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– ## WK4Assignment.docx – ## WK4_AlignmentTable_Template.docx **## WK4Assignment.docx** Alignment Alignment ensures our goals, our actions, our plans, and our strategies align with the goals, culture, values, and mission of our organization. Understanding how alignment works enables us to ensure t…

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– ## WK4Assignment.docx

– ## WK4_AlignmentTable_Template.docx

**## WK4Assignment.docx**

Alignment

Alignment ensures our goals, our actions, our plans, and our strategies align with the goals, culture, values, and mission of our organization. Understanding how alignment works enables us to ensure the plans we enact align with the competencies and domains outlined by organization.

In this Assignment, you will have the opportunity to practice aligning competencies and domains to knowledge, skills, and attitudes.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/202752/modules/items/8425247)

**To prepare:**

· Review the Nursology table on pages 102–104 in Bemker and Whitehead (2024)

· Review the AONL Core Competencies

· Review AACN The Essentials: Core Competencies

**The Assignment (Template)**

Complete the table provided by aligning an AONL Domain and Competency and an AACN Domain and Competency with Dr. Fawcett’s Nursology Model knowledge, attitude, or skill. Be sure to identify each AONL and AACN selection and indicate if it best aligns with knowledge, attitude, or skill.

**## WK4_AlignmentTable_Template.docx**

## NURS 8513: Alignment Table Template

**Student Name:**

**Directions: Review the table on pages 102-104 in Bemker & Whitehead (2024), the AONL Core Competencies and the AACN The Essentials: Core Competencies for Professional Nursing found in module learning resources.**

**Complete the table below by aligning an AONL Domain and Competency and an AACN Domain and Competency with Dr. Fawcett’s Nurseology Model knowledge, attitude and/or skill. In each column, identify the AONL and AACN selection and indicate if it best aligns with a Nurseology K, A, or S.**

| | | | | |
| — | — | — | — | — |
| **Knowledge** | **Attitudes** | **Skills** | **AONL Domain and Competency** | **AACN’s The Essentials: Core Competencies for Professional Nursing Education domains and competencies.** |
| **K1** Identifies leadership skills<br> <br>essential to the practice of nursing | **A1** Recognizes the role of the nurse as leader | **S1** Integrates leadership skills of systems thinking, communication, and facilitating change in meeting patient care needs | | |
| **K2** Understands <br>**critical thinking** and problem-solving processes | **A2** Values <br>**critical thinking** processes in the management of<br> <br>client care situations | **S2a** Uses systematic approaches in problem solving<br> <br>**S2b** Demonstrates purposeful, informed, outcome-oriented thinking | | |
| **K3a** Understands human behavior, individual and group performance<br> <br>**K3b** Identifies the roles and skills of the health care team | **A3a** Recognizes the centrality of a interprofessional team approach to patient care<br> <br>**A3b** Values the diversity and inclusion of perspectives and<br> <br>expertise of each member of the health care team | **S3a** Demonstrates ability to effectively participate within <br>**health care teams**<br>**S3b** Promotes a productive culture by valuing individuals<br> <br>and their contributions<br>**S3c** Models effective communication and promotes cooperative behaviors<br> <br>**S3d** Demonstrates tolerance for different viewpoints | | |
| **K4** Understands the need to<br> <br>monitor one’s own feelings and emotions, to discriminate among them and use this information to guide thinking and actions | **A4a** Recognizes that personal attitudes, beliefs and experiences<br> <br>influence one’s leadership style<br>**A4b** Recognizes the limits of one’s own role and competence and, where necessary, consults with other health professionals<br> <br>with the appropriate competencies<br>**A4c** Values fairness and open mindedness<br> <br>**A4d** Values an environment encouraging creative thinking and innovations<br> <br>**A4e** Values courage as a leadership skill | **S4a** Clarifies biases, inclinations, strengths, and self-limitations<br> <br>**S4b** Adapts to stressful situations<br> <br>**S4c** Seeks appropriate mentors<br> <br>**S4d** Acts as an effective role model and resource for students and support staff<br> <br>**S4e** Demonstrates ability to stand up for beliefs and does not avoid challenges | | |
| **K5** Explains the importance,<br> <br>necessity, and process of change | **A5a** Recognizes one’s own reaction to change and strives to remain open to new ideas and approaches<br> <br>**A5b** Values new ideas and interventions to improve patient care | **S5a** Implements change to improve patient care<br> <br>**S5b** Anticipates consequences, plans ahead, and changes approaches to improve outcomes<br> <br>**S5c** Participates in the change process to improve patient care, the work environment, and patient and staff satisfaction | | |
| **K6** Understands the principles of accountability and delegation | **A6a** Accepts accountability and responsibility for one’s own professional judgment and actions<br> <br>**A6b** Accepts accountability for nursing care delegated to others<br> <br>**A6c** Recognizes the value of delegation | **S6** Delegates selected nursing activities to unlicensed personnel to maintain or improve the patient’s health and wellbeing, or promote comfort | | |
| **K7** Understands the complexity of the health care delivery system including how patient care services are organized and financed, and<br> <br>how reimbursement is structured | **A7a** Recognizes the impact of sociocultural, economic, legal, and political factors Influencing health care delivery and practice<br> <br>**A7b** Values the roles of provider groups across the continuum of<br> <br>care | **S7a** Acts as a champion for health care consumers and quality outcomes<br> <br>**S7b** Understands and articulates<br> <br>individual organization’s financial drivers<br>**S7c** Demonstrates an understanding the complexity involved in decision making<br> <br>in Health care relating to population management across the continuum of care | | |
| **K8** Understand how health care issues are identified, how health care policy is both developed and changed | **A8** Recognizes how the health care process can be influenced<br> <br>through the efforts of nurses and other health care professionals, as well as lay and special advocacy groups | **S8** Participates as a nursing professional in political processes and grassroots legislative efforts to influence health care policy | | |
| **K9** Understands the need to<br> <br>withstand, recover or grow in the face of stressors and changing demands | **A9** Recognizes the need to think about the future instead of the<br> <br>past | **S9a** Seeks opportunities for improvement and ongoing learning<br> <br>**S9b** Demonstrates ability to work with ambiguity and tension<br> <br>**S9c** Focuses energy to achieve goals and outcomes | | |
| **K10** Articulates the impact of one’s own leadership style in committing individuals to action | **A10** Recognizes the value of leadership to empower others and<br> <br>enhance collaboration and shared decision making | **S10** Uses group discussion, agreement and consensus building to enhance collaboration and shared decision making | | |

Retrieved from
[https://www.mass.edu/nahi/documents/NOFRNCompetencies_updated_March2016.pdf](https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mass.edu%2Fnahi%2Fdocuments%2FNOFRNCompetencies_updated_March2016.pdf&data=02%7C01%7CJacqueline.Fawcett%40umb.edu%7Cbde970aea2334f4d353708d81474eb01%7Cb97188711ee94425953c1ace1373eb38%7C0%7C0%7C637281840274789383&sdata=yjcWvKLrddTnvBQziiPB8lDON1DCoYQRnG4OxMw8XIM%3D&reserved=0)

**## WK4_AlignmentTable_Template.docx**

## NURS 8513: Alignment Table Template

**Student Name:**

**Directions: Review the table on pages 102-104 in Bemker & Whitehead (2024), the AONL Core Competencies and the AACN The Essentials: Core Competencies for Professional Nursing found in module learning resources.**

**Complete the table below by aligning an AONL Domain and Competency and an AACN Domain and Competency with Dr. Fawcett’s Nurseology Model knowledge, attitude and/or skill. In each column, identify the AONL and AACN selection and indicate if it best aligns with a Nurseology K, A, or S.**

| | | | | |
| — | — | — | — | — |
| **Knowledge** | **Attitudes** | **Skills** | **AONL Domain and Competency** | **AACN’s The Essentials: Core Competencies for Professional Nursing Education domains and competencies.** |
| **K1** Identifies leadership skills<br> <br>essential to the practice of nursing | **A1** Recognizes the role of the nurse as leader | **S1** Integrates leadership skills of systems thinking, communication, and facilitating change in meeting patient care needs | | |
| **K2** Understands <br>**critical thinking** and problem-solving processes | **A2** Values <br>**critical thinking** processes in the management of<br> <br>client care situations | **S2a** Uses systematic approaches in problem solving<br> <br>**S2b** Demonstrates purposeful, informed, outcome-oriented thinking | | |
| **K3a** Understands human behavior, individual and group performance<br> <br>**K3b** Identifies the roles and skills of the health care team | **A3a** Recognizes the centrality of a interprofessional team approach to patient care<br> <br>**A3b** Values the diversity and inclusion of perspectives and<br> <br>expertise of each member of the health care team | **S3a** Demonstrates ability to effectively participate within <br>**health care teams**<br>**S3b** Promotes a productive culture by valuing individuals<br> <br>and their contributions<br>**S3c** Models effective communication and promotes cooperative behaviors<br> <br>**S3d** Demonstrates tolerance for different viewpoints | | |
| **K4** Understands the need to<br> <br>monitor one’s own feelings and emotions, to discriminate among them and use this information to guide thinking and actions | **A4a** Recognizes that personal attitudes, beliefs and experiences<br> <br>influence one’s leadership style<br>**A4b** Recognizes the limits of one’s own role and competence and, where necessary, consults with other health professionals<br> <br>with the appropriate competencies<br>**A4c** Values fairness and open mindedness<br> <br>**A4d** Values an environment encouraging creative thinking and innovations<br> <br>**A4e** Values courage as a leadership skill | **S4a** Clarifies biases, inclinations, strengths, and self-limitations<br> <br>**S4b** Adapts to stressful situations<br> <br>**S4c** Seeks appropriate mentors<br> <br>**S4d** Acts as an effective role model and resource for students and support staff<br> <br>**S4e** Demonstrates ability to stand up for beliefs and does not avoid challenges | | |
| **K5** Explains the importance,<br> <br>necessity, and process of change | **A5a** Recognizes one’s own reaction to change and strives to remain open to new ideas and approaches<br> <br>**A5b** Values new ideas and interventions to improve patient care | **S5a** Implements change to improve patient care<br> <br>**S5b** Anticipates consequences, plans ahead, and changes approaches to improve outcomes<br> <br>**S5c** Participates in the change process to improve patient care, the work environment, and patient and staff satisfaction | | |
| **K6** Understands the principles of accountability and delegation | **A6a** Accepts accountability and responsibility for one’s own professional judgment and actions<br> <br>**A6b** Accepts accountability for nursing care delegated to others<br> <br>**A6c** Recognizes the value of delegation | **S6** Delegates selected nursing activities to unlicensed personnel to maintain or improve the patient’s health and wellbeing, or promote comfort | | |
| **K7** Understands the complexity of the health care delivery system including how patient care services are organized and financed, and<br> <br>how reimbursement is structured | **A7a** Recognizes the impact of sociocultural, economic, legal, and political factors Influencing health care delivery and practice<br> <br>**A7b** Values the roles of provider groups across the continuum of<br> <br>care | **S7a** Acts as a champion for health care consumers and quality outcomes<br> <br>**S7b** Understands and articulates<br> <br>individual organization’s financial drivers<br>**S7c** Demonstrates an understanding the complexity involved in decision making<br> <br>in Health care relating to population management across the continuum of care | | |
| **K8** Understand how health care issues are identified, how health care policy is both developed and changed | **A8** Recognizes how the health care process can be influenced<br> <br>through the efforts of nurses and other health care professionals, as well as lay and special advocacy groups | **S8** Participates as a nursing professional in political processes and grassroots legislative efforts to influence health care policy | | |
| **K9** Understands the need to<br> <br>withstand, recover or grow in the face of stressors and changing demands | **A9** Recognizes the need to think about the future instead of the<br> <br>past | **S9a** Seeks opportunities for improvement and ongoing learning<br> <br>**S9b** Demonstrates ability to work with ambiguity and tension<br> <br>**S9c** Focuses energy to achieve goals and outcomes | | |
| **K10** Articulates the impact of one’s own leadership style in committing individuals to action | **A10** Recognizes the value of leadership to empower others and<br> <br>enhance collaboration and shared decision making | **S10** Uses group discussion, agreement and consensus building to enhance collaboration and shared decision making | | |

Retrieved from
[https://www.mass.edu/nahi/documents/NOFRNCompetencies_updated_March2016.pdf](https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mass.edu%2Fnahi%2Fdocuments%2FNOFRNCompetencies_updated_March2016.pdf&data=02%7C01%7CJacqueline.Fawcett%40umb.edu%7Cbde970aea2334f4d353708d81474eb01%7Cb97188711ee94425953c1ace1373eb38%7C0%7C0%7C637281840274789383&sdata=yjcWvKLrddTnvBQziiPB8lDON1DCoYQRnG4OxMw8XIM%3D&reserved=0)

**## WK4Assignment.docx**

Alignment

Alignment ensures our goals, our actions, our plans, and our strategies align with the goals, culture, values, and mission of our organization. Understanding how alignment works enables us to ensure the plans we enact align with the competencies and domains outlined by organization.

In this Assignment, you will have the opportunity to practice aligning competencies and domains to knowledge, skills, and attitudes.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/202752/modules/items/8425247)

**To prepare:**

· Review the Nursology table on pages 102–104 in Bemker and Whitehead (2024)

· Review the AONL Core Competencies

· Review AACN The Essentials: Core Competencies

**The Assignment (Template)**

Complete the table provided by aligning an AONL Domain and Competency and an AACN Domain and Competency with Dr. Fawcett’s Nursology Model knowledge, attitude, or skill. Be sure to identify each AONL and AACN selection and indicate if it best aligns with knowledge, attitude, or skill.

**## WK4_AlignmentTable_Template.docx**

## NURS 8513: Alignment Table Template

**Student Name:**

**Directions: Review the table on pages 102-104 in Bemker & Whitehead (2024), the AONL Core Competencies and the AACN The Essentials: Core Competencies for Professional Nursing found in module learning resources.**

**Complete the table below by aligning an AONL Domain and Competency and an AACN Domain and Competency with Dr. Fawcett’s Nurseology Model knowledge, attitude and/or skill. In each column, identify the AONL and AACN selection and indicate if it best aligns with a Nurseology K, A, or S.**

| | | | | |
| — | — | — | — | — |
| **Knowledge** | **Attitudes** | **Skills** | **AONL Domain and Competency** | **AACN’s The Essentials: Core Competencies for Professional Nursing Education domains and competencies.** |
| **K1** Identifies leadership skills<br> <br>essential to the practice of nursing | **A1** Recognizes the role of the nurse as leader | **S1** Integrates leadership skills of systems thinking, communication, and facilitating change in meeting patient care needs | | |
| **K2** Understands <br>**critical thinking** and problem-solving processes | **A2** Values <br>**critical thinking** processes in the management of<br> <br>client care situations | **S2a** Uses systematic approaches in problem solving<br> <br>**S2b** Demonstrates purposeful, informed, outcome-oriented thinking | | |
| **K3a** Understands human behavior, individual and group performance<br> <br>**K3b** Identifies the roles and skills of the health care team | **A3a** Recognizes the centrality of a interprofessional team approach to patient care<br> <br>**A3b** Values the diversity and inclusion of perspectives and<br> <br>expertise of each member of the health care team | **S3a** Demonstrates ability to effectively participate within <br>**health care teams**<br>**S3b** Promotes a productive culture by valuing individuals<br> <br>and their contributions<br>**S3c** Models effective communication and promotes cooperative behaviors<br> <br>**S3d** Demonstrates tolerance for different viewpoints | | |
| **K4** Understands the need to<br> <br>monitor one’s own feelings and emotions, to discriminate among them and use this information to guide thinking and actions | **A4a** Recognizes that personal attitudes, beliefs and experiences<br> <br>influence one’s leadership style<br>**A4b** Recognizes the limits of one’s own role and competence and, where necessary, consults with other health professionals<br> <br>with the appropriate competencies<br>**A4c** Values fairness and open mindedness<br> <br>**A4d** Values an environment encouraging creative thinking and innovations<br> <br>**A4e** Values courage as a leadership skill | **S4a** Clarifies biases, inclinations, strengths, and self-limitations<br> <br>**S4b** Adapts to stressful situations<br> <br>**S4c** Seeks appropriate mentors<br> <br>**S4d** Acts as an effective role model and resource for students and support staff<br> <br>**S4e** Demonstrates ability to stand up for beliefs and does not avoid challenges | | |
| **K5** Explains the importance,<br> <br>necessity, and process of change | **A5a** Recognizes one’s own reaction to change and strives to remain open to new ideas and approaches<br> <br>**A5b** Values new ideas and interventions to improve patient care | **S5a** Implements change to improve patient care<br> <br>**S5b** Anticipates consequences, plans ahead, and changes approaches to improve outcomes<br> <br>**S5c** Participates in the change process to improve patient care, the work environment, and patient and staff satisfaction | | |
| **K6** Understands the principles of accountability and delegation | **A6a** Accepts accountability and responsibility for one’s own professional judgment and actions<br> <br>**A6b** Accepts accountability for nursing care delegated to others<br> <br>**A6c** Recognizes the value of delegation | **S6** Delegates selected nursing activities to unlicensed personnel to maintain or improve the patient’s health and wellbeing, or promote comfort | | |
| **K7** Understands the complexity of the health care delivery system including how patient care services are organized and financed, and<br> <br>how reimbursement is structured | **A7a** Recognizes the impact of sociocultural, economic, legal, and political factors Influencing health care delivery and practice<br> <br>**A7b** Values the roles of provider groups across the continuum of<br> <br>care | **S7a** Acts as a champion for health care consumers and quality outcomes<br> <br>**S7b** Understands and articulates<br> <br>individual organization’s financial drivers<br>**S7c** Demonstrates an understanding the complexity involved in decision making<br> <br>in Health care relating to population management across the continuum of care | | |
| **K8** Understand how health care issues are identified, how health care policy is both developed and changed | **A8** Recognizes how the health care process can be influenced<br> <br>through the efforts of nurses and other health care professionals, as well as lay and special advocacy groups | **S8** Participates as a nursing professional in political processes and grassroots legislative efforts to influence health care policy | | |
| **K9** Understands the need to<br> <br>withstand, recover or grow in the face of stressors and changing demands | **A9** Recognizes the need to think about the future instead of the<br> <br>past | **S9a** Seeks opportunities for improvement and ongoing learning<br> <br>**S9b** Demonstrates ability to work with ambiguity and tension<br> <br>**S9c** Focuses energy to achieve goals and outcomes | | |
| **K10** Articulates the impact of one’s own leadership style in committing individuals to action | **A10** Recognizes the value of leadership to empower others and<br> <br>enhance collaboration and shared decision making | **S10** Uses group discussion, agreement and consensus building to enhance collaboration and shared decision making | | |

Retrieved from
[https://www.mass.edu/nahi/documents/NOFRNCompetencies_updated_March2016.pdf](https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mass.edu%2Fnahi%2Fdocuments%2FNOFRNCompetencies_updated_March2016.pdf&data=02%7C01%7CJacqueline.Fawcett%40umb.edu%7Cbde970aea2334f4d353708d81474eb01%7Cb97188711ee94425953c1ace1373eb38%7C0%7C0%7C637281840274789383&sdata=yjcWvKLrddTnvBQziiPB8lDON1DCoYQRnG4OxMw8XIM%3D&reserved=0)

**## WK4Assignment.docx**

Alignment

Alignment ensures our goals, our actions, our plans, and our strategies align with the goals, culture, values, and mission of our organization. Understanding how alignment works enables us to ensure the plans we enact align with the competencies and domains outlined by organization.

In this Assignment, you will have the opportunity to practice aligning competencies and domains to knowledge, skills, and attitudes.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/202752/modules/items/8425247)

**To prepare:**

· Review the Nursology table on pages 102–104 in Bemker and Whitehead (2024)

· Review the AONL Core Competencies

· Review AACN The Essentials: Core Competencies

**The Assignment (Template)**

Complete the table provided by aligning an AONL Domain and Competency and an AACN Domain and Competency with Dr. Fawcett’s Nursology Model knowledge, attitude, or skill. Be sure to identify each AONL and AACN selection and indicate if it best aligns with knowledge, attitude, or skill.

**## WK4_AlignmentTable_Template.docx**

## NURS 8513: Alignment Table Template

**Student Name:**

**Directions: Review the table on pages 102-104 in Bemker & Whitehead (2024), the AONL Core Competencies and the AACN The Essentials: Core Competencies for Professional Nursing found in module learning resources.**

**Complete the table below by aligning an AONL Domain and Competency and an AACN Domain and Competency with Dr. Fawcett’s Nurseology Model knowledge, attitude and/or skill. In each column, identify the AONL and AACN selection and indicate if it best aligns with a Nurseology K, A, or S.**

| | | | | |
| — | — | — | — | — |
| **Knowledge** | **Attitudes** | **Skills** | **AONL Domain and Competency** | **AACN’s The Essentials: Core Competencies for Professional Nursing Education domains and competencies.** |
| **K1** Identifies leadership skills<br> <br>essential to the practice of nursing | **A1** Recognizes the role of the nurse as leader | **S1** Integrates leadership skills of systems thinking, communication, and facilitating change in meeting patient care needs | | |
| **K2** Understands <br>**critical thinking** and problem-solving processes | **A2** Values <br>**critical thinking** processes in the management of<br> <br>client care situations | **S2a** Uses systematic approaches in problem solving<br> <br>**S2b** Demonstrates purposeful, informed, outcome-oriented thinking | | |
| **K3a** Understands human behavior, individual and group performance<br> <br>**K3b** Identifies the roles and skills of the health care team | **A3a** Recognizes the centrality of a interprofessional team approach to patient care<br> <br>**A3b** Values the diversity and inclusion of perspectives and<br> <br>expertise of each member of the health care team | **S3a** Demonstrates ability to effectively participate within <br>**health care teams**<br>**S3b** Promotes a productive culture by valuing individuals<br> <br>and their contributions<br>**S3c** Models effective communication and promotes cooperative behaviors<br> <br>**S3d** Demonstrates tolerance for different viewpoints | | |
| **K4** Understands the need to<br> <br>monitor one’s own feelings and emotions, to discriminate among them and use this information to guide thinking and actions | **A4a** Recognizes that personal attitudes, beliefs and experiences<br> <br>influence one’s leadership style<br>**A4b** Recognizes the limits of one’s own role and competence and, where necessary, consults with other health professionals<br> <br>with the appropriate competencies<br>**A4c** Values fairness and open mindedness<br> <br>**A4d** Values an environment encouraging creative thinking and innovations<br> <br>**A4e** Values courage as a leadership skill | **S4a** Clarifies biases, inclinations, strengths, and self-limitations<br> <br>**S4b** Adapts to stressful situations<br> <br>**S4c** Seeks appropriate mentors<br> <br>**S4d** Acts as an effective role model and resource for students and support staff<br> <br>**S4e** Demonstrates ability to stand up for beliefs and does not avoid challenges | | |
| **K5** Explains the importance,<br> <br>necessity, and process of change | **A5a** Recognizes one’s own reaction to change and strives to remain open to new ideas and approaches<br> <br>**A5b** Values new ideas and interventions to improve patient care | **S5a** Implements change to improve patient care<br> <br>**S5b** Anticipates consequences, plans ahead, and changes approaches to improve outcomes<br> <br>**S5c** Participates in the change process to improve patient care, the work environment, and patient and staff satisfaction | | |
| **K6** Understands the principles of accountability and delegation | **A6a** Accepts accountability and responsibility for one’s own professional judgment and actions<br> <br>**A6b** Accepts accountability for nursing care delegated to others<br> <br>**A6c** Recognizes the value of delegation | **S6** Delegates selected nursing activities to unlicensed personnel to maintain or improve the patient’s health and wellbeing, or promote comfort | | |
| **K7** Understands the complexity of the health care delivery system including how patient care services are organized and financed, and<br> <br>how reimbursement is structured | **A7a** Recognizes the impact of sociocultural, economic, legal, and political factors Influencing health care delivery and practice<br> <br>**A7b** Values the roles of provider groups across the continuum of<br> <br>care | **S7a** Acts as a champion for health care consumers and quality outcomes<br> <br>**S7b** Understands and articulates<br> <br>individual organization’s financial drivers<br>**S7c** Demonstrates an understanding the complexity involved in decision making<br> <br>in Health care relating to population management across the continuum of care | | |
| **K8** Understand how health care issues are identified, how health care policy is both developed and changed | **A8** Recognizes how the health care process can be influenced<br> <br>through the efforts of nurses and other health care professionals, as well as lay and special advocacy groups | **S8** Participates as a nursing professional in political processes and grassroots legislative efforts to influence health care policy | | |
| **K9** Understands the need to<br> <br>withstand, recover or grow in the face of stressors and changing demands | **A9** Recognizes the need to think about the future instead of the<br> <br>past | **S9a** Seeks opportunities for improvement and ongoing learning<br> <br>**S9b** Demonstrates ability to work with ambiguity and tension<br> <br>**S9c** Focuses energy to achieve goals and outcomes | | |
| **K10** Articulates the impact of one’s own leadership style in committing individuals to action | **A10** Recognizes the value of leadership to empower others and<br> <br>enhance collaboration and shared decision making | **S10** Uses group discussion, agreement and consensus building to enhance collaboration and shared decision making | | |

Retrieved from
[https://www.mass.edu/nahi/documents/NOFRNCompetencies_updated_March2016.pdf](https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mass.edu%2Fnahi%2Fdocuments%2FNOFRNCompetencies_updated_March2016.pdf&data=02%7C01%7CJacqueline.Fawcett%40umb.edu%7Cbde970aea2334f4d353708d81474eb01%7Cb97188711ee94425953c1ace1373eb38%7C0%7C0%7C637281840274789383&sdata=yjcWvKLrddTnvBQziiPB8lDON1DCoYQRnG4OxMw8XIM%3D&reserved=0)

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November 5, 2026
[Solved] need a response!

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please respond to this discussion post following the instructions and rubric Discussion post: **Main Post** **Randomized Controlled Trial Example and Ethical Considerations** **Selected Study:** Gerber, B. S., Biggers, A., Tilton, J. J., Smith Marsh, D. E., Lane, R., Mihailescu, D., Lee, J., & Sharp…

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Assignment Prompt & Instructions

please respond to this discussion post following the instructions and rubric
Discussion post:
**Main Post**
**Randomized Controlled Trial Example and Ethical Considerations**
**Selected Study:** Gerber, B. S., Biggers, A., Tilton, J. J., Smith Marsh, D. E., Lane, R., Mihailescu, D., Lee, J., & Sharp, L. K. (2023). Mobile Health Intervention in Patients with Type 2 Diabetes: A Randomized Clinical Trial. _JAMA network open_, _6_(9), e2333629. https://doi.org/10.1001/jamanetworkopen.2023.33629
The randomized controlled trial (RCT) conducted by Gerber et al. (2023) examined the effectiveness of a team-based mobile health intervention designed to improve glycemic control among African American and Latinx adults with poorly controlled type 2 diabetes and elevated HbA1c.
**Purpose**
The purpose of this study trial was to determine whether a mobile health intervention delivered by a clinical pharmacist and health coach could improve hemoglobin A1c levels compared with usual diabetes care (Gerber et al., 2023).
**Study Population**
The study population included 221 adults aged 21 to 75 years who self-identified as African American or Latinx and had an HbA1c level of 8 percent or higher at baseline (HbA1c ≥ 8%). Participants were recruited from an academic medical center and affiliated federally qualified health centers, which enhanced relevance to underserved populations (Gerber et al., 2023).
**Length of the Trial**
Participants were randomly assigned from March 2017 to January 2020 to either the intervention group or a waiting-list control group. The trial spanned 24 months, with the intervention group primary comparison occurring during the first 12 months and then returned to monitored usual care for the second year. The control group received usual care for 12 months and then received the intervention in year 2 (a waiting-list approach) (Gerber et al., 2023). Data was collected at baseline and at six-month intervals using both clinical measures and validated patient-reported instruments. The primary outcome was changed in HbA1c, while secondary outcomes included blood pressure, lipid levels, body mass index, and psychosocial measures such as diabetes distress and self-efficacy.
**Data Collection Methods**
Outcomes were assessed every 6 months. Data collection included clinical measures (HbA1c, blood pressure, cholesterol, BMI) and patient-reported measures (quality of life, diabetes distress, self-efficacy, depressive symptoms, social support, medication-taking behavior, and self-care) (Gerber et al., 2023).
At 12 months, the intervention group demonstrated a greater reduction in HbA1c compared with the control group. The authors reported a mean difference of −0.62 percentage points favoring the intervention, with a statistically significant confidence interval. During the second year, when the control group received the intervention, similar improvements were observed, and the original intervention group maintained glycemic gains. The authors concluded that the intervention was effective and could help reduce disparities in diabetes outcomes (Gerber et al., 2023).
**Outcome Measures**
The primary outcome was HbA1c. Secondary outcomes included cardiometabolic measures and psychosocial and self-management measures (Gerber et al., 2023).
**Results and Conclusions**
Over 12 months, HbA1c decreased by a mean of 0.79 percentage points in the intervention group versus 0.24 percentage points in the waiting-list control group. The reported treatment effect was −0.62 (95% CI, −1.04 to −0.19; P = .005). During year 2, the waiting-list group’s HbA1c improved after receiving the intervention, while the original intervention group-maintained gains (Gerber et al., 2023). The authors concluded that the intervention improved HbA1c and could help reduce disparities in glycemic outcomes for these populations (Gerber et al., 2023).
**Ethical Issues Associated with this Randomized Control Trial Study**
Several ethical considerations are relevant. First, withholding a potentially helpful intervention can be a concern in randomized trials, particularly when studying groups are experiencing inequities. A key ethical feature here is the waiting-list control, which limited long-term deprivation by offering the intervention to the control group after 12 months (Gerber et al., 2023).
Second, the intervention included home visits and text messaging, which raises privacy and confidentiality issues. Ethical conduct requires clear consent processes and safeguards for health information shared through telehealth platforms and messaging (Gerber et al., 2023).
Third, participant burden and potential coercion must be considered, especially when working with underserved communities. From a population-based nursing perspective, ethical research should minimize barriers and avoid placing disproportionate burdens on participants who already face structural constraints (Curley, 2024).
**Value of the Randomized Control Trial**
Randomization strengthens internal validity by balancing measured and unmeasured confounders between groups, which improves confidence that observed HbA1c differences are attributable to the intervention rather than systematic baseline differences. This is a primary advantage of experimental designs compared with observational approaches when evaluating intervention effectiveness (Friis & Sellers, 2021).
**References**
Curley, A. L. C. (Ed.). (2024). _Population-based nursing: Concepts and competencies for_
_advanced practice_ (4th ed.). Springer.
Friis, R. H., & Sellers, T. A. (2021). _Epidemiology for public health practice_ (6th ed.). Jones &
Bartlett Learning.
Gerber, B. S., Biggers, A., Tilton, J. J., Smith Marsh, D. E., Lane, R., Mihailescu, D., Lee, J., &
Sharp, L. K. (2023). Mobile Health Intervention in Patients with Type 2 Diabetes: A Randomized Clinical Trial. _JAMA network open_, _6_(9), e2333629. https://doi.org/10.1001/jamanetworkopen.2023.33629
Instructions:
**Respond** to **at least two** classmates on **two different days** in one or more of the following ways:
– Ask a probing question, substantiated with additional background information, evidence, or research.
– Share an insight from having read your classmates’ postings, synthesizing the information to provide new perspectives.
– Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
– Validate an idea with your own experience and additional research.
– Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
– Expand on your classmates’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
**Note:** Your responses to classmates should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students.
Rubric: CONTRIBUTION TO THE DISCUSSION: First Response (20 possible points)
**20** **to >19.0** **ptsExcellentDiscussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.**
**19** **to >15.0** **ptsGoodDiscussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Posts on separate day.**
**15** **to >12.0** **ptsFairDiscussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on separate day.**
**12** **to >0** **ptsPoorDiscussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • Posts on same day.**
20 pts

November 5, 2026
[Solved] help with home work

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– ## Nus504unit10journal.docx **## Nus504unit10journal.docx** **Nus 504 unit 10 journal** **Kaltura/Self-Reflection: Please add the talking point , I will do the recording** Using the Kaltura platform, discuss your thoughts on evidence-based practice. In 2–3 minutes, please address the following: · …

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Assignment Prompt & Instructions

– ## Nus504unit10journal.docx

**## Nus504unit10journal.docx**

**Nus 504 unit 10 journal**

**Kaltura/Self-Reflection: Please add the talking point , I will do the recording**

Using the Kaltura platform, discuss your thoughts on evidence-based practice.

In 2–3 minutes, please address the following:

· How will your understanding of evidence-based practice guide your decision-making through the intentional integration of research findings into practice?

**DUE**: You must complete the Journal by the end of the unit week, end of day Sunday.

**## Nus504unit10journal.docx**

**Nus 504 unit 10 journal**

**Kaltura/Self-Reflection: Please add the talking point , I will do the recording**

Using the Kaltura platform, discuss your thoughts on evidence-based practice.

In 2–3 minutes, please address the following:

· How will your understanding of evidence-based practice guide your decision-making through the intentional integration of research findings into practice?

**DUE**: You must complete the Journal by the end of the unit week, end of day Sunday.

November 5, 2026
[Solved] week 8 epi

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please paraphrase this response with no plagiarism or AI use: Systematic reviews and meta-analyses are important tools in epidemiological research, as they provide a structured approach to synthesizing evidence from multiple studies. According to Haidich (2010), these methods strengthen the precisio…

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please paraphrase this response with no plagiarism or AI use:
Systematic reviews and meta-analyses are important tools in epidemiological research, as they provide a structured approach to synthesizing evidence from multiple studies. According to Haidich (2010), these methods strengthen the precision of effect estimates, identify heterogeneity across studies, and contribute to evidence-based decision-making. However, their validity depends on rigorous methodology, including comprehensive literature searches, transparent inclusion criteria, and appropriate statistical techniques, as explained by Siddaway et al. (2019). While these techniques offer numerous advantages, they also present limitations, such as potential publication bias and heterogeneity.
**Validity of Systematic Reviews and Meta-Analyses**
Systematic reviews and meta-analyses are widely regarded as high-level evidence due to their ability to consolidate findings from multiple studies (Rosenberger et al., 2021). Meta-analyses, in particular, provide quantitative summaries that improve the precision of effect estimates, especially when individual studies have small sample sizes (Haidich, 2010). Pooling data enhances statistical power and helps resolve inconsistencies in the literature. Additionally, systematic reviews follow a predefined protocol, reducing selection bias and increasing transparency (Siddaway et al., 2019). Nonetheless, the validity of these methods depends on the quality of included studies and the rigor of the review process. As such, poorly conducted meta-analyses may produce misleading conclusions if they include biased or methodologically weak studies, as discussed by Rosenberger et al. (2021). Further, heterogeneity, differences in study designs, populations, or interventions, can complicate interpretation. Despite these challenges, when performed correctly, systematic reviews and meta-analyses remain invaluable for synthesizing epidemiological evidence.
**Strengths and Limitations**
**Systematic Reviews**
_**Strengths**_
– **Enhanced Precision of Effect Estimates**– By combining data from multiple studies, meta-analyses provide more precise estimates of treatment effects or risk factors than individual studies (Haidich, 2010). This is particularly useful in epidemiology, where large-scale randomized trials may be impractical.
– **Identification of Heterogeneity**– Systematic reviews assess variability across studies, helping researchers understand whether differences in results are due to chance or underlying methodological or clinical differences (Siddaway et al., 2019).
_**Limitations**_
– **Publication Bias**– Studies with statistically significant results are more likely to be published, leading to an overestimation of effects in meta-analyses (Haidich, 2010). Tools like funnel plots can detect bias, but they are not sufficient.
– **High Heterogeneity**– When studies included in a meta-analysis differ significantly in their design, populations, interventions, or outcome measures, combining their results can produce misleading or unreliable conclusions (Siddaway et al., 2019). This issue, known as heterogeneity, arises when the variability between studies is too great to justify pooling their data. For instance, combining randomized controlled trials (RCTs) with observational studies (cohort or case-control studies) can introduce bias. RCTs are less prone to confounding, whereas observational studies may overestimate effects due to unmeasured variables (Haidich, 2010).
**Meta-Analysis**
**Strengths**
– **Quantitative Synthesis**– Meta-analyses offer a quantitative synthesis of research findings, providing a more precise and statistically robust summary than traditional narrative reviews (Haidich, 2010). For instance, by pooling data from multiple studies, meta-analyses can increase statistical power and precision. Many individual studies have small sample sizes, leading to imprecise effect estimates. Meta-analyses combine data across studies, reducing random error and producing narrower confidence intervals (Haidich, 2010).
– **Exploration of Subgroup Differences**– Meta-analyses do not just provide overall effect estimates. One of their most powerful features is the ability to explore how effects might differ across various subgroups through meta-regression and subgroup analyses (Siddaway et al., 2019). For instance, subgroup analyses examine whether treatment effects or exposure-outcome relationships differ based on patient characteristics (age, sex, disease severity) and intervention factors (dosage, duration, delivery method).
_**Limitations**_
– **Dependence on Available Data**– If original studies report incomplete or inconsistent data, meta-analyses may be limited in their conclusions (Rosenberger et al., 2021).
– **Overreliance on the Random-Effects Model**– Meta-analysts frequently default to the DerSimonian-Laird (DL) random-effects model without considering its limitations or alternative approaches (Haidich, 2010). The shortcomings of this method include a moment-based estimator that can be biased, particularly with few studies, and that it tends to underestimate uncertainty (narrow confidence intervals).
**Final Thoughts**
Overall, systematic reviews and meta-analyses are critical tools in epidemiological research, offering relevant evidence synthesis and improved precision. However, their validity depends on rigorous methodology, including thorough literature searches, bias assessment, and appropriate statistical techniques. While they have limitations, such as publication bias and heterogeneity, their strengths in consolidating research findings make them indispensable for evidence-based practice. Future reviews should adhere to guidelines like PRISMA to enhance transparency and reliability.
**References**
Haidich, A. B. (2010). Meta-analysis in medical research. _Hippokratia, 14_ (Suppl. 1), 29–37. [https://www.hippokratia.gr/images/PDF/14Sup1/699.pdfLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf)
Rosenberger, K. J., Xu, C., & Lin, L. (2021). Methodological assessment of systematic reviews and meta‐analyses on COVID‐19: A meta‐epidemiological study. _Journal of Evaluation in Clinical Practice_, _27_(5), 1123-1133. [https://doi.org/10.1111/jep.13578Links to an external site.](https://doi.org/10.1111/jep.13578)
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. _Annual Review of Psychology_, _70_(1), 747-770. [https://doi.org/10.1146/annurev-psych-010418-102803Links to an external site.](https://doi.org/10.1146/annurev-psych-010418-102803)

November 5, 2026
[Solved] don’t have time

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please paraphrase this assignment with no AI use ## roduction Pulmonary embolism (PE) is a potentially life-threatening condition resulting from obstruction of the pulmonary arterial system, most commonly due to embolization of a thrombus from the deep veins of the lower extremities. Prompt recognit…

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please paraphrase this assignment with no AI use
## roduction
Pulmonary embolism (PE) is a potentially life-threatening condition resulting from obstruction of the pulmonary arterial system, most commonly due to embolization of a thrombus from the deep veins of the lower extremities. Prompt recognition of PE relies on understanding the underlying pathophysiology, associated genetic and acquired risk factors, and patient-specific variables that contribute to disease development. This case study analyzes a 48-year-old female presenting with acute respiratory and cardiovascular symptoms consistent with pulmonary embolism, with emphasis on pathophysiological mechanisms, genetic predisposition, and lifestyle and demographic contributors.
## Pathophysiological Processes and Diagnostic Significance
The patient’s clinical presentation is most consistent with an acute pulmonary embolism secondary to venous thromboembolism (VTE). Pulmonary embolism occurs when a thrombus, typically originating in the deep veins of the lower extremities, dislodges and travels to the pulmonary circulation. In this case, the patient’s unilateral right calf swelling for several days suggests deep vein thrombosis as the embolic source.
Obstruction of pulmonary arteries leads to ventilation–perfusion mismatch, resulting in impaired oxygen exchange and hypoxemia, as evidenced by the patient’s oxygen saturation of 88% on room air. Increased pulmonary vascular resistance causes right ventricular strain and sympathetic activation, explaining the tachycardia, tachypnea, hypotension, and anxiety. The sharp, pleuritic chest pain that worsens with inspiration reflects pleural irritation or pulmonary infarction. The sudden onset of symptoms in the absence of infection strongly supports pulmonary embolism as the primary diagnosis.
## Genetic Mutations and Risk Factors
Inherited thrombophilias increase the risk of venous thromboembolism by promoting a hypercoagulable state. Common genetic mutations include Factor V Leiden, prothrombin gene mutation (G20210A), and deficiencies of protein C, protein S, or antithrombin. These abnormalities impair natural anticoagulant pathways, increasing the likelihood of thrombus formation. Although this patient has no documented genetic history, the development of VTE at a relatively young age may warrant further evaluation.
The patient also possesses multiple acquired risk factors, including obesity, hypertension, and the use of combined estrogen–progestin oral contraceptives. Estrogen increases clotting factor production while reducing anticoagulant proteins. Prolonged immobility during an eight-hour flight further promoted venous stasis. These factors collectively increased the patient’s susceptibility to pulmonary embolism.
## Racial/Ethnic Variables and Lifestyle Factors
Racial and ethnic variables may influence the incidence and outcomes of venous thromboembolism due to genetic differences and social determinants of health. Individuals of African ancestry experience higher VTE rates and worse outcomes, while inherited thrombophilias such as Factor V Leiden are more prevalent among individuals of European descent. Although the patient’s race is unspecified, awareness of these differences is important in clinical evaluation.
Several lifestyle factors contributed to disease development. A sedentary occupation, prolonged air travel, obesity, varicose veins, and oral contraceptive use collectively created an environment of venous stasis and hypercoagulability, leading to thrombus formation and pulmonary embolism.
## Summary
This case demonstrates a classic presentation of acute pulmonary embolism driven by venous stasis, hypercoagulability, and endothelial dysfunction. The patient’s symptoms are directly explained by the underlying pathophysiology of pulmonary arterial obstruction and impaired gas exchange. Recognition of genetic and acquired risk factors is essential for accurate diagnosis, timely intervention, and prevention of recurrent events.
## References
Konstantinides, S. V., et al. (2020). 2019 ESC guidelines for the diagnosis and management of acute pulmonary embolism. European Heart Journal, 41(4), 543–603. [https://doi.org/10.1093/eurheartj/ehz405](https://doi.org/10.1093/eurheartj/ehz405)
Kearon, C., et al. (2021). Antithrombotic therapy for VTE disease: Updated guidelines. Chest, 160(6), e545–e608. [https://doi.org/10.1016/j.chest.2021.07.055](https://doi.org/10.1016/j.chest.2021.07.055)
Stone, J., et al. (2020). Deep vein thrombosis: Pathogenesis, diagnosis, and medical management. Cardiovascular Diagnosis and Therapy, 10(3), 821–836. [https://doi.org/10.21037/cdt.2020.03.01](https://doi.org/10.21037/cdt.2020.03.01)

November 5, 2026
[Solved] ASSIGN1

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– ## DevelopingaFocusedSOAPNote.docx **## DevelopingaFocusedSOAPNote.docx** Developing a Focused SOAP Note ![A person looking at a tablet Description automatically generated](https://www.sweetstudy.com/questions/assign1-20954331) This focused SOAP note assignment is a way to reflect on your Practicu…

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– ## DevelopingaFocusedSOAPNote.docx

**## DevelopingaFocusedSOAPNote.docx**

Developing a Focused SOAP Note

![A person looking at a tablet Description automatically generated](https://www.sweetstudy.com/questions/assign1-20954331)

This focused SOAP note assignment is a way to reflect on your Practicum experiences and connect them to your classroom experience. Focused SOAP notes are often used in clinical settings to document patient care. They provide a standard, systematic format for collecting patient information. Similar to learning to compute math problems by hand before you move to a calculator, you are required to use a Word document template in this course and document everything manually. In your career, however, you are likely to encounter electronic health record systems with SOAP documentation capabilities such as search functions and symptom drag and drops that will streamline the process.

All SOAP notes must be signed and each page must be initialed by your preceptor. When you submit your SOAP Note, you should include the complete SOAP Note as a Word document and pdf/images of each page that is initialed and signed by your preceptor. You must submit your SOAP Note using Turnitin.

**Please Note:** Electronic signatures are not accepted. If both files are not received by the due date, faculty will deduct points per the Walden Late Policies.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/196538/modules/items/8325491)

**To prepare:**

· Review this week’s Learning Resources, including the Focused SOAP Note Template.

· Select a patient who you saw at your practicum site during the last 3 weeks. With this patient in mind, consider the following:

· Subjective: What details did the patient provide regarding his or her personal and medical history?

· Objective: What observations did you make during the physical assessment? Include pertinent positive and negative physical exam findings. Describe whether the patient presented with any morbidities and psychosocial issues.

· Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority and include their ICD-10 code for the diagnosis. What was your primary diagnosis and why?

· Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management? Include pharmacologic and non-pharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan.

· Reflection notes: What was your “aha” moment? What would you do differently in a similar patient evaluation?

By Day 7

Submit your Assignment. You must submit two files for the SOAP note, including a Word document and scanned pdf/images of each page that is initialed and signed by your preceptor.

submission information

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

1. To submit your completed assignment, save your Assignment as
**WK4Assgn1+last name+first initial.**

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

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

4. Rubric

**PRAC_6568_Week4_Assignment1_Rubric**

| | | |
| — | — | — |
| PRAC_6568_Week4_Assignment1_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCreate documentation in the Focused SOAP Note Template about the patient you selected. In the Subjective section, provide: • Chief complaint • History of present illness (HPI) • Current medications • Allergies • Patient medical history (PMHx), including immunization status, social and substance history, family history, past surgical procedures, mental health, safety concerns, reproductive history • Review of systems | **10 to >8.0 ptsExcellent** The response throughly and accurately describes the patient's subjective complaint, history of present illness, current medications, allergies, medical history, and review of all systems that would inform a differential diagnosis.<br> <br>**8 to >7.0 ptsGood** The response accurately describes the patient's subjective complaint, history of present illness, current medications, allergies, medical history, and review of all systems that would inform a differential diagnosis.<br> <br>**7 to >6.0 ptsFair** The response describes the patient's subjective complaint, history of present illness, current medications, allergies, medical history, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.<br> <br>**6 to >0 ptsPoor** The response provides an incomplete or inaccurate description of the patient's subjective complaint, history of present illness, current medications, allergies, medical history, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing. | 10 pts |
| This criterion is linked to a Learning OutcomeIn the Objective section, provide: • Physical exam documentation of systems pertinent to the chief complaint, HPI, and history • Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses | **10 to >8.0 ptsExcellent** The response thoroughly and accurately documents the patient's physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.<br> <br>**8 to >7.0 ptsGood** The response accurately documents the patient's physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.<br> <br>**7 to >6.0 ptsFair** Documentation of the patient's physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.<br> <br>**6 to >0 ptsPoor** The response provides incomplete or inaccurate documentation of the patient's physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing. | 10 pts |
| This criterion is linked to a Learning OutcomeIn the Assessment section, provide: • At least 3 differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnosis selection. Include pertinent positives and pertinent negatives for the specific patient case. | **25 to >22.0 ptsExcellent** The response lists at least three distinctly different and detailed possible conditions for a differential diagnosis of the patient in the assigned case study, and provides a thorough, accurate, and detailed justification for each of the conditions selected.<br> <br>**22 to >19.0 ptsGood** The response lists at least three different possible conditions for a differential diagnosis of the patient in the assigned case study and provides an accurate justification for each of the conditions selected.<br> <br>**19 to >17.0 ptsFair** The response lists three possible conditions for a differential diagnosis of the patient in the assigned case study, with some vagueness and/or inaccuracy in the conditions and/or justification for each.<br> <br>**17 to >0 ptsPoor** The response lists two or fewer, or is missing, possible conditions for a differential diagnosis of the patient in the assigned case study, with inaccurate or missing justification for each condition selected. | 25 pts |
| This criterion is linked to a Learning OutcomeIn the Plan section, provide: • A detailed treatment plan for the patient that addresses each diagnosis, as applicable. Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions, education, disposition of the patient, and any planned follow up visits. • Reflections on the case describing insights or lessons learned. • A discussion related to health promotion and disease prevention taking into consideration patient factors, PMH, and other risk factors. | **30 to >26.0 ptsExcellent** The response thoroughly and accurately outlines a treatment plan for the patient that addresses each diagnosis and includes diagnostic studies neeed, referrals, therapeutic interventions, patient education and disposition, and planned follow-up visits. Reflections on the case demonstrate strong critical thinking and synthesis of ideas. A thorough and accurate disucssion of health promotion and disease prevention related to the case is provided.<br> <br>**26 to >23.0 ptsGood** The response accurately outlines a treatment plan for the patient that addresses each diagnosis and includes diagnostic studies neeed, referrals, therapeutic interventions, patient education and disposition, and planned follow-up visits. Reflections on the case demonstrate critical thinking. An accurate disucssion of health promotion and disease prevention related to the case is provided.<br> <br>**23 to >20.0 ptsFair** The response somewhat vaguely or inaccurately outlines a treatment plan for the patient. Reflections on the case demonstrate adequate understanding of course topics. The discussion on health promotion and disease prevention related to the case is somewhat vague or contains innaccuracies.<br> <br>**20 to >0 ptsPoor** The response does not address all diagnoses or is missing elements of the treatment plan. Reflections on the case are vague or missing. The discussion on health promotion and disease prevention related to the case is vague, innaccurate, or missing. | 30 pts |
| This criterion is linked to a Learning OutcomeProvide at least three evidence-based, peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure they are current (no more than five years old) and support the treatment plan in following current standards of care. | **10 to >8.0 ptsExcellent** The response provides at least three current, evidence-based resources from the literature to support the treatment plan for the patient in the assigned case study. Each resource represents the latest in standards of care and provides strong justification for treatment decisions.<br> <br>**8 to >7.0 ptsGood** The response provides at least three current, evidence-based resources from the literature to support the treatment plan for the patient in the assigned case study. Each resource represents current standards of care and supports treatment decisions.<br> <br>**7 to >6.0 ptsFair** Three evidence-based resources are provided to support treatment decisions, but may not represent the latest in standards of care or may only provide vague or weak justification for the treatment plan.<br> <br>**6 to >0 ptsPoor** Two or fewer resources are provided to support treatment decisions. The resources may not be current or evidence-based, or do not support the treatment plan. | 10 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.<br> <br>**4 to >3.5 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.<br> <br>**3.5 to >3.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**3 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. No purpose statement, introduction, or conclusion were provided. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | **5 to >4.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.5 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |

## image1.jpeg

**## DevelopingaFocusedSOAPNote.docx**

Developing a Focused SOAP Note

![A person looking at a tablet Description automatically generated](https://www.sweetstudy.com/questions/assign1-20954331)

This focused SOAP note assignment is a way to reflect on your Practicum experiences and connect them to your classroom experience. Focused SOAP notes are often used in clinical settings to document patient care. They provide a standard, systematic format for collecting patient information. Similar to learning to compute math problems by hand before you move to a calculator, you are required to use a Word document template in this course and document everything manually. In your career, however, you are likely to encounter electronic health record systems with SOAP documentation capabilities such as search functions and symptom drag and drops that will streamline the process.

All SOAP notes must be signed and each page must be initialed by your preceptor. When you submit your SOAP Note, you should include the complete SOAP Note as a Word document and pdf/images of each page that is initialed and signed by your preceptor. You must submit your SOAP Note using Turnitin.

**Please Note:** Electronic signatures are not accepted. If both files are not received by the due date, faculty will deduct points per the Walden Late Policies.

Resources

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

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/196538/modules/items/8325491)

**To prepare:**

· Review this week’s Learning Resources, including the Focused SOAP Note Template.

· Select a patient who you saw at your practicum site during the last 3 weeks. With this patient in mind, consider the following:

· Subjective: What details did the patient provide regarding his or her personal and medical history?

· Objective: What observations did you make during the physical assessment? Include pertinent positive and negative physical exam findings. Describe whether the patient presented with any morbidities and psychosocial issues.

· Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority and include their ICD-10 code for the diagnosis. What was your primary diagnosis and why?

· Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management? Include pharmacologic and non-pharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan.

· Reflection notes: What was your “aha” moment? What would you do differently in a similar patient evaluation?

By Day 7

Submit your Assignment. You must submit two files for the SOAP note, including a Word document and scanned pdf/images of each page that is initialed and signed by your preceptor.

submission information

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

1. To submit your completed assignment, save your Assignment as
**WK4Assgn1+last name+first initial.**

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

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

4. Rubric

**PRAC_6568_Week4_Assignment1_Rubric**

| | | |
| — | — | — |
| PRAC_6568_Week4_Assignment1_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCreate documentation in the Focused SOAP Note Template about the patient you selected. In the Subjective section, provide: • Chief complaint • History of present illness (HPI) • Current medications • Allergies • Patient medical history (PMHx), including immunization status, social and substance history, family history, past surgical procedures, mental health, safety concerns, reproductive history • Review of systems | **10 to >8.0 ptsExcellent** The response throughly and accurately describes the patient's subjective complaint, history of present illness, current medications, allergies, medical history, and review of all systems that would inform a differential diagnosis.<br> <br>**8 to >7.0 ptsGood** The response accurately describes the patient's subjective complaint, history of present illness, current medications, allergies, medical history, and review of all systems that would inform a differential diagnosis.<br> <br>**7 to >6.0 ptsFair** The response describes the patient's subjective complaint, history of present illness, current medications, allergies, medical history, and review of all systems that would inform a differential diagnosis, but is somewhat vague or contains minor innacuracies.<br> <br>**6 to >0 ptsPoor** The response provides an incomplete or inaccurate description of the patient's subjective complaint, history of present illness, current medications, allergies, medical history, and review of all systems that would inform a differential diagnosis. Or, subjective documentation is missing. | 10 pts |
| This criterion is linked to a Learning OutcomeIn the Objective section, provide: • Physical exam documentation of systems pertinent to the chief complaint, HPI, and history • Diagnostic results, including any labs, imaging, or other assessments needed to develop the differential diagnoses | **10 to >8.0 ptsExcellent** The response thoroughly and accurately documents the patient's physical exam for pertinent systems. Diagnostic tests and their results are thoroughly and accurately documented.<br> <br>**8 to >7.0 ptsGood** The response accurately documents the patient's physical exam for pertinent systems. Diagnostic tests and their results are accurately documented.<br> <br>**7 to >6.0 ptsFair** Documentation of the patient's physical exam is somewhat vague or contains minor innacuracies. Diagnostic tests and their results are documented but contain minor innacuracies.<br> <br>**6 to >0 ptsPoor** The response provides incomplete or inaccurate documentation of the patient's physical exam. Systems may have been unnecessarily reviewed, or, objective documentation is missing. | 10 pts |
| This criterion is linked to a Learning OutcomeIn the Assessment section, provide: • At least 3 differentials with supporting evidence. Explain what rules each differential in or out and justify your primary diagnosis selection. Include pertinent positives and pertinent negatives for the specific patient case. | **25 to >22.0 ptsExcellent** The response lists at least three distinctly different and detailed possible conditions for a differential diagnosis of the patient in the assigned case study, and provides a thorough, accurate, and detailed justification for each of the conditions selected.<br> <br>**22 to >19.0 ptsGood** The response lists at least three different possible conditions for a differential diagnosis of the patient in the assigned case study and provides an accurate justification for each of the conditions selected.<br> <br>**19 to >17.0 ptsFair** The response lists three possible conditions for a differential diagnosis of the patient in the assigned case study, with some vagueness and/or inaccuracy in the conditions and/or justification for each.<br> <br>**17 to >0 ptsPoor** The response lists two or fewer, or is missing, possible conditions for a differential diagnosis of the patient in the assigned case study, with inaccurate or missing justification for each condition selected. | 25 pts |
| This criterion is linked to a Learning OutcomeIn the Plan section, provide: • A detailed treatment plan for the patient that addresses each diagnosis, as applicable. Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions, education, disposition of the patient, and any planned follow up visits. • Reflections on the case describing insights or lessons learned. • A discussion related to health promotion and disease prevention taking into consideration patient factors, PMH, and other risk factors. | **30 to >26.0 ptsExcellent** The response thoroughly and accurately outlines a treatment plan for the patient that addresses each diagnosis and includes diagnostic studies neeed, referrals, therapeutic interventions, patient education and disposition, and planned follow-up visits. Reflections on the case demonstrate strong critical thinking and synthesis of ideas. A thorough and accurate disucssion of health promotion and disease prevention related to the case is provided.<br> <br>**26 to >23.0 ptsGood** The response accurately outlines a treatment plan for the patient that addresses each diagnosis and includes diagnostic studies neeed, referrals, therapeutic interventions, patient education and disposition, and planned follow-up visits. Reflections on the case demonstrate critical thinking. An accurate disucssion of health promotion and disease prevention related to the case is provided.<br> <br>**23 to >20.0 ptsFair** The response somewhat vaguely or inaccurately outlines a treatment plan for the patient. Reflections on the case demonstrate adequate understanding of course topics. The discussion on health promotion and disease prevention related to the case is somewhat vague or contains innaccuracies.<br> <br>**20 to >0 ptsPoor** The response does not address all diagnoses or is missing elements of the treatment plan. Reflections on the case are vague or missing. The discussion on health promotion and disease prevention related to the case is vague, innaccurate, or missing. | 30 pts |
| This criterion is linked to a Learning OutcomeProvide at least three evidence-based, peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure they are current (no more than five years old) and support the treatment plan in following current standards of care. | **10 to >8.0 ptsExcellent** The response provides at least three current, evidence-based resources from the literature to support the treatment plan for the patient in the assigned case study. Each resource represents the latest in standards of care and provides strong justification for treatment decisions.<br> <br>**8 to >7.0 ptsGood** The response provides at least three current, evidence-based resources from the literature to support the treatment plan for the patient in the assigned case study. Each resource represents current standards of care and supports treatment decisions.<br> <br>**7 to >6.0 ptsFair** Three evidence-based resources are provided to support treatment decisions, but may not represent the latest in standards of care or may only provide vague or weak justification for the treatment plan.<br> <br>**6 to >0 ptsPoor** Two or fewer resources are provided to support treatment decisions. The resources may not be current or evidence-based, or do not support the treatment plan. | 10 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.<br> <br>**4 to >3.5 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.<br> <br>**3.5 to >3.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.<br> <br>**3 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. No purpose statement, introduction, or conclusion were provided. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | **5 to >4.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.5 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3.5 to >3.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**3 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |

## image1.jpeg

November 5, 2026
[Solved] Leadership

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November 5, 2026
[Solved] Nursing paraphrase assignment for me please

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I need help paraphrasing an assignment. let me know if you can do it!

November 5, 2026
[Solved] Module 10 – Reflecting on Nursing Practice

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This reflection provides an opportunity for you to synthesize and personalize your learning from the course. By connecting your experiences to the core competencies—such as understanding nursing roles, communication, teamwork, and foundational skills—you will deepen your awareness of how these eleme…

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This reflection provides an opportunity for you to synthesize and personalize your learning from the course. By connecting your experiences to the core competencies—such as understanding nursing roles, communication, teamwork, and foundational skills—you will deepen your awareness of how these elements shape safe and effective nursing practice.
In 2-3 paragraphs, reflect on your learning experience in this course. Consider how the course content has helped you understand the foundations of nursing practice and prepared you for your future role as a nurse.
Use the following guiding questions to shape your reflection:
– How has this course helped you understand the core responsibilities and roles of a nurse?
– What did you learn about working within a healthcare team?
– How have your communication skills evolved in the context of patient care?
– What new medical terminology or calculation skills have you gained, and how do you see them being used in practice?
Be specific and thoughtful. Your reflection should demonstrate how the course has impacted _**your**_ understanding of nursing and your readiness to move forward in the program.
**Submission**
The final submission of your reflection should:
– Contain at least a 2-3 paragraph response that addresses the questions above.
– Demonstrate clear examples from your personal learning journey this quarter.
– Be submitted in a Microsoft Word document.

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November 5, 2026