My Blog

Tag: Nursing

  • [Solved] swot analysis

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering 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

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

  • [Solved] POLITICAL SCIENCE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## POLIWEEK6.docx **## POLIWEEK6.docx** Instructions In Part I this week, choose a Federal Supreme Court case that originated in your state that involves civil rights or civil liberties that was heard by the United States Supreme Court, and a decision was rendered. If y…

    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)**

    – ## POLIWEEK6.docx

    **## POLIWEEK6.docx**

    Instructions

    In Part I this week, choose a Federal Supreme Court case that originated in your state that involves civil rights or civil liberties that was heard by the United States Supreme Court, and a decision was rendered. If your state does not have a case that was decided by the United States Supreme Court, choose a civil rights case from another state for which the United States Supreme Court issued a decision.

    Here is a brief description of civil rights and civil liberties: Civil rights refers to equal social opportunities under the law. It gives you these freedoms, such as the right to vote, the right to public education, or a fair trial, among other things, regardless of your wealth or race. Civil liberties mean freedom of religion, equal treatment and due process under the law, and the right to privacy.

    You should be able to go online and look up your state and famous cases decided by the Supreme Court. For example, Brown v Board of Education (1951) started in Topeka, Kansas, and ended up in the Supreme Court of the United States. Another example would be Calvary Chapel Dayton Valley v Steve Sisolak, Governor of Nevada (2020), which started in Nevada and ended up in the United States Supreme Court. A good source of information about cases decided by the United States Supreme Court is www.scotusblog.com, www.justia.com, or www.oyez.org.

    Some other examples of cases include
    _Lau v Nichols, Tinker v Des Moines Independent Community School District, Terry v Ohio, Regents of California v Bakke, Schenck v United States, Plessy v Ferguson, Shelley v Kraemer, Texas v Johnson, Ysleta del Sur Pueblo v Texas, Korematsu v United States, Obergefell v Hodges, Laird v Tatum and Loving v Virginia._

    Other sources can be researched online using search terms for “civil rights cases decided by the U.S. Supreme Court.” Be sure to use a case
    actually decided by the United States Supreme Court, and not a case decided by your state’s supreme court or a different court. A case that is still pending before the United States Supreme Court should
    **not** be used. If you are unsure, please contact your Professor
    **BEFORE** you pick your case and submit the assignment
    as this is a significant part of your overall grade.

    Research your court case and write an outline of the case that you will be using to prepare a presentation, which will either be a narrated PowerPoint, a Kaltura Video, or some other format as approved by your instructor.
    **If you are unsure, then verify the presentation format with your instructor before starting work on this assignment.**

    This week's assignment should include (a) summary of the case; (b) a case outline; and a summary.

    **Summary of the Case**

    In one or two paragraphs, provide a general overview of the case that serves as a snapshot of what the case is about and how it ended up in your state high court. A summary is using your words to write a brief history of the case. Do not give your opinion or your interpretation but stick to the facts only.

    **Case Outline**

    Your court case outline should include:

    Title: Name of the case

    Facts of the case: Provide key facts involving the case.

    History of the case: What legal action was taken based on what your state laws say about this case?

    Legal questions: What were the legal issues the court had to decide?

    Decision or holdings: Did the court decide for the plaintiff or the defendant? Explain the reason behind the decision?

    Verdict and opinion (judgement): What were the concurring and dissenting opinions? How many judges decided for the defendant and how many justices decided against the defendant? What was the final verdict from the judge or the jury, if it was a jury trial?

    **Conclusion**:

    What was the resulting impact of the ruling? How did the citizens of your state benefit from it? Was this a good decision?

    TEXTBOOK

    Title: The Struggle for Democracy, 2018 Elections and Updates Edition Revel Access Code

    Authors: EDWARD S. GREENBERG, Benjamin I. Page

    Publisher: Pearson

    Publication Date: 2018-12-31

    Edition: 12th

    **APA Reference**

    Greenberg, E. S & Page, B. I. (2018).
    _The Struggle for Democracy, 2018 Elections and Updates Edition._(12th ed.). Pearson.

    · Minimum of 2 scholarly sources in addition to the textbook.

    **## POLIWEEK6.docx**

    Instructions

    In Part I this week, choose a Federal Supreme Court case that originated in your state that involves civil rights or civil liberties that was heard by the United States Supreme Court, and a decision was rendered. If your state does not have a case that was decided by the United States Supreme Court, choose a civil rights case from another state for which the United States Supreme Court issued a decision.

    Here is a brief description of civil rights and civil liberties: Civil rights refers to equal social opportunities under the law. It gives you these freedoms, such as the right to vote, the right to public education, or a fair trial, among other things, regardless of your wealth or race. Civil liberties mean freedom of religion, equal treatment and due process under the law, and the right to privacy.

    You should be able to go online and look up your state and famous cases decided by the Supreme Court. For example, Brown v Board of Education (1951) started in Topeka, Kansas, and ended up in the Supreme Court of the United States. Another example would be Calvary Chapel Dayton Valley v Steve Sisolak, Governor of Nevada (2020), which started in Nevada and ended up in the United States Supreme Court. A good source of information about cases decided by the United States Supreme Court is www.scotusblog.com, www.justia.com, or www.oyez.org.

    Some other examples of cases include
    _Lau v Nichols, Tinker v Des Moines Independent Community School District, Terry v Ohio, Regents of California v Bakke, Schenck v United States, Plessy v Ferguson, Shelley v Kraemer, Texas v Johnson, Ysleta del Sur Pueblo v Texas, Korematsu v United States, Obergefell v Hodges, Laird v Tatum and Loving v Virginia._

    Other sources can be researched online using search terms for “civil rights cases decided by the U.S. Supreme Court.” Be sure to use a case
    actually decided by the United States Supreme Court, and not a case decided by your state’s supreme court or a different court. A case that is still pending before the United States Supreme Court should
    **not** be used. If you are unsure, please contact your Professor
    **BEFORE** you pick your case and submit the assignment
    as this is a significant part of your overall grade.

    Research your court case and write an outline of the case that you will be using to prepare a presentation, which will either be a narrated PowerPoint, a Kaltura Video, or some other format as approved by your instructor.
    **If you are unsure, then verify the presentation format with your instructor before starting work on this assignment.**

    This week's assignment should include (a) summary of the case; (b) a case outline; and a summary.

    **Summary of the Case**

    In one or two paragraphs, provide a general overview of the case that serves as a snapshot of what the case is about and how it ended up in your state high court. A summary is using your words to write a brief history of the case. Do not give your opinion or your interpretation but stick to the facts only.

    **Case Outline**

    Your court case outline should include:

    Title: Name of the case

    Facts of the case: Provide key facts involving the case.

    History of the case: What legal action was taken based on what your state laws say about this case?

    Legal questions: What were the legal issues the court had to decide?

    Decision or holdings: Did the court decide for the plaintiff or the defendant? Explain the reason behind the decision?

    Verdict and opinion (judgement): What were the concurring and dissenting opinions? How many judges decided for the defendant and how many justices decided against the defendant? What was the final verdict from the judge or the jury, if it was a jury trial?

    **Conclusion**:

    What was the resulting impact of the ruling? How did the citizens of your state benefit from it? Was this a good decision?

    TEXTBOOK

    Title: The Struggle for Democracy, 2018 Elections and Updates Edition Revel Access Code

    Authors: EDWARD S. GREENBERG, Benjamin I. Page

    Publisher: Pearson

    Publication Date: 2018-12-31

    Edition: 12th

    **APA Reference**

    Greenberg, E. S & Page, B. I. (2018).
    _The Struggle for Democracy, 2018 Elections and Updates Edition._(12th ed.). Pearson.

    · Minimum of 2 scholarly sources in addition to the textbook.

  • [Solved] Nursing unit 9 assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached – 2 years ago **files (2)** – ## 671unit9.docx – NU671_Grading_Rubrics4.docx **## 671unit9.docx** Assignment Introduction: Group Therapy and Family Therapy Treatments for psychiatric disorders are varied and can include psychotherapy, psychoeducation, support groups, and pharmacothera…

    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

    see attached

    – 2 years ago

    **files (2)**

    – ## 671unit9.docx

    – NU671_Grading_Rubrics4.docx

    **## 671unit9.docx**

    Assignment Introduction: Group Therapy and Family Therapy

    Treatments for psychiatric disorders are varied and can include psychotherapy, psychoeducation, support groups, and pharmacotherapy. Treatment choices for patients depend on multiple factors, including availability, cost, convenience, and accessibility. Group psychotherapy can be an ideal treatment option for many reasons for both the therapist and the patient.

    Additionally, the research regarding the effectiveness of family therapy is extensive and reveals that two-thirds of patient in any kind of family therapy get better, which is similar to individual psychotherapy. Meta-analytic studies have concluded that couple and family therapies are significantly more effective than no treatment and at least as effective as other forms of psychotherapy.

    This assignment provides an opportunity to explore and demonstrate your understanding of group therapy and family therapy.

    **Instructions**

    Address the following in your paper:

    1. Describe how group psychotherapy differs from individual psychotherapy and describe the types of patients who might be better served by group psychotherapy.

    2. Describe the 11 therapeutic principles (Yalom & Leszcz) of group psychotherapy and the five phases (Tuckerman) of group formation and development.

    3. What are the similarities and differences among the four major approaches to family therapy (e.g., systemic, structural, strategic, and emotionally focused)?

    **Your written assignment should be 4–5 pages (1,000–1,250 words) in length, not including the title page, references, graphics and appendices.**

    Your writing assignment should:

    · follow the conventions of Standard English (correct grammar, punctuation, etc.);

    · be well ordered, logical, and unified, as well as original and insightful;

    · display superior content, organization, style, and mechanics; and;

    · use APA 7th ed formatting and citation style, complete with a APA 7th ed title page, headings, reference page, and appendices if indicated.

    **NU671_Grading_Rubrics4.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics4-docx)

    **NU671_Grading_Rubrics4.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics4-docx)

    **## 671unit9.docx**

    Assignment Introduction: Group Therapy and Family Therapy

    Treatments for psychiatric disorders are varied and can include psychotherapy, psychoeducation, support groups, and pharmacotherapy. Treatment choices for patients depend on multiple factors, including availability, cost, convenience, and accessibility. Group psychotherapy can be an ideal treatment option for many reasons for both the therapist and the patient.

    Additionally, the research regarding the effectiveness of family therapy is extensive and reveals that two-thirds of patient in any kind of family therapy get better, which is similar to individual psychotherapy. Meta-analytic studies have concluded that couple and family therapies are significantly more effective than no treatment and at least as effective as other forms of psychotherapy.

    This assignment provides an opportunity to explore and demonstrate your understanding of group therapy and family therapy.

    **Instructions**

    Address the following in your paper:

    1. Describe how group psychotherapy differs from individual psychotherapy and describe the types of patients who might be better served by group psychotherapy.

    2. Describe the 11 therapeutic principles (Yalom & Leszcz) of group psychotherapy and the five phases (Tuckerman) of group formation and development.

    3. What are the similarities and differences among the four major approaches to family therapy (e.g., systemic, structural, strategic, and emotionally focused)?

    **Your written assignment should be 4–5 pages (1,000–1,250 words) in length, not including the title page, references, graphics and appendices.**

    Your writing assignment should:

    · follow the conventions of Standard English (correct grammar, punctuation, etc.);

    · be well ordered, logical, and unified, as well as original and insightful;

    · display superior content, organization, style, and mechanics; and;

    · use APA 7th ed formatting and citation style, complete with a APA 7th ed title page, headings, reference page, and appendices if indicated.

    **NU671_Grading_Rubrics4.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics4-docx)

    **## 671unit9.docx**

    Assignment Introduction: Group Therapy and Family Therapy

    Treatments for psychiatric disorders are varied and can include psychotherapy, psychoeducation, support groups, and pharmacotherapy. Treatment choices for patients depend on multiple factors, including availability, cost, convenience, and accessibility. Group psychotherapy can be an ideal treatment option for many reasons for both the therapist and the patient.

    Additionally, the research regarding the effectiveness of family therapy is extensive and reveals that two-thirds of patient in any kind of family therapy get better, which is similar to individual psychotherapy. Meta-analytic studies have concluded that couple and family therapies are significantly more effective than no treatment and at least as effective as other forms of psychotherapy.

    This assignment provides an opportunity to explore and demonstrate your understanding of group therapy and family therapy.

    **Instructions**

    Address the following in your paper:

    1. Describe how group psychotherapy differs from individual psychotherapy and describe the types of patients who might be better served by group psychotherapy.

    2. Describe the 11 therapeutic principles (Yalom & Leszcz) of group psychotherapy and the five phases (Tuckerman) of group formation and development.

    3. What are the similarities and differences among the four major approaches to family therapy (e.g., systemic, structural, strategic, and emotionally focused)?

    **Your written assignment should be 4–5 pages (1,000–1,250 words) in length, not including the title page, references, graphics and appendices.**

    Your writing assignment should:

    · follow the conventions of Standard English (correct grammar, punctuation, etc.);

    · be well ordered, logical, and unified, as well as original and insightful;

    · display superior content, organization, style, and mechanics; and;

    · use APA 7th ed formatting and citation style, complete with a APA 7th ed title page, headings, reference page, and appendices if indicated.

    **NU671_Grading_Rubrics4.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nu671-grading-rubrics4-docx)

  • [Solved] MINI SOAP NOTE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attachment – 2 years ago **files (1)** – ## Week6MiniSoapnote1.pdf **## Week6MiniSoapnote1.pdf** Submit 1 Mini-SOAP note on a patient that you saw in clinic this week. Submit as a Word Document. See example template below for required format. Review the rubric for more information on how your as…

    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

    see attachment

    – 2 years ago

    **files (1)**

    – ## Week6MiniSoapnote1.pdf

    **## Week6MiniSoapnote1.pdf**

    Submit 1 Mini-SOAP note on a patient that you saw in clinic this week. Submit as a Word
    Document. See example template below for required format.

    Review the rubric for more information on how your assignment will be graded.

    Demographic Data

    • Age, and gender (must be HIPAA compliant)

    Subjective

    • Chief Complaint (CC) unless an Annual Physical Exam (APE)
    • History of Present Illness (HPI) in paragraph form (remember OLDCART: Onset, Location,

    Duration, Characteristics, Aggravating/Alleviating Factors, Relieving Factors, Treatment)
    • Past Med. Hx (PMH): Medical or surgical problems, hospitalizations, medications, allergies,

    immunizations, and preventative health maintenance as applicable
    • Family Hx: As applicable
    • Social Hx: Including nutrition, exercise, substance use, sexual hx, occupation, school, etc.
    • Review of Systems (ROS) as appropriate: Include health maintenance (e.g., eye, dental, pap,

    vaccines, colonoscopy)

    Objective

    • Vital signs
    • Physical findings listed by body systems, not paragraph form

    Assessment (Diagnosis/ICD10 Code)

    • Include all diagnoses that apply for this visit

    Plan

    • Dx Plan (lab, x-ray)
    • Tx Plan: (meds)
    • Pt. Education, including specific medication teaching points
    • Referral/Follow-up
    • Health maintenance (including when screenings, immunizations, etc., are next due):

    **## Week6MiniSoapnote1.pdf**

    Submit 1 Mini-SOAP note on a patient that you saw in clinic this week. Submit as a Word
    Document. See example template below for required format.

    Review the rubric for more information on how your assignment will be graded.

    Demographic Data

    • Age, and gender (must be HIPAA compliant)

    Subjective

    • Chief Complaint (CC) unless an Annual Physical Exam (APE)
    • History of Present Illness (HPI) in paragraph form (remember OLDCART: Onset, Location,

    Duration, Characteristics, Aggravating/Alleviating Factors, Relieving Factors, Treatment)
    • Past Med. Hx (PMH): Medical or surgical problems, hospitalizations, medications, allergies,

    immunizations, and preventative health maintenance as applicable
    • Family Hx: As applicable
    • Social Hx: Including nutrition, exercise, substance use, sexual hx, occupation, school, etc.
    • Review of Systems (ROS) as appropriate: Include health maintenance (e.g., eye, dental, pap,

    vaccines, colonoscopy)

    Objective

    • Vital signs
    • Physical findings listed by body systems, not paragraph form

    Assessment (Diagnosis/ICD10 Code)

    • Include all diagnoses that apply for this visit

    Plan

    • Dx Plan (lab, x-ray)
    • Tx Plan: (meds)
    • Pt. Education, including specific medication teaching points
    • Referral/Follow-up
    • Health maintenance (including when screenings, immunizations, etc., are next due):

  • [Solved] hi

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    hi – 2 years ago **files (1)** – ## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx **## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx** Diversity Project Kickoff Presentation Learner’s Name Capella University Collaboration, Communication, and Case Analysis for Master's Learners Diversity Project Kick…

    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

    hi

    – 2 years ago

    **files (1)**

    – ## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx

    **## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx**

    Diversity Project Kickoff Presentation
    Learner’s Name
    Capella University

    Collaboration, Communication, and Case Analysis for Master's Learners

    Diversity Project Kickoff Presentation

    December, 2019

    Hello, and welcome to the kickoff presentation for the new project initiated by Mercy Medical Center to create a diverse and inclusive workplace. This kickoff presentation aims to provide details about the need for a diverse and inclusive workplace at Mercy Medical Center, the objectives of the diversity and inclusion project, and the committee executing the project.

    1

    Presentation Outline

    Need for a Diversity Project

    Objectives of the Diversity Project

    Composition of the Workforce Diversity Steering Committee

    Role of the Committee

    Developing Interprofessional Collaboration

    Characteristics of a Diverse and Inclusive Workplace

    Benefits of a Diverse and Inclusive Workplace: Examples From the Field

    Here is an outline of the presentation. We will begin by understanding the need for a diversity project. We will then look at the objectives of the diversity project. Next, we will discuss the composition of the team involved in this project, along with the characteristics the team must possess to successfully implement this project. We will then look at the various strategies that will help promote interprofessional group collaboration. Finally, we will look at the characteristics and benefits of a diverse and inclusive workplace.

    2

    Need for a Diversity Project

    Diversity is a sign of cultural respect

    Diverse medical centers promote access to high-quality health care for minority populations

    Diverse workforce puts patients at ease (Edmund, Bezold, Fulwood, Johnson, & Tetteh, 2015)

    Diversity projects will set a course to ensure compliance with workplace diversity laws

    Based on a recent internal survey, leadership at Mercy Medical Center realised that close to 67% of staff felt that it was underrepresented. Further, when members of the leadership analysed the patient satisfaction scores of the last 3 years, they found that the scores had dropped and that this was influenced by a lack of representation of the diverse patient base. A diverse and an inclusive workplace is a sign of cultural respect. It also portrays that the medical center is respectful and responsive toward the requirements of diverse patient populations. Health care centers need to be diverse and inclusive to promote an environment that influences positive health outcomes. A culturally diverse workforce represents people from all walks of life, which puts patients at ease. It is important to consider the needs of patients to make health care accessible. This can be done by addressing the diversity in the patient base the medical center serves. Patients may belong to different cultural backgrounds, have different sexual orientations, or face language barriers. A diverse workforce would help patients relate to the hospital staff, thereby ensuring better health outcomes (Edmund et al., 2015). The need for a diverse workplace was also recognized by the Government of the United States when the Department of Health and Human Services initiated the National Standards for Culturally and Linguistically Appropriate Services (CLAS) to eliminate health care disparities by ensuring that all cultural and language barriers are addressed (Edmund et al., 2015). Mercy Medical Center has realised the need for a project that addresses the issue of diversity and inclusion in the hospital and has, therefore, initiated the Diversity Project.

    3

    Objectives of the Diversity Project

    Creating a Workforce Diversity Steering Committee

    Sensitizing members of the committee to the requirements of workplace diversity

    Establishing processes for encouraging interprofessional collaboration

    Here are the objectives of the diversity project. Mercy Medical Center will establish a Workforce Diversity Steering Committee. This committee will consist of members with different ethnic, racial, and cultural backgrounds, sexual orientations, and language preferences. The members of the committee will also ensure gender diversity in the committee. The second objective of the project is to sensitize the committee to existing gaps in the center’s diversity and inclusion practices. This will help the committee prepare an agenda that will be appropriate and feasible for the medical center. Once the committee is ready to execute its plan of action, the next objective of the project would be to establish a process to encourage interprofessional collaboration in the medical center. Interprofessional collaboration would lead to effective communication and the exchange of expertise, which would enhance the center’s productivity.

    4

    Composition of the Workforce Diversity Steering Committee

    Decision-making wing

    Leadership (CEO, CFO, COO, etc.)

    Heads of departments

    Chief of Medicines

    Chief of Surgeons

    Chief of Residents

    Head of Nursing Staff

    Executive wing

    Doctors

    Nurses

    Administrative staff

    The Workforce Diversity Steering Committee, created to address the ongoing diversity issue at Mercy Medical Center, will have two wings: the decision-making wing and the executive wing. The decision-making wing will comprise members of the board such as the Chief Executive Officer, Chief Financial Officer, and Chief Operations Officer. The decision-making wing will also be made up of the heads of all the departments at Mercy Medical Center, the Chief of Surgeons, the Chief of Residents, the Chief of Medicine, and the Head of Nursing Staff. The executive wing will comprise representatives from hospital staff such as doctors, nurses, and administrative staff. Sixty percent of the members of the committee will be women. The structure of the committee is such that 54% of the committee will be composed of people from different ethnicities such as Hispanics, Asian Americans, African Americans, and Latin Americans. The committee will not display data regarding the sexual orientation of committee members, as this is a matter of personal discretion. The committee will comprise people from different age groups. Approximately 50% of the team will be people under the age of 30, 30% will be people between the ages 31 and 60, and 20% of will be people over the age of 60.

    5

    Role of the Committee

    Representation during recruitment

    Training and sensitization on the requirements of a diverse organization

    Constant communication with hospital staff

    Identification and addressal of disparities due to lack of diversity

    Clear communication of organizational goals

    Adherence to standards set by CLAS (Edmund et al., 2015)

    The most important role of the Workforce Diversity Steering Committee is to ensure that the medical center’s staff respects diversity in terms of age, gender, sexuality, culture, and language so that patients feel comfortable with the medical team . While recruiting staff members, it is essential that they possess certain characteristics such as sensitivity to the needs of people from different religious backgrounds and ethnicities. Addressing language and cultural differences will ensure that there is no miscommunication between patients and staff. Further, addressing issues related to diversity of age, gender, and sexuality ensures accessibility to health care without hesitation. The committee will meet on a bimonthly basis to ensure that all project objectives are on track without any deviation. This meeting will also be required to ensure that there is no miscommunication. Potential staff also needs to be evaluated for qualities such as empathy and the ability to treat patients without any kind of bias. The committee will also train and sensitize new staff members, along with the existing staff, on the requirements of a diverse patient base. These requirements could be the specific needs of different genders or individuals with different sexual orientations or awareness of specific religious restrictions. Staff will also be trained to manage patients who are differently abled. Training staff will also help them identify and remove their biases so that they can better connect with patients. To understand the extent to which diversity issues have impacted the center, the committee will identify disparities due to the absence of a proper diversity committee. This will be done through thorough reporting and documentation of diversity-related issues faced by patients along with extensive collection of data pertaining to demographic diversities. The committee will also be responsible for maintaining awareness about the importance of diversity and inclusion at workplaces to ensure the achievement of organizational goals . The committee will also ensure adherence to the standards of equity and cultural responsiveness set by CLAS (Edmund et al., 2015)

    6

    Developing Interprofessional Collaboration

    Setting common goals

    Establishing communication structures

    Conducing team-building exercises

    Rewarding efforts (Morley & Cashell, 2017)

    A diverse and inclusive medical center requires interprofessional collaboration . To ensure successful interprofessional collaboration, the committee must first set common goals for all staff members. This will help establish a uniform direction toward which everyone has to work to achieve organizational goals. The next step will be to establish a strong structure of communication. This will help reduce barriers in the flow of the right information. Communication will also enable staff members to share their experiences. This exchange of information will be helpful when the medical staff encounter similar situations because it provides practical insights into how a situation can be handled. This can lead to greater patient satisfaction. The committee will promote team building through training, workshops, and discussions that will help staff members from different teams collaborate to treat a patient. These team-building exercises help improve communication through informal channels, thereby building trust and confidence in the expertise of fellow staff members. Rewarding efforts to collaborate and comply with the diversity principles set by CLAS and the committee will encourage staff members to respect differences. Rewarding collaboration will encourage staff members to collaborate further (Morley & Cashell, 2017).

    7

    Characteristics of a Diverse and Inclusive Workplace

    Representation of a diverse population

    Clearly communicated objectives

    Interprofessional collaboration

    Promotion of continuous learning (Morley & Cashell, 2017)

    The most evident characteristic of a diverse and inclusive workplace is the representation of a diverse population, both as employees and as clients, within the organization. This also reflects acceptance and respect for differences. Another characteristic of a diverse and inclusive organization is that all goals are clearly communicated to ensure that all members of the workplace work in tandem and that there is no deviation from the goals of diversity and inclusion. This is essential for achieving positive health outcomes and greater customer satisfaction. In a diverse workplace, individuals from different areas of specialization exchange experiences and expertise to attain a common goal. A diverse workplace also promotes continuous learning in the form of team-building exercises, discussions, training for sensitization, and so on. Training conducted on a frequent basis or brainstorming sessions conducted to arrive at a solution help upskill staff. The need to be aware of a diverse patient base encourages continuous learning (Morley & Cashell, 2017).

    8

    Benefits of a Diverse and Inclusive Workplace: Examples from the Field

    CHRISTUS Health

    Main Line Health

    Robert Wood Johnson University Hospital (Health Research & Educational Trust, 2015)

    CHRISTUS Health, a multistate hospital, initiated an organization-wide commitment to diversity and inclusion in 2011. The focus was on fighting any kind of unconscious bias, sensitizing staff to generational differences, and ensuring training to promote development for all employees. This helped increase diversity in leadership from 13% to 23%. The hospital also realized the importance of a reliable infrastructure for understanding demographic diversity. This initiative led to an increase in satisfaction for staff as they felt more represented than before. Main Line Health, a Philadelphia-based not-for-profit organization, cultivated a culture of diversity and inclusion to increase access to health care. This was done by increasing diversity among board members, thereby addressing barriers to health care faced by a diverse patient. This initiative led to the creation of the Medical Student Advocate program, which helped more than 300 patients and their social needs. Robert Wood Johnson University Hospital, based out of Central New Jersey, implemented its first diversity and inclusion program in 2012. The program focused on including women, African Americans, Asian Americans, and the LGBT community in leadership roles in the hospital. A survey conducted in 2014 revealed that the employee satisfaction had increased in 2 years by 30% (Health Research & Educational Trust, 2015).

    9

    References

    Edmund, M., Bezold, C., Fulwood, C. C., Johnson, B., & Tetteh, H. (2015). The future of diversity and inclusion in health services and policy research: A report on the academyhealth workforce diversity 2025 roundtable. Retrieved from https://academyhealth.org/sites/default/files/AH_230DiversityReport%202015_09.15.pdf

    Health Research & Educational Trust. (2015, July). Diversity in health care: Examples from the field. Retrieved from https://aha.org/system/files/2018-01/eoc_case_studies.pdf

    Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging and Radiation Sciences, 48(2), 207–216. https://doi.org/10.1016/j.jmir.2017.02.071

    10

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

    **## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx**

    Diversity Project Kickoff Presentation
    Learner’s Name
    Capella University

    Collaboration, Communication, and Case Analysis for Master's Learners

    Diversity Project Kickoff Presentation

    December, 2019

    Hello, and welcome to the kickoff presentation for the new project initiated by Mercy Medical Center to create a diverse and inclusive workplace. This kickoff presentation aims to provide details about the need for a diverse and inclusive workplace at Mercy Medical Center, the objectives of the diversity and inclusion project, and the committee executing the project.

    1

    Presentation Outline

    Need for a Diversity Project

    Objectives of the Diversity Project

    Composition of the Workforce Diversity Steering Committee

    Role of the Committee

    Developing Interprofessional Collaboration

    Characteristics of a Diverse and Inclusive Workplace

    Benefits of a Diverse and Inclusive Workplace: Examples From the Field

    Here is an outline of the presentation. We will begin by understanding the need for a diversity project. We will then look at the objectives of the diversity project. Next, we will discuss the composition of the team involved in this project, along with the characteristics the team must possess to successfully implement this project. We will then look at the various strategies that will help promote interprofessional group collaboration. Finally, we will look at the characteristics and benefits of a diverse and inclusive workplace.

    2

    Need for a Diversity Project

    Diversity is a sign of cultural respect

    Diverse medical centers promote access to high-quality health care for minority populations

    Diverse workforce puts patients at ease (Edmund, Bezold, Fulwood, Johnson, & Tetteh, 2015)

    Diversity projects will set a course to ensure compliance with workplace diversity laws

    Based on a recent internal survey, leadership at Mercy Medical Center realised that close to 67% of staff felt that it was underrepresented. Further, when members of the leadership analysed the patient satisfaction scores of the last 3 years, they found that the scores had dropped and that this was influenced by a lack of representation of the diverse patient base. A diverse and an inclusive workplace is a sign of cultural respect. It also portrays that the medical center is respectful and responsive toward the requirements of diverse patient populations. Health care centers need to be diverse and inclusive to promote an environment that influences positive health outcomes. A culturally diverse workforce represents people from all walks of life, which puts patients at ease. It is important to consider the needs of patients to make health care accessible. This can be done by addressing the diversity in the patient base the medical center serves. Patients may belong to different cultural backgrounds, have different sexual orientations, or face language barriers. A diverse workforce would help patients relate to the hospital staff, thereby ensuring better health outcomes (Edmund et al., 2015). The need for a diverse workplace was also recognized by the Government of the United States when the Department of Health and Human Services initiated the National Standards for Culturally and Linguistically Appropriate Services (CLAS) to eliminate health care disparities by ensuring that all cultural and language barriers are addressed (Edmund et al., 2015). Mercy Medical Center has realised the need for a project that addresses the issue of diversity and inclusion in the hospital and has, therefore, initiated the Diversity Project.

    3

    Objectives of the Diversity Project

    Creating a Workforce Diversity Steering Committee

    Sensitizing members of the committee to the requirements of workplace diversity

    Establishing processes for encouraging interprofessional collaboration

    Here are the objectives of the diversity project. Mercy Medical Center will establish a Workforce Diversity Steering Committee. This committee will consist of members with different ethnic, racial, and cultural backgrounds, sexual orientations, and language preferences. The members of the committee will also ensure gender diversity in the committee. The second objective of the project is to sensitize the committee to existing gaps in the center’s diversity and inclusion practices. This will help the committee prepare an agenda that will be appropriate and feasible for the medical center. Once the committee is ready to execute its plan of action, the next objective of the project would be to establish a process to encourage interprofessional collaboration in the medical center. Interprofessional collaboration would lead to effective communication and the exchange of expertise, which would enhance the center’s productivity.

    4

    Composition of the Workforce Diversity Steering Committee

    Decision-making wing

    Leadership (CEO, CFO, COO, etc.)

    Heads of departments

    Chief of Medicines

    Chief of Surgeons

    Chief of Residents

    Head of Nursing Staff

    Executive wing

    Doctors

    Nurses

    Administrative staff

    The Workforce Diversity Steering Committee, created to address the ongoing diversity issue at Mercy Medical Center, will have two wings: the decision-making wing and the executive wing. The decision-making wing will comprise members of the board such as the Chief Executive Officer, Chief Financial Officer, and Chief Operations Officer. The decision-making wing will also be made up of the heads of all the departments at Mercy Medical Center, the Chief of Surgeons, the Chief of Residents, the Chief of Medicine, and the Head of Nursing Staff. The executive wing will comprise representatives from hospital staff such as doctors, nurses, and administrative staff. Sixty percent of the members of the committee will be women. The structure of the committee is such that 54% of the committee will be composed of people from different ethnicities such as Hispanics, Asian Americans, African Americans, and Latin Americans. The committee will not display data regarding the sexual orientation of committee members, as this is a matter of personal discretion. The committee will comprise people from different age groups. Approximately 50% of the team will be people under the age of 30, 30% will be people between the ages 31 and 60, and 20% of will be people over the age of 60.

    5

    Role of the Committee

    Representation during recruitment

    Training and sensitization on the requirements of a diverse organization

    Constant communication with hospital staff

    Identification and addressal of disparities due to lack of diversity

    Clear communication of organizational goals

    Adherence to standards set by CLAS (Edmund et al., 2015)

    The most important role of the Workforce Diversity Steering Committee is to ensure that the medical center’s staff respects diversity in terms of age, gender, sexuality, culture, and language so that patients feel comfortable with the medical team . While recruiting staff members, it is essential that they possess certain characteristics such as sensitivity to the needs of people from different religious backgrounds and ethnicities. Addressing language and cultural differences will ensure that there is no miscommunication between patients and staff. Further, addressing issues related to diversity of age, gender, and sexuality ensures accessibility to health care without hesitation. The committee will meet on a bimonthly basis to ensure that all project objectives are on track without any deviation. This meeting will also be required to ensure that there is no miscommunication. Potential staff also needs to be evaluated for qualities such as empathy and the ability to treat patients without any kind of bias. The committee will also train and sensitize new staff members, along with the existing staff, on the requirements of a diverse patient base. These requirements could be the specific needs of different genders or individuals with different sexual orientations or awareness of specific religious restrictions. Staff will also be trained to manage patients who are differently abled. Training staff will also help them identify and remove their biases so that they can better connect with patients. To understand the extent to which diversity issues have impacted the center, the committee will identify disparities due to the absence of a proper diversity committee. This will be done through thorough reporting and documentation of diversity-related issues faced by patients along with extensive collection of data pertaining to demographic diversities. The committee will also be responsible for maintaining awareness about the importance of diversity and inclusion at workplaces to ensure the achievement of organizational goals . The committee will also ensure adherence to the standards of equity and cultural responsiveness set by CLAS (Edmund et al., 2015)

    6

    Developing Interprofessional Collaboration

    Setting common goals

    Establishing communication structures

    Conducing team-building exercises

    Rewarding efforts (Morley & Cashell, 2017)

    A diverse and inclusive medical center requires interprofessional collaboration . To ensure successful interprofessional collaboration, the committee must first set common goals for all staff members. This will help establish a uniform direction toward which everyone has to work to achieve organizational goals. The next step will be to establish a strong structure of communication. This will help reduce barriers in the flow of the right information. Communication will also enable staff members to share their experiences. This exchange of information will be helpful when the medical staff encounter similar situations because it provides practical insights into how a situation can be handled. This can lead to greater patient satisfaction. The committee will promote team building through training, workshops, and discussions that will help staff members from different teams collaborate to treat a patient. These team-building exercises help improve communication through informal channels, thereby building trust and confidence in the expertise of fellow staff members. Rewarding efforts to collaborate and comply with the diversity principles set by CLAS and the committee will encourage staff members to respect differences. Rewarding collaboration will encourage staff members to collaborate further (Morley & Cashell, 2017).

    7

    Characteristics of a Diverse and Inclusive Workplace

    Representation of a diverse population

    Clearly communicated objectives

    Interprofessional collaboration

    Promotion of continuous learning (Morley & Cashell, 2017)

    The most evident characteristic of a diverse and inclusive workplace is the representation of a diverse population, both as employees and as clients, within the organization. This also reflects acceptance and respect for differences. Another characteristic of a diverse and inclusive organization is that all goals are clearly communicated to ensure that all members of the workplace work in tandem and that there is no deviation from the goals of diversity and inclusion. This is essential for achieving positive health outcomes and greater customer satisfaction. In a diverse workplace, individuals from different areas of specialization exchange experiences and expertise to attain a common goal. A diverse workplace also promotes continuous learning in the form of team-building exercises, discussions, training for sensitization, and so on. Training conducted on a frequent basis or brainstorming sessions conducted to arrive at a solution help upskill staff. The need to be aware of a diverse patient base encourages continuous learning (Morley & Cashell, 2017).

    8

    Benefits of a Diverse and Inclusive Workplace: Examples from the Field

    CHRISTUS Health

    Main Line Health

    Robert Wood Johnson University Hospital (Health Research & Educational Trust, 2015)

    CHRISTUS Health, a multistate hospital, initiated an organization-wide commitment to diversity and inclusion in 2011. The focus was on fighting any kind of unconscious bias, sensitizing staff to generational differences, and ensuring training to promote development for all employees. This helped increase diversity in leadership from 13% to 23%. The hospital also realized the importance of a reliable infrastructure for understanding demographic diversity. This initiative led to an increase in satisfaction for staff as they felt more represented than before. Main Line Health, a Philadelphia-based not-for-profit organization, cultivated a culture of diversity and inclusion to increase access to health care. This was done by increasing diversity among board members, thereby addressing barriers to health care faced by a diverse patient. This initiative led to the creation of the Medical Student Advocate program, which helped more than 300 patients and their social needs. Robert Wood Johnson University Hospital, based out of Central New Jersey, implemented its first diversity and inclusion program in 2012. The program focused on including women, African Americans, Asian Americans, and the LGBT community in leadership roles in the hospital. A survey conducted in 2014 revealed that the employee satisfaction had increased in 2 years by 30% (Health Research & Educational Trust, 2015).

    9

    References

    Edmund, M., Bezold, C., Fulwood, C. C., Johnson, B., & Tetteh, H. (2015). The future of diversity and inclusion in health services and policy research: A report on the academyhealth workforce diversity 2025 roundtable. Retrieved from https://academyhealth.org/sites/default/files/AH_230DiversityReport%202015_09.15.pdf

    Health Research & Educational Trust. (2015, July). Diversity in health care: Examples from the field. Retrieved from https://aha.org/system/files/2018-01/eoc_case_studies.pdf

    Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging and Radiation Sciences, 48(2), 207–216. https://doi.org/10.1016/j.jmir.2017.02.071

    10

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

  • [Solved] hall mark

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering hall mark.

    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

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

  • [Solved] Critical Assessment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## WK88211Assignment.docx – ## WK88211Resources.docx – ## NURS_8211_WK8_AppendixG_Geraldine.docx – NURS_8211_WK8_AppendixEGeraldine.docx **## WK88211Assignment.docx** **Critical Assessment** DNP graduates are expected to apply research findings and integrate nurs…

    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 (4)**

    – ## WK88211Assignment.docx

    – ## WK88211Resources.docx

    – ## NURS_8211_WK8_AppendixG_Geraldine.docx

    – NURS_8211_WK8_AppendixEGeraldine.docx

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    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/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

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

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

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

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

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

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    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/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

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

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

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

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

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

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    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/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

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

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

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

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

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

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

  • [Solved] chronic disease (hypertension)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## assessment2topic.pdf **## assessment2topic.pdf** Assessment 02 – Applying Research Skills For this assessment, you will research best practices related to a current health care problem. Your selected problem or issue may be utilized again in a future assessment. Befo…

    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)**

    – ## assessment2topic.pdf

    **## assessment2topic.pdf**

    Assessment 02 – Applying Research Skills

    For this assessment, you will research best practices related to a current health care
    problem. Your selected problem or issue may be utilized again in a future assessment.
    Before you complete the instructions detailed in the courseroom, first select one of the
    following health care problems or issues:

    • Mental Health Stigma
    o Description: Many individuals with mental health conditions face stigma and

    discrimination, which can prevent them from seeking help and receiving
    appropriate care. This stigma can be perpetuated by societal attitudes, lack of
    awareness, and misinformation about mental health.

    o Interventions: Public awareness campaigns, mental health education in schools,
    workplace mental health programs, peer support groups, policy changes to
    protect individuals with mental health conditions, and training for healthcare
    providers on mental health issues.

    o Keywords: Mental health awareness, stigma reduction, mental health education,
    peer support, mental health policy, workplace mental health, mental health
    training, mental health services, mental health advocacy.

    • Chronic Disease Management
    o Description: Managing chronic diseases such as diabetes, hypertension, and

    heart disease can be challenging due to the need for ongoing medical care,
    lifestyle changes, and medication adherence. Poor management of chronic
    diseases can lead to complications and reduced quality of life.

    o Interventions: Patient education programs, chronic disease self-management
    workshops, telehealth for regular monitoring, integrated care models, community
    health programs, mobile health applications, and support for lifestyle changes
    such as diet and exercise.

    o Keywords: Chronic disease management, patient education, self-management,
    telehealth, integrated care, community health, mobile health, lifestyle changes,
    chronic disease prevention, chronic disease support.

    After you have selected one of the problems/issues from the list above, return to the detailed
    instructions in the courseroom to complete your assessment.

    1

    **## assessment2topic.pdf**

    Assessment 02 – Applying Research Skills

    For this assessment, you will research best practices related to a current health care
    problem. Your selected problem or issue may be utilized again in a future assessment.
    Before you complete the instructions detailed in the courseroom, first select one of the
    following health care problems or issues:

    • Mental Health Stigma
    o Description: Many individuals with mental health conditions face stigma and

    discrimination, which can prevent them from seeking help and receiving
    appropriate care. This stigma can be perpetuated by societal attitudes, lack of
    awareness, and misinformation about mental health.

    o Interventions: Public awareness campaigns, mental health education in schools,
    workplace mental health programs, peer support groups, policy changes to
    protect individuals with mental health conditions, and training for healthcare
    providers on mental health issues.

    o Keywords: Mental health awareness, stigma reduction, mental health education,
    peer support, mental health policy, workplace mental health, mental health
    training, mental health services, mental health advocacy.

    • Chronic Disease Management
    o Description: Managing chronic diseases such as diabetes, hypertension, and

    heart disease can be challenging due to the need for ongoing medical care,
    lifestyle changes, and medication adherence. Poor management of chronic
    diseases can lead to complications and reduced quality of life.

    o Interventions: Patient education programs, chronic disease self-management
    workshops, telehealth for regular monitoring, integrated care models, community
    health programs, mobile health applications, and support for lifestyle changes
    such as diet and exercise.

    o Keywords: Chronic disease management, patient education, self-management,
    telehealth, integrated care, community health, mobile health, lifestyle changes,
    chronic disease prevention, chronic disease support.

    After you have selected one of the problems/issues from the list above, return to the detailed
    instructions in the courseroom to complete your assessment.

    1

  • [Solved] 509 replys

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering 509 replys.

    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

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

  • [Solved] staffing patterns

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering staffing patterns.

    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

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