cultural

incongruence, and lack of confidence in health care. All Haitian immigrants lack economic

resources for the acquisition of medicine and materials and promote negative health outcomes.

Cultural beliefs about illness and treatment are likely to conflict with clinical guidelines and lead

to non-adherence. Past marginalization also causes deeply ingrained distrust of the health system,

and patients are not as likely to access medical treatment. Ajuwon and Insel (2022) discussed

diabetes care for African Americans and determined that poor health literacy, mental illness, and

structural disparities were the biggest barriers.

Michelle English DNP FNP-BC

109940000000081846

This is an incomplete paragraph.

Michelle English DNP FNP-BC

109940000000081846

I read about many contributing factors, but what is the problem in the practice in the article that you will be addressing as this project moves forward?

Michelle English DNP FNP-BC

109940000000081846

This is an incomplete paragraph. A complete paragraph is 3 sentences.

4

African Americans who have not mastered the fundamentals of diabetes care experience

most of them and make incorrect drug doses or have dietary blunders. Secondary complications

resulting from mental illness in the form of depression and anxiety also interfere with self-care

practice, with persons suffering from such psychological disturbances showing lower levels of

adherence to follow prescribed treatment pathways. Structural disadvantage in terms of food

deserts and absence of diabetes specialists deepens inequality. Sheen et al. (2023) also explored

diabetes management among Vietnamese Americans, and in their discussion mentioned language

difficulties, family responsibilities, and dietary struggles. Lack of translated papers restricts

access for many Vietnamese-speaking individuals to even understand their treatment plans fully,

risking mismanagement. Informal translators become members of their family as well, but that

creates the potential for miscommunication and errors in the management of diabetes. In

addition, typical Vietnamese diets that are rich in rice and sodium are challenging to gain

glycemic control.

Synthesis of Evidence

The reviews of the studies overall present systemic diabetes self-management obstacles

within minority populations such as cultural mismatch, language and literacy problems, and

structural inequality. Cultural ideas about food and health and cultural practices frequently

conflict with medical guidance, making adherence more difficult. Low health literacy and

language issues hinder people from comprehensively grasping their diabetes care plans, which

may result in poor disease management. In addition, socioeconomic factors such as poverty,

underinsurance, and food insecurity contribute to differences in diabetes outcomes. These may

be addressed with nurse-led care through the implementation of bilingual diabetes education, i.e.,

so that patients acquire knowledge in their native language but culturally appropriate nutrition

5

accommodations are accommodated. Also, the involvement of community health workers

(CHWs)—unreliable neighbors who can provide culturally sensitive education and support—is

likely to maximize adherence and involvement. Lastly, implementing care models that are

integrated to address not only medical needs but also mental health and social determinants of

health can facilitate more sustainable diabetes management improvement among Cuban

Americans.

Conclusion

The issue of poor diabetes self-care among Cuban Americans is representative of broader

healthcare disparities in minority populations. The study highlights the need for culturally

competent, language-translatable, and structurally sensitive interventions to improve diabetes

outcomes. Nurses must demand policy changes, including increased funding for community-

based diabetes education programs and more sophisticated training in culturally competent care.

Subsequent studies ought to focus on measuring the effectiveness of focused interventions

through the utilization of frameworks such as the Knowledge-to-Action (KTA) Framework to

ensure long-term health equity and enhanced diabetes care.

6

References

Cuevas, H. E., & Brown, S. A. (2018). Self-management decision making of Cuban Americans

with type 2 diabetes. Journal of Transcultural Nursing, 29(3), 222-228.

https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf

DeForest, N., & Majithia, A. R. (2022). Genetics of type 2 diabetes: implications from large-

scale studies. Current diabetes reports, 22(5), 227-235.

https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf

Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D., …

& Grey, M. (2023). Self-Management and Glycemic Targets in Adult Haitian Immigrants

With Type 2 Diabetes: Research Protocol. Nursing research, 72(3), 211-217.

https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.a

spx?an=00006199-202305000-00007

Nguyen, A. T., Jones, E. J., O’Neal, K. S., Netter, M. K., & Dwyer, K. A. (2022). An academic-

community engagement: a roadmap for developing a culturally relevant diabetes self-

management program among Vietnamese Americans. Collaborations: A Journal of

Community-Based Research and Practice, 5(1).

https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci

Yedjou, C. G., Sims, J. N., Njiki, S., Chitoh, A. M., Joseph, M., Cherkos, A. S., & Tchounwou, P.

B. (2024). Health and Racial Disparities in Diabetes Mellitus Prevalence, Management,

Policies, and Outcomes in the United States. Journal of community medicine & public

health, 8(3), 460. https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/

[https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf](https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf)

[https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf](https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf)

[https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007](https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007)

[https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007](https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007)

[https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci](https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci)

[https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/)

**annotated-CulturallyTailoredDiabetesEducationforCubanAmericans3.PDF.PDF**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-culturallytailoreddiabeteseducationforcubanamericans3-pdf-pdf)

**annotated-CulturallyTailoredDiabetesEducationforCubanAmericans3.PDF.PDF**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-culturallytailoreddiabeteseducationforcubanamericans3-pdf-pdf)

**## Unit6-KTAPart2Template.docx**

**Knowledge-to-Action: Intervention SWOT Analysis**

Student Name

Herzing University

NU 700: Knowledge for Nursing Practice

Nancy Delmont DNP, RN, CNE

Month Date, Year

1

8

**Knowledge-to-Action: Intervention SWOT Analysis**

It is always good to start a paper with a grabbing statistic (with citation) regarding the topic (the problem which was identified in your article from Week 4) to capture the attention of the reader. Provide a sentence or two discussing the professional nurses’ role for implementation of an improvement project. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the
**main points/sections** of your paper. Example: The purpose of this paper is to… discuss the clinical practice problem of hospital acquired infections and provide a strengths, weaknesses, opportunities, and threats (SWOT) analysis of evidence-based intervention to address a clinical practice problem in YOUR practice setting

*TIP: (be more
**specific** using the problem, practice setting, and intervention you have identified when creating the purpose statement).

Practice Problem Overview

Provide the name of the Unit 4 article and be sure that you are providing appropriate citations. Clearly identify and state the overarching problem within this article’s practice setting (Ex: The clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics adds credibility to the significance of the problem.
**A problem needs to be a real problem, or it is not worth addressing-prove there is a real problem**. This section is only about a problem, not a diagnosis or an intervention.

**TIP: Only provide info from the
**initially selected article** from Unit 4 and edits as suggested by the faculty.

**Implementation**

Provide a few sentences to explain the intervention you selected from the Unit 5 paper and why it was the best for YOUR practice (don’t forget to state the practice setting) as a lead into the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis. Refer the reader to Table 1.

**Table 1**

_SWOT Analysis Chart_

| | |
| — | — |
| Strengths<br>· Use bullet points to list 3 <br>**Strengths** of YOUR <br>**practice** that would <br>**support** change were you to implement the selected intervention | Weaknesses<br>· Use bullet points to list 3 <br>**Weaknesses** of YOUR <br>**practice** that would <br>**resist** change were you to implement the selected intervention |
| Opportunities<br>· Use bullet points to list 3 <br>**Opportunities** that a change might <br>**result in** were you to implement the selected intervention | Threats<br>· Use bullet points to list 3 <br>**Threats** that represent an <br>**actual or potential**<br>**barrier** were you to implement the selected intervention. |

*TIP-Strengths and Weaknesses are internal to the practice; Opportunities and Threats are external in relation to the practice. Provide citations & references as applicable to your organization and/or other sources in the narrative content, particularly opportunities and threats.

Strengths

Provide a narrative discussion of the
**strengths of YOUR practice** (internal) that would support change were you to implement the selected intervention
**.**(Ex: healthcare team)

**Weaknesses**

Provide a narrative discussion of the
**weaknesses of YOUR practice** (internal) that would resist change were you to implement the selected intervention. (Ex: existing technology (EPIC)

**Opportunities**

A narrative discussion of
**opportunities that a change might result in** (external) were you to implement the selected intervention
**.**(Ex: competitive advantage).

**Threats**

A narrative discussion of
**Threats** that represent an
**actual or potential**
**barrier (external)** were you to implement the selected intervention. (Ex: New Legislation).

**TIP: The narrative should elaborate on each bullet listed. The narrative is not about the intervention itself, rather, it is the analysis of the feasibility to
**implement** the intervention & sustain it.

**Conclusion**

Bring the reader back to the main topic of this paper which is the practice problem and the professional nurses’ role for implementation of an improvement project. You should also restate or rephrase your purpose/thesis statement. In a conclusion, you should NOT add new ideas or new information, rather summarize and reflect on key elements of the paper. You can end the conclusion by clarifying the intent and importance of the paper for the reader (Ex: why was this paper important to healthcare)?

**TIP: Notice the Conclusion is a Level 1 Header, centered, and bolded. A conclusion section should be included in all scholarly papers as a place to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. If you need to add cited information, move that information to a previous section of your paper.

***Bonus Tip: While there is no specific page requirement, an in-depth review of the clinical practice problem and supporting literature, along with the introduction & conclusion sections is suggested to be no less than 3 pages. With title and reference pages, a total of 5 pages minimum is suggested.

**References**

Make sure to include functioning doi/url links for retrieval that take the reader to the full article.

**While there is no minimum number of references, scholarly writing for this course is best when supported by no less than 3 current journal articles.

**## annotated-IdentifyingaPracticeProbleminNursing20228129.PDF.PDF**

1

Identifying a Practice Problem in Nursing

Tiffany Williams

Herzing University

NU700

3/28/2025

2

Identifying a Practice Problem in Nursing

Nurses are directly responsible for identifying and addressing practice problems

impacting patient outcomes. As frontline healthcare professionals, they apply clinical expertise,

evidence-based practice, and patient-focused care to eliminate holes in healthcare provision.

Among such red-hot issues is ineffective self-management of diabetes in Cuban Americans,

driven by cultural, linguistic, and socioeconomic factors. Diabetes mellitus and type 2 diabetes,

in this case, disproportionately affect minority populations due to systemic inequalities in

healthcare access, education, and social determinants of health. Yedjou et al. (2024) show that

Hispanic/Latino populations, such as Cuban Americans, have higher rates of incidence for

diabetes complications compared to non-Hispanic whites. Contributing to this are minimal

exposure to culturally sensitive care, linguistic imbalances, and socio-economic constraints.

Practice Problem

Cuevas and Brown's (2018) “Self-Management Decision Making of Cuban Americans

with Type 2 Diabetes” addresses Cuban American diabetes self-care predictors. The study is

based on qualitative design, in which data is gathered from Cuban American adults who have

type 2 diabetes and were interviewed. Outcomes identify several obstacles to effective self-

management that consist of cultural beliefs, language proficiency, and inadequate individualized

education.

Key Challenges Identified

One of the main challenges is cultural influences, as the typical Cuban diets that are

primarily carbohydrate-based necessarily contradict medical dietary recommendations. It is hard

Michelle English DNP FNP-BC

109940000000081846

This is fairly specific statements about this population, and would be more credible if cited with a source.

Michelle English DNP FNP-BC

109940000000081846

Your introduction is missing your paper's thesis or purpose statement.

Michelle English DNP FNP-BC

109940000000081846

So I am still wondering what the specific practice problem is that you will addressing as we move forward. Is the problem lack of education on self management? Is the problem education was provided in a language other than their primary language? The problem has to be clearly identified in order to try to fix it. You cannot fix the symptoms, because the problem would then still occur because you did not address the root of the symptoms.

3

for people to modify entrenched eating habits, and thus it is hard to adhere to diabetes treatment

plans.

Another barrier, linguistic variation, makes it more challenging to self-care as limited

English skills limit exposure to educational resources and communication with healthcare

providers. Without explicit and understandable directions, patients are destined to become

bewildered by the medication or dietary counseling instructions.

In addition, suspicion of the health system is another barrier since some Cuban

Americans distrust Western medicine. This distrust normally leads to excessive reliance on home

remedies or unnecessary delay in coming forward to professional medical services, which results

in more complications like neuropathy and retinopathy.

Literature Review

Research conducted among Haitian immigrants, African Americans, and Vietnamese

Americans shows that there are equivalent barriers to health diabetes self-management, focusing

on the importance of culturally competent nursing intervention. Magny-Normilus et al. (2023)

documented Haitian immigrant diabetes self-care and listed socioeconomic barriers, cultural

incongruence, and lack of confidence in health care. All Haitian immigrants lack economic

resources for the acquisition of medicine and materials and promote negative health outcomes.

Cultural beliefs about illness and treatment are likely to conflict with clinical guidelines and lead

to non-adherence. Past marginalization also causes deeply ingrained distrust of the health system,

and patients are not as likely to access medical treatment. Ajuwon and Insel (2022) discussed

diabetes care for African Americans and determined that poor health literacy, mental illness, and

structural disparities were the biggest barriers.

Michelle English DNP FNP-BC

109940000000081846

This is an incomplete paragraph.

Michelle English DNP FNP-BC

109940000000081846

I read about many contributing factors, but what is the problem in the practice in the article that you will be addressing as this project moves forward?

Michelle English DNP FNP-BC

109940000000081846

This is an incomplete paragraph. A complete paragraph is 3 sentences.

4

African Americans who have not mastered the fundamentals of diabetes care experience

most of them and make incorrect drug doses or have dietary blunders. Secondary complications

resulting from mental illness in the form of depression and anxiety also interfere with self-care

practice, with persons suffering from such psychological disturbances showing lower levels of

adherence to follow prescribed treatment pathways. Structural disadvantage in terms of food

deserts and absence of diabetes specialists deepens inequality. Sheen et al. (2023) also explored

diabetes management among Vietnamese Americans, and in their discussion mentioned language

difficulties, family responsibilities, and dietary struggles. Lack of translated papers restricts

access for many Vietnamese-speaking individuals to even understand their treatment plans fully,

risking mismanagement. Informal translators become members of their family as well, but that

creates the potential for miscommunication and errors in the management of diabetes. In

addition, typical Vietnamese diets that are rich in rice and sodium are challenging to gain

glycemic control.

Synthesis of Evidence

The reviews of the studies overall present systemic diabetes self-management obstacles

within minority populations such as cultural mismatch, language and literacy problems, and

structural inequality. Cultural ideas about food and health and cultural practices frequently

conflict with medical guidance, making adherence more difficult. Low health literacy and

language issues hinder people from comprehensively grasping their diabetes care plans, which

may result in poor disease management. In addition, socioeconomic factors such as poverty,

underinsurance, and food insecurity contribute to differences in diabetes outcomes. These may

be addressed with nurse-led care through the implementation of bilingual diabetes education, i.e.,

so that patients acquire knowledge in their native language but culturally appropriate nutrition

5

accommodations are accommodated. Also, the involvement of community health workers

(CHWs)—unreliable neighbors who can provide culturally sensitive education and support—is

likely to maximize adherence and involvement. Lastly, implementing care models that are

integrated to address not only medical needs but also mental health and social determinants of

health can facilitate more sustainable diabetes management improvement among Cuban

Americans.

Conclusion

The issue of poor diabetes self-care among Cuban Americans is representative of broader

healthcare disparities in minority populations. The study highlights the need for culturally

competent, language-translatable, and structurally sensitive interventions to improve diabetes

outcomes. Nurses must demand policy changes, including increased funding for community-

based diabetes education programs and more sophisticated training in culturally competent care.

Subsequent studies ought to focus on measuring the effectiveness of focused interventions

through the utilization of frameworks such as the Knowledge-to-Action (KTA) Framework to

ensure long-term health equity and enhanced diabetes care.

6

References

Cuevas, H. E., & Brown, S. A. (2018). Self-management decision making of Cuban Americans

with type 2 diabetes. Journal of Transcultural Nursing, 29(3), 222-228.

https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf

DeForest, N., & Majithia, A. R. (2022). Genetics of type 2 diabetes: implications from large-

scale studies. Current diabetes reports, 22(5), 227-235.

https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf

Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D., …

& Grey, M. (2023). Self-Management and Glycemic Targets in Adult Haitian Immigrants

With Type 2 Diabetes: Research Protocol. Nursing research, 72(3), 211-217.

https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.a

spx?an=00006199-202305000-00007

Nguyen, A. T., Jones, E. J., O’Neal, K. S., Netter, M. K., & Dwyer, K. A. (2022). An academic-

community engagement: a roadmap for developing a culturally relevant diabetes self-

management program among Vietnamese Americans. Collaborations: A Journal of

Community-Based Research and Practice, 5(1).

https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci

Yedjou, C. G., Sims, J. N., Njiki, S., Chitoh, A. M., Joseph, M., Cherkos, A. S., & Tchounwou, P.

B. (2024). Health and Racial Disparities in Diabetes Mellitus Prevalence, Management,

Policies, and Outcomes in the United States. Journal of community medicine & public

health, 8(3), 460. https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/

[https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf](https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf)

[https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf](https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf)

[https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007](https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007)

[https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007](https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007)

[https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci](https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci)

[https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/)

**annotated-CulturallyTailoredDiabetesEducationforCubanAmericans3.PDF.PDF**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-culturallytailoreddiabeteseducationforcubanamericans3-pdf-pdf)

**## Unit6-KTAPart2Template.docx**

**Knowledge-to-Action: Intervention SWOT Analysis**

Student Name

Herzing University

NU 700: Knowledge for Nursing Practice

Nancy Delmont DNP, RN, CNE

Month Date, Year

1

8

**Knowledge-to-Action: Intervention SWOT Analysis**

It is always good to start a paper with a grabbing statistic (with citation) regarding the topic (the problem which was identified in your article from Week 4) to capture the attention of the reader. Provide a sentence or two discussing the professional nurses’ role for implementation of an improvement project. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the
**main points/sections** of your paper. Example: The purpose of this paper is to… discuss the clinical practice problem of hospital acquired infections and provide a strengths, weaknesses, opportunities, and threats (SWOT) analysis of evidence-based intervention to address a clinical practice problem in YOUR practice setting

*TIP: (be more
**specific** using the problem, practice setting, and intervention you have identified when creating the purpose statement).

Practice Problem Overview

Provide the name of the Unit 4 article and be sure that you are providing appropriate citations. Clearly identify and state the overarching problem within this article’s practice setting (Ex: The clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics adds credibility to the significance of the problem.
**A problem needs to be a real problem, or it is not worth addressing-prove there is a real problem**. This section is only about a problem, not a diagnosis or an intervention.

**TIP: Only provide info from the
**initially selected article** from Unit 4 and edits as suggested by the faculty.

**Implementation**

Provide a few sentences to explain the intervention you selected from the Unit 5 paper and why it was the best for YOUR practice (don’t forget to state the practice setting) as a lead into the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis. Refer the reader to Table 1.

**Table 1**

_SWOT Analysis Chart_

| | |
| — | — |
| Strengths<br>· Use bullet points to list 3 <br>**Strengths** of YOUR <br>**practice** that would <br>**support** change were you to implement the selected intervention | Weaknesses<br>· Use bullet points to list 3 <br>**Weaknesses** of YOUR <br>**practice** that would <br>**resist** change were you to implement the selected intervention |
| Opportunities<br>· Use bullet points to list 3 <br>**Opportunities** that a change might <br>**result in** were you to implement the selected intervention | Threats<br>· Use bullet points to list 3 <br>**Threats** that represent an <br>**actual or potential**<br>**barrier** were you to implement the selected intervention. |

*TIP-Strengths and Weaknesses are internal to the practice; Opportunities and Threats are external in relation to the practice. Provide citations & references as applicable to your organization and/or other sources in the narrative content, particularly opportunities and threats.

Strengths

Provide a narrative discussion of the
**strengths of YOUR practice** (internal) that would support change were you to implement the selected intervention
**.**(Ex: healthcare team)

**Weaknesses**

Provide a narrative discussion of the
**weaknesses of YOUR practice** (internal) that would resist change were you to implement the selected intervention. (Ex: existing technology (EPIC)

**Opportunities**

A narrative discussion of
**opportunities that a change might result in** (external) were you to implement the selected intervention
**.**(Ex: competitive advantage).

**Threats**

A narrative discussion of
**Threats** that represent an
**actual or potential**
**barrier (external)** were you to implement the selected intervention. (Ex: New Legislation).

**TIP: The narrative should elaborate on each bullet listed. The narrative is not about the intervention itself, rather, it is the analysis of the feasibility to
**implement** the intervention & sustain it.

**Conclusion**

Bring the reader back to the main topic of this paper which is the practice problem and the professional nurses’ role for implementation of an improvement project. You should also restate or rephrase your purpose/thesis statement. In a conclusion, you should NOT add new ideas or new information, rather summarize and reflect on key elements of the paper. You can end the conclusion by clarifying the intent and importance of the paper for the reader (Ex: why was this paper important to healthcare)?

**TIP: Notice the Conclusion is a Level 1 Header, centered, and bolded. A conclusion section should be included in all scholarly papers as a place to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. If you need to add cited information, move that information to a previous section of your paper.

***Bonus Tip: While there is no specific page requirement, an in-depth review of the clinical practice problem and supporting literature, along with the introduction & conclusion sections is suggested to be no less than 3 pages. With title and reference pages, a total of 5 pages minimum is suggested.

**References**

Make sure to include functioning doi/url links for retrieval that take the reader to the full article.

**While there is no minimum number of references, scholarly writing for this course is best when supported by no less than 3 current journal articles.

**## annotated-IdentifyingaPracticeProbleminNursing20228129.PDF.PDF**

1

Identifying a Practice Problem in Nursing

Tiffany Williams

Herzing University

NU700

3/28/2025

2

Identifying a Practice Problem in Nursing

Nurses are directly responsible for identifying and addressing practice problems

impacting patient outcomes. As frontline healthcare professionals, they apply clinical expertise,

evidence-based practice, and patient-focused care to eliminate holes in healthcare provision.

Among such red-hot issues is ineffective self-management of diabetes in Cuban Americans,

driven by cultural, linguistic, and socioeconomic factors. Diabetes mellitus and type 2 diabetes,

in this case, disproportionately affect minority populations due to systemic inequalities in

healthcare access, education, and social determinants of health. Yedjou et al. (2024) show that

Hispanic/Latino populations, such as Cuban Americans, have higher rates of incidence for

diabetes complications compared to non-Hispanic whites. Contributing to this are minimal

exposure to culturally sensitive care, linguistic imbalances, and socio-economic constraints.

Practice Problem

Cuevas and Brown's (2018) “Self-Management Decision Making of Cuban Americans

with Type 2 Diabetes” addresses Cuban American diabetes self-care predictors. The study is

based on qualitative design, in which data is gathered from Cuban American adults who have

type 2 diabetes and were interviewed. Outcomes identify several obstacles to effective self-

management that consist of cultural beliefs, language proficiency, and inadequate individualized

education.

Key Challenges Identified

One of the main challenges is cultural influences, as the typical Cuban diets that are

primarily carbohydrate-based necessarily contradict medical dietary recommendations. It is hard

Michelle English DNP FNP-BC

109940000000081846

This is fairly specific statements about this population, and would be more credible if cited with a source.

Michelle English DNP FNP-BC

109940000000081846

Your introduction is missing your paper's thesis or purpose statement.

Michelle English DNP FNP-BC

109940000000081846

So I am still wondering what the specific practice problem is that you will addressing as we move forward. Is the problem lack of education on self management? Is the problem education was provided in a language other than their primary language? The problem has to be clearly identified in order to try to fix it. You cannot fix the symptoms, because the problem would then still occur because you did not address the root of the symptoms.

3

for people to modify entrenched eating habits, and thus it is hard to adhere to diabetes treatment

plans.

Another barrier, linguistic variation, makes it more challenging to self-care as limited

English skills limit exposure to educational resources and communication with healthcare

providers. Without explicit and understandable directions, patients are destined to become

bewildered by the medication or dietary counseling instructions.

In addition, suspicion of the health system is another barrier since some Cuban

Americans distrust Western medicine. This distrust normally leads to excessive reliance on home

remedies or unnecessary delay in coming forward to professional medical services, which results

in more complications like neuropathy and retinopathy.

Literature Review

Research conducted among Haitian immigrants, African Americans, and Vietnamese

Americans shows that there are equivalent barriers to health diabetes self-management, focusing

on the importance of culturally competent nursing intervention. Magny-Normilus et al. (2023)

documented Haitian immigrant diabetes self-care and listed socioeconomic barriers, cultural

incongruence, and lack of confidence in health care. All Haitian immigrants lack economic

resources for the acquisition of medicine and materials and promote negative health outcomes.

Cultural beliefs about illness and treatment are likely to conflict with clinical guidelines and lead

to non-adherence. Past marginalization also causes deeply ingrained distrust of the health system,

and patients are not as likely to access medical treatment. Ajuwon and Insel (2022) discussed

diabetes care for African Americans and determined that poor health literacy, mental illness, and

structural disparities were the biggest barriers.

Michelle English DNP FNP-BC

109940000000081846

This is an incomplete paragraph.

Michelle English DNP FNP-BC

109940000000081846

I read about many contributing factors, but what is the problem in the practice in the article that you will be addressing as this project moves forward?

Michelle English DNP FNP-BC

109940000000081846

This is an incomplete paragraph. A complete paragraph is 3 sentences.

4

African Americans who have not mastered the fundamentals of diabetes care experience

most of them and make incorrect drug doses or have dietary blunders. Secondary complications

resulting from mental illness in the form of depression and anxiety also interfere with self-care

practice, with persons suffering from such psychological disturbances showing lower levels of

adherence to follow prescribed treatment pathways. Structural disadvantage in terms of food

deserts and absence of diabetes specialists deepens inequality. Sheen et al. (2023) also explored

diabetes management among Vietnamese Americans, and in their discussion mentioned language

difficulties, family responsibilities, and dietary struggles. Lack of translated papers restricts

access for many Vietnamese-speaking individuals to even understand their treatment plans fully,

risking mismanagement. Informal translators become members of their family as well, but that

creates the potential for miscommunication and errors in the management of diabetes. In

addition, typical Vietnamese diets that are rich in rice and sodium are challenging to gain

glycemic control.

Synthesis of Evidence

The reviews of the studies overall present systemic diabetes self-management obstacles

within minority populations such as cultural mismatch, language and literacy problems, and

structural inequality. Cultural ideas about food and health and cultural practices frequently

conflict with medical guidance, making adherence more difficult. Low health literacy and

language issues hinder people from comprehensively grasping their diabetes care plans, which

may result in poor disease management. In addition, socioeconomic factors such as poverty,

underinsurance, and food insecurity contribute to differences in diabetes outcomes. These may

be addressed with nurse-led care through the implementation of bilingual diabetes education, i.e.,

so that patients acquire knowledge in their native language but culturally appropriate nutrition

5

accommodations are accommodated. Also, the involvement of community health workers

(CHWs)—unreliable neighbors who can provide culturally sensitive education and support—is

likely to maximize adherence and involvement. Lastly, implementing care models that are

integrated to address not only medical needs but also mental health and social determinants of

health can facilitate more sustainable diabetes management improvement among Cuban

Americans.

Conclusion

The issue of poor diabetes self-care among Cuban Americans is representative of broader

healthcare disparities in minority populations. The study highlights the need for culturally

competent, language-translatable, and structurally sensitive interventions to improve diabetes

outcomes. Nurses must demand policy changes, including increased funding for community-

based diabetes education programs and more sophisticated training in culturally competent care.

Subsequent studies ought to focus on measuring the effectiveness of focused interventions

through the utilization of frameworks such as the Knowledge-to-Action (KTA) Framework to

ensure long-term health equity and enhanced diabetes care.

6

References

Cuevas, H. E., & Brown, S. A. (2018). Self-management decision making of Cuban Americans

with type 2 diabetes. Journal of Transcultural Nursing, 29(3), 222-228.

https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf

DeForest, N., & Majithia, A. R. (2022). Genetics of type 2 diabetes: implications from large-

scale studies. Current diabetes reports, 22(5), 227-235.

https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf

Magny-Normilus, C., Whittemore, R., Nunez-Smith, M., Lee, C. S., Schnipper, J., Wexler, D., …

& Grey, M. (2023). Self-Management and Glycemic Targets in Adult Haitian Immigrants

With Type 2 Diabetes: Research Protocol. Nursing research, 72(3), 211-217.

https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.a

spx?an=00006199-202305000-00007

Nguyen, A. T., Jones, E. J., O’Neal, K. S., Netter, M. K., & Dwyer, K. A. (2022). An academic-

community engagement: a roadmap for developing a culturally relevant diabetes self-

management program among Vietnamese Americans. Collaborations: A Journal of

Community-Based Research and Practice, 5(1).

https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci

Yedjou, C. G., Sims, J. N., Njiki, S., Chitoh, A. M., Joseph, M., Cherkos, A. S., & Tchounwou, P.

B. (2024). Health and Racial Disparities in Diabetes Mellitus Prevalence, Management,

Policies, and Outcomes in the United States. Journal of community medicine & public

health, 8(3), 460. https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/

[https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf](https://cuevaslab.com/wp-content/uploads/2021/01/1043659617696977.pdf)

[https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf](https://link.springer.com/content/pdf/10.1007/s11892-022-01462-3.pdf)

[https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007](https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007)

[https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007](https://journals.lww.com/nursingresearchonline/_layouts/15/oaks.journals/downloadpdf.aspx?an=00006199-202305000-00007)

[https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci](https://collaborations.miami.edu/articles/10.33596/coll.104?_rsc=er9ci)

[https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/](https://pmc.ncbi.nlm.nih.gov/articles/PMC11654833/)

**annotated-CulturallyTailoredDiabetesEducationforCubanAmericans3.PDF.PDF**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annotated-culturallytailoreddiabeteseducationforcubanamericans3-pdf-pdf)

November 5, 2026
[Solved] W-SCHOLARLY PP

✓ Verified Academic Solution Available

Executive Solution Overview

Each student will develop a scholarly presentation using Microsoft PowerPoint to inform peers/colleagues about a health problem that is prevalent within **your selected group** and demonstrate your **research of health promotion strategies for addressing this specific health problem**. This presenta…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Each student will develop a scholarly presentation using Microsoft PowerPoint to inform peers/colleagues about a health problem that is prevalent within **your selected group** and demonstrate your **research of health promotion strategies for addressing this specific health problem**. This presentation is Part 1 and Part 2 **Health Promotion Proposal ( IT IS ATTACHED)**

**Criteria for this presentation are provided in the grading rubric. This presentation must be 15- slides long [not counting the reference slides and title slide] and contain a minimum of 8 scholarly references within the past 5 years. Need speaker notes in all slides and slides must have proper information all related to PART 1 AND PART 2 ATTACHED.**

**DUE DATE APRIL 13, 2025**

**NO PLAGIARISM MORE THAN 10% THIS ASSIGNMENT WILL BE SUBMITTED VIA TURNIN IN**

**APA 7TH FORMAT( TIMES NEW ROMAN , LETTER # 12 DOUBLE SPACES) APPLY IN ALL SLYDES PLEASE , CAN'T BE DIFFERENT, GO STRICTLY APA FORMAT.**

**CHECK GRAMMAR AND SPELLING A RUBRIC WILL CHECK ON THAT.**

**IN TEXT CITATIONS IN ALL SLIDES IS REQUIERED AND MANDATORY, NO LESS THAN 7 IN-TEXT CITATIONS.**

– [\
\
HEALTHPROPOSALPART1.docx](https://www.sweetstudy.com/files/healthproposalpart1-docx "HEALTHPROPOSALPART1.docx")
– [\
\
HEALTHPROPOSAL2.docx](https://www.sweetstudy.com/files/healthproposal2-docx "HEALTHPROPOSAL2.docx")

– 2 years ago

November 5, 2026