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Tag: Nursing

  • [Solved] Literature review

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  • [Solved] The opioid epidemic in the United States

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  • [Solved] WK 8 DIS EPID

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    – 2 years ago **files (6)** – ## WK8DISEPID.docx – Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf – MetaAnalysis.pdf – ORIGINALARTICLE.pdf – intervention.pdf – annurev-psych-010418-102803.pdf **## WK8DISEPID.docx** Systematic Reviews and Meta-Analyses ![A person in white protec…

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    – 2 years ago

    **files (6)**

    – ## WK8DISEPID.docx

    – Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf
    – MetaAnalysis.pdf
    – ORIGINALARTICLE.pdf
    – intervention.pdf
    – annurev-psych-010418-102803.pdf

    **## WK8DISEPID.docx**

    Systematic Reviews and Meta-Analyses

    ![A person in white protective suit and goggles looking at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-dis-epid)

    Systematic reviews are an umbrella term for a number of different review designs, all with specific goals (e.g., identify scope of available research or gaps, reduce bias, statistically combine and analyze results from multiple studies). They differ from basic literature review articles that qualitatively summarize the literature on a topic and do not necessarily have inclusion or exclusion criteria.

    Epidemiological meta-analyses are quantitative types of systematic reviews, in which summary measures of exposure–outcome associations are calculated based on the results of a selection of existing studies. In other words, a meta-analysis statistically combines the results from multiple studies, with the goal of calculating more precise measures, increasing sample size, or reducing bias in the combined results. The goal of meta-analysis is to obtain a more robust understanding of the relationship between an exposure and a health outcome than could be obtained from a single study. While meta-analyses are considered to be strong research designs because of their formal, statistical characteristics, they are not without weakness or critics. For instance, existing studies included in a meta-analysis may have strengths and limitations of their own.

    For this Discussion, you examine the validity and strengths and limitations of systematic reviews and meta-analyses in epidemiological research.

    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/155998/modules/items/6259934)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    To prepare:

    · Review the studies and articles provided in the Learning Resources. Consider the strengths and limitations of systematic reviews and meta-analyses. Make sure you are clear on the difference between the two approaches.

    By Day 3 of Week 8

    **Post** a brief summary of your informed opinion regarding the validity of the use of systematic reviews
    **and** meta-analyses in epidemiological research. Include
    **at least two** strengths or limitations of each technique. Provide evidence from
    **at least one** of the articles in the Learning Resources to support and justify your position.

    By Day 6 of Week 8

    **Post** substantive responses to
    **at least two** colleagues
    **on two different days** who expressed a differing view to your own in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on your peer’s posting with additional insight and resources about meta-analyses, ask a question to further the Discussion, or offer polite disagreement or critique, supported with evidence. You may also make a suggestion or comment that guides or facilitates the Discussion.

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261385)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261383)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261401)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf)

    **## WK8DISEPID.docx**

    Systematic Reviews and Meta-Analyses

    ![A person in white protective suit and goggles looking at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-dis-epid)

    Systematic reviews are an umbrella term for a number of different review designs, all with specific goals (e.g., identify scope of available research or gaps, reduce bias, statistically combine and analyze results from multiple studies). They differ from basic literature review articles that qualitatively summarize the literature on a topic and do not necessarily have inclusion or exclusion criteria.

    Epidemiological meta-analyses are quantitative types of systematic reviews, in which summary measures of exposure–outcome associations are calculated based on the results of a selection of existing studies. In other words, a meta-analysis statistically combines the results from multiple studies, with the goal of calculating more precise measures, increasing sample size, or reducing bias in the combined results. The goal of meta-analysis is to obtain a more robust understanding of the relationship between an exposure and a health outcome than could be obtained from a single study. While meta-analyses are considered to be strong research designs because of their formal, statistical characteristics, they are not without weakness or critics. For instance, existing studies included in a meta-analysis may have strengths and limitations of their own.

    For this Discussion, you examine the validity and strengths and limitations of systematic reviews and meta-analyses in epidemiological research.

    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/155998/modules/items/6259934)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    To prepare:

    · Review the studies and articles provided in the Learning Resources. Consider the strengths and limitations of systematic reviews and meta-analyses. Make sure you are clear on the difference between the two approaches.

    By Day 3 of Week 8

    **Post** a brief summary of your informed opinion regarding the validity of the use of systematic reviews
    **and** meta-analyses in epidemiological research. Include
    **at least two** strengths or limitations of each technique. Provide evidence from
    **at least one** of the articles in the Learning Resources to support and justify your position.

    By Day 6 of Week 8

    **Post** substantive responses to
    **at least two** colleagues
    **on two different days** who expressed a differing view to your own in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on your peer’s posting with additional insight and resources about meta-analyses, ask a question to further the Discussion, or offer polite disagreement or critique, supported with evidence. You may also make a suggestion or comment that guides or facilitates the Discussion.

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261385)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261383)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261401)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf)

    **## WK8DISEPID.docx**

    Systematic Reviews and Meta-Analyses

    ![A person in white protective suit and goggles looking at a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-dis-epid)

    Systematic reviews are an umbrella term for a number of different review designs, all with specific goals (e.g., identify scope of available research or gaps, reduce bias, statistically combine and analyze results from multiple studies). They differ from basic literature review articles that qualitatively summarize the literature on a topic and do not necessarily have inclusion or exclusion criteria.

    Epidemiological meta-analyses are quantitative types of systematic reviews, in which summary measures of exposure–outcome associations are calculated based on the results of a selection of existing studies. In other words, a meta-analysis statistically combines the results from multiple studies, with the goal of calculating more precise measures, increasing sample size, or reducing bias in the combined results. The goal of meta-analysis is to obtain a more robust understanding of the relationship between an exposure and a health outcome than could be obtained from a single study. While meta-analyses are considered to be strong research designs because of their formal, statistical characteristics, they are not without weakness or critics. For instance, existing studies included in a meta-analysis may have strengths and limitations of their own.

    For this Discussion, you examine the validity and strengths and limitations of systematic reviews and meta-analyses in epidemiological research.

    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/155998/modules/items/6259934)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    To prepare:

    · Review the studies and articles provided in the Learning Resources. Consider the strengths and limitations of systematic reviews and meta-analyses. Make sure you are clear on the difference between the two approaches.

    By Day 3 of Week 8

    **Post** a brief summary of your informed opinion regarding the validity of the use of systematic reviews
    **and** meta-analyses in epidemiological research. Include
    **at least two** strengths or limitations of each technique. Provide evidence from
    **at least one** of the articles in the Learning Resources to support and justify your position.

    By Day 6 of Week 8

    **Post** substantive responses to
    **at least two** colleagues
    **on two different days** who expressed a differing view to your own in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on your peer’s posting with additional insight and resources about meta-analyses, ask a question to further the Discussion, or offer polite disagreement or critique, supported with evidence. You may also make a suggestion or comment that guides or facilitates the Discussion.

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261385)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261383)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261401)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf)

  • [Solved] Wk 8 Assign Epid

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (6)** – ## WK8ASSIGNEPID.docx – Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf – MetaAnalysis.pdf – ORIGINALARTICLE.pdf – intervention.pdf – annurev-psych-010418-102803.pdf **## WK8ASSIGNEPID.docx** Meta-Analyses ![A person in a lab coat writing on a compu…

    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 (6)**

    – ## WK8ASSIGNEPID.docx

    – Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf
    – MetaAnalysis.pdf
    – ORIGINALARTICLE.pdf
    – intervention.pdf
    – annurev-psych-010418-102803.pdf

    **## WK8ASSIGNEPID.docx**

    Meta-Analyses

    ![A person in a lab coat writing on a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-assign-epid)

    In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).

    For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.

    **Reference:**
    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    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/155998/modules/items/6259934)

    To prepare:

    · Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.

    The Assignment:

    In 3 pages, not including title page and references, address the following:

    · Identify your selected article. Explain what characteristics make this a meta-analysis.

    · Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.

    · Do you agree with the conclusions? Explain why or why not.

    · Explain how you could apply implications from the study to your nursing practice.

    By Day 7 of Week 8

    **Submit** your Assignment.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

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

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

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf-10261411)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261415)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261413)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261417)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

    **## WK8ASSIGNEPID.docx**

    Meta-Analyses

    ![A person in a lab coat writing on a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-assign-epid)

    In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).

    For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.

    **Reference:**
    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    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/155998/modules/items/6259934)

    To prepare:

    · Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.

    The Assignment:

    In 3 pages, not including title page and references, address the following:

    · Identify your selected article. Explain what characteristics make this a meta-analysis.

    · Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.

    · Do you agree with the conclusions? Explain why or why not.

    · Explain how you could apply implications from the study to your nursing practice.

    By Day 7 of Week 8

    **Submit** your Assignment.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

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

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

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf-10261411)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261415)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261413)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261417)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

    **## WK8ASSIGNEPID.docx**

    Meta-Analyses

    ![A person in a lab coat writing on a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-8-assign-epid)

    In epidemiology, meta-analyses are becoming a common research design. They are also “the most frequently cited form of clinical research,” and as such are an important type of study for the advanced practice nurse to be familiar with (Haidich, 2010).

    For this Assignment, you will analyze a meta-analysis article and consider the implications of this research design for nursing practice, building on this week’s Discussion.

    **Reference:**
    Haidich, A. B. (2010). Meta-analysis in medical research.
    _Hippokratia, 14_(Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    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/155998/modules/items/6259934)

    To prepare:

    · Using the Walden Library, locate a peer-reviewed article that utilizes a meta-analysis design and examines a population health topic that interests you. Your article must be a meta-analysis specifically, not just a systematic review.

    The Assignment:

    In 3 pages, not including title page and references, address the following:

    · Identify your selected article. Explain what characteristics make this a meta-analysis.

    · Were the inclusion and exclusion criteria clearly stated? How were the articles that were included selected? Do you agree with the researchers’ approach? Explain why or why not.

    · Do you agree with the conclusions? Explain why or why not.

    · Explain how you could apply implications from the study to your nursing practice.

    By Day 7 of Week 8

    **Submit** your Assignment.

    submission information

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

    1. To submit your completed assignment, save your Assignment as
    **WK8Assgn_LastName_Firstinitial**

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

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

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-8-learning-resources?module_item_id=6259934)

    · Driscoll, A., Grant, M. J., Carroll, D., Dalton, S., Deaton, C., Jones, I., Lehwaldt, D., McKee, G., Munyombwe, T., & Astin, F. (2018).
    [The effect of nurse-to-patient ratios on nurse-sensitive patient outcomes in acute specialist units: A systematic review and meta-analysisLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1474515117721561).
    _European Journal of Cardiovascular Nursing_,
    _17_(1), 6–22. https://doi.org/10.1177/1474515117721561

    · Seidler, A. L., Hunter, K. E., Cheyne, S., Berlin, J. A., Ghersi, D., & Askie, L. M. (2020).
    [Prospective meta-analyses and Cochrane's role in embracing next-generation methodologiesLinks to an external site.](https://doi.org/10.1002/14651858.ED000145).
    _Cochrane Database of Systematic Reviews_,
    _10_, ED000145. https://doi.org/10.1002/14651858.ED000145

    · Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., … Moher, D. (2021).
    [The PRISMA 2020 statement: An updated guideline for reporting systematic reviewsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0895435621000731%3F).
    _Journal of Clinical Epidemiology_,
    _134_, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001

    · Haidich, A. B. (2010).
    [Meta-analysis in medical researchLinks to an external site.](https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf).
    _Hippokratia, 14_ (Suppl. 1), 29–37. https://www.hippokratia.gr/images/PDF/14Sup1/699.pdf

    · Melnyk, B. M., Kelly, S. A., Stephens, J., Dhakal, K., McGovern, C., Tucker, S., Hoying, J., McRae, K., Ault, S., Spurlock, E., & Bird, S. B. (2020).
    [Interventions to improve mental health, well-being, physical health, and lifestyle behaviors in physicians and nurses: A systematic reviewLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1177%2F0890117120920451).
    _American Journal of Health Promotion_,
    _34_(8), 929–941. https://doi.org/10.1177/0890117120920451

    · Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019).
    [How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-synthesesLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.annualreviews.org%2Fdoi%2Fabs%2F10.1146%2Fannurev-psych-010418-102803).
    _Annual Review of Psychology_,
    _70_, 747–770. https://doi.org/10.1146/annurev-psych-010418-102803

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259927)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259937)

    ## image1.jpeg

    **Seidler_et_al-2020-Cochrane_Database_of_Systematic_Reviews.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/seidler-et-al-2020-cochrane-database-of-systematic-reviews-pdf-10261411)

    **MetaAnalysis.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/metaanalysis-pdf-10261415)

    **ORIGINALARTICLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/originalarticle-pdf-10261413)

    **intervention.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/intervention-pdf-10261417)

    **annurev-psych-010418-102803.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/annurev-psych-010418-102803-pdf-10261419)

  • [Solved] Weekly experience as a student nurse practitioner in Pediatrics clinic

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    Weekly experience as a student nurse practitioner in a Pediatrics clinic – 2 years ago **files (2)** – ## Weeklyexperience.docx – ## WeeklyClinicalExperienc3.docx **## Weeklyexperience.docx** Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic. …

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    Assignment Prompt & Instructions

    Weekly experience as a student nurse practitioner in a Pediatrics clinic

    – 2 years ago

    **files (2)**

    – ## Weeklyexperience.docx

    – ## WeeklyClinicalExperienc3.docx

    **## Weeklyexperience.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

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

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

    **## Weeklyexperience.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

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

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

    **## Weeklyexperience.docx**

    Describe your clinical experience this week as a student family nurse practitioner in the pediatric clinic.

    · Did you face any challenges, any success? If so, what were they?

    · Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.

    · Mention the health promotion intervention for this patient.

    · What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?

    · Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

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

    **## WeeklyClinicalExperienc3.docx**

    **Weekly Clinical Experience**

    Tiffany Amaya

    St. Thomas University

    NUR-507CL-AP4.25/SP2

    Dr. Susana Ramirez

    April 10, 2025

    **Clinical Experience in the Pediatric Clinic**

    I learned several essential lessons when I served as a student family nurse practitioner at the pediatric clinic during this week. I provided medical treatment to children ranging from infants to adolescents who had different health conditions. The practice of health assessments was the primary aspect of my responsibilities while I performed physical examinations and administered vaccines. Supervised patient care duties enabled me to improve my clinical judgment skills as well as communication abilities when working with pediatric patients and their parents. Learning the core principle of this week was to provide patients with nutrition education, sleep guidelines, and developmental goals. Through direct patient interaction, I learned efficient communication techniques for different child age ranges which I will need for future pediatric medical practice.

    **Challenges and Success**

    The week created numerous obstacles because it restricted my capacity to use critical thinking and show behavioral adaptability. It became very difficult to carry out the assessment of this non-verbal toddler who experienced developmental delays. I worked with the child's guardian in designing several assessments during which I provided emotional support to the toddler. Through this experience, I understood the importance of flexibility along with patience among medical professionals working in pediatric practice. I provided treatment for depression signs in a patient with moderate symptoms during my clinical practice period. The provider required information for care planning so I used active listening skills with rapport development techniques to obtain it. Research shows that adolescents require secure environments to express their emotions based on what I have personally witnessed.

    **Patient assessment and Differential Diagnoses**

    The patient was a 6-year-old girl who had a sore throat and fever with diminished appetite for two days. The patient showed a 101.8°F temperature while her tonsils revealed white exudate and anterior cervical lymphadenopathy along with tonsillar enlargement. The rapid antigen test detected a strep mark in her system. The patient's clinical symptoms together with test outcomes established streptococcal pharyngitis as their main diagnosis. The three possible alternative diagnoses were, first, viral pharyngitis because it shared sore throat symptoms with strep but lacked white exudate and positive strep test results. The second diagnosis was infectious mononucleosis because it involved fatigue and tonsillar enlargement which typically affects older adolescents and lastly, peritonsillar abscess due to its combination of sore throat and fever symptoms with trismus and muffled voice. The treatment strategy involved giving amoxicillin for 10 days and providing hydration and antipyretic medicine as well as requiring school absence for 24 hours after starting antibiotic therapy.

    **Health Promotion Intervention**

    Teaching the parent about completing antibiotic treatment even when symptoms fade away forms the core of the health promotion strategy to prevent rheumatic fever complications. The nurse provided instruction about hand hygiene and separate eating tools as infection prevention measures which protected both family members and classmates. The nurse explained that regular pediatric appointments combined with appropriate child vaccinations hold great importance. The nursing staff educated the patient about maintaining hydration and energy levels through illness through their guidance on selecting soft foods and electrolyte-rich drinks.

    **Lessons Learned for Advanced Practice**

    The clinical experience this week demonstrated why healthcare providers need to modify their clinical methods and communication approaches when treating children. The assessment strategy for children requires detailed patient interviews along with parent involvement and adaptable clinical examination methods to achieve accurate results. Through pediatric infection management I understood better the practices of evidence-based antibiotic treatment while learning to avoid excessive antibiotic medicine. These advanced clinical skills will help me deliver better pediatric healthcare services to patients along with promoting safety in family-centered care as an advanced practice nurse.

    **Evidenced-Based Plan of Care Support**

    Streptococcal pharyngitis receives its healthcare plan from protocols established by the American Academy of Pediatrics and Infectious Diseases Society of America. Group A streptococcal pharyngitis requires first-line treatment with Penicillin or amoxicillin as per the recommendations from the American Academy of Pediatrics joined by Infectious Diseases Society of America though laboratory testing must confirm the diagnosis (McGuire et al., 2023). The Centers for Disease Control Prevention (CDC) makes patient education its main priority to reduce antibiotic misuse while fighting antibiotic resistance (Hankins et al., 2025). The guidelines accomplish both therapeutic success and minimal transmission and antimicrobial stewardship promotion for better care.

    **References**

    Hankins, J. D., Johnson, C. L., Sanchez, B. C., Serrano, A. V., Runge, J. K., Spinler, J. K., … & Niles, D. T. (2025). Increased Incidence and Severity of Group A Streptococcal Infections in Children in Southeast Texas From June 2022 to May 2023.
    _The Pediatric Infectious Disease Journal_,
    _44_(2), 118-124.

    McGuire, E., Li, A., Collin, S. M., Decraene, V., Cook, M., Padfield, S., … & Brown, C. S. (2023). Time to negative throat culture following initiation of antibiotics for pharyngeal group A Streptococcus: a systematic review and meta-analysis up to October 2021 to inform public health control measures.
    _Eurosurveillance_,
    _28_(15), 2200573.

  • [Solved] tsal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## tsal.pdf **## tsal.pdf** In this paper, the student will provide a detailed description of the relationship between the Health promotion and maintenance of health and the Coordination and management of care 1) Write a 4-page paper (excluding the title page or referen…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## tsal.pdf

    **## tsal.pdf**

    In this paper, the student will provide a detailed description of the relationship between the Health
    promotion and maintenance of health and the Coordination and management of care

    1) Write a 4-page paper (excluding the title page or reference page) using APA format.
    2) Include the following sections:

    a. Introduction –
    • Offer a detailed description of the purpose statement for the paper.
    • Priority topic (Coordination and managing care) and align to the NCLEX-RN®

    examination blueprint:
    a. Health promotion and maintenance of health

    • Provide a detailed description of the relationship between the category from the
    NCLEX-RN® examination blueprint and the priority concept (topic).

    • This section should not exceed two (2) paragraphs. A paragraph is 3-5 sentences.
    b. Importance –

    • Describe the primary importance of the priority concept (topic) to professional practice.
    • Describe the importance of the priority concept (topic) to the health status of a patient

    population.
    • Include 2 potential negative effect(s) to professional practice if the priority concept

    (topic) is unresolved.
    • Include 2 potential negative effect(s) to the patient population if the priority concept

    (topic) is unresolved.
    • Provide appropriate, adequate, and relevant scholarly support for this section.

    c. Healthcare Disparities, Inequalities, and Interventions –
    • Identify a primary patient population that may be negatively influenced by the priority

    concept (topic) if unresolved.
    • Identify a healthcare resource to support evidence-based professional practice related to

    the priority concept (topic).
    • Summarize potential priority concept (topic) healthcare disparities and inequalities related

    to diverse populations.
    • Propose an evidence-based solution for the priority concept (topic) related to healthcare

    disparities.
    • Identify an evidence-based practice intervention.
    • Discuss patient education considerations related to the priority concept (topic).
    • Provide appropriate, adequate, and relevant scholarly support for this section.

    d. Legal & Ethical Considerations and Intervention Challenges –
    • Identify one (1) ethical and one (1) legal implication for addressing the priority concept

    (topic) in professional practice.
    • Discuss one (1) strategy in prevention of an ethical dilemma related to the priority concept

    (topic) in professional practice.
    • Discuss one (1) strategy in prevention of legal consequences related to the priority concept

    (topic) in professional practice.
    • Identify one (1) anticipated challenge to the success of preventing the priority concept

    (topic) in professional practice.
    • Identify one (1) anticipated challenge to the success of resolving the priority concept (topic)

    in professional practice.
    • Provide appropriate, adequate, and relevant scholarly support for this section.

    e. Participants and Interdisciplinary Approach –
    • Identify three (3) parties (identify two (2) members of a discipline outside of nursing) who

    will be involved in the implementation of the priority concept (topic) interventions.

    • Discuss the role of these member in the intervention implementation for the priority
    concept (topic).

    • Discuss the benefit of including the identified interdisciplinary members from disciplines
    outside nursing to promote evidence-based professional practice.

    • Provide appropriate, adequate, and relevant scholarly support for this section.
    f. Quality Improvement –

    • Provide at least one (1) benefit in patient outcomes from addressing the priority concept
    (topic) within the clinical environment.

    • Provide at least one (1) benefit to the nursing profession that will result from addressing
    this priority concept (topic) in clinical professional practice.

    • Discuss at least one (1) resource utilized to promote improved patient outcomes in the
    clinical environment.

    • Discuss at least one (1) resource utilized to increase professional nurse knowledge
    promoting improved clinical professional practice.

    • Provide appropriate, adequate, and relevant scholarly support for this section.
    g. Conclusion –

    • Provide a thorough recap of the purpose to promote increased evidence-based
    professional practice knowledge related to the priority concept (topic) deficiency.

    • Summarize resources identified to support improved evidence-based professional practice
    related to the priority concept (topic).

    • Include a complete statement describing why addressing the priority concept (topic)
    matters for patient outcomes and evidence-based professional practice.

    • This section should provide no new information and should be limited to 1-2 paragraphs.
    h. APA Style and Organization

    • References are submitted with the paper.
    • Uses the current APA format and is free of errors.
    • Grammar and mechanics are free of errors.
    • The paper is 4 pages, excluding the title and reference pages.
    • A minimum of three (3) scholarly, peer-reviewed, primary sources from the last 5 years,

    excluding the textbook, are provided.
    • Each section should have a cited source to support the information provided.

    **## tsal.pdf**

    In this paper, the student will provide a detailed description of the relationship between the Health
    promotion and maintenance of health and the Coordination and management of care

    1) Write a 4-page paper (excluding the title page or reference page) using APA format.
    2) Include the following sections:

    a. Introduction –
    • Offer a detailed description of the purpose statement for the paper.
    • Priority topic (Coordination and managing care) and align to the NCLEX-RN®

    examination blueprint:
    a. Health promotion and maintenance of health

    • Provide a detailed description of the relationship between the category from the
    NCLEX-RN® examination blueprint and the priority concept (topic).

    • This section should not exceed two (2) paragraphs. A paragraph is 3-5 sentences.
    b. Importance –

    • Describe the primary importance of the priority concept (topic) to professional practice.
    • Describe the importance of the priority concept (topic) to the health status of a patient

    population.
    • Include 2 potential negative effect(s) to professional practice if the priority concept

    (topic) is unresolved.
    • Include 2 potential negative effect(s) to the patient population if the priority concept

    (topic) is unresolved.
    • Provide appropriate, adequate, and relevant scholarly support for this section.

    c. Healthcare Disparities, Inequalities, and Interventions –
    • Identify a primary patient population that may be negatively influenced by the priority

    concept (topic) if unresolved.
    • Identify a healthcare resource to support evidence-based professional practice related to

    the priority concept (topic).
    • Summarize potential priority concept (topic) healthcare disparities and inequalities related

    to diverse populations.
    • Propose an evidence-based solution for the priority concept (topic) related to healthcare

    disparities.
    • Identify an evidence-based practice intervention.
    • Discuss patient education considerations related to the priority concept (topic).
    • Provide appropriate, adequate, and relevant scholarly support for this section.

    d. Legal & Ethical Considerations and Intervention Challenges –
    • Identify one (1) ethical and one (1) legal implication for addressing the priority concept

    (topic) in professional practice.
    • Discuss one (1) strategy in prevention of an ethical dilemma related to the priority concept

    (topic) in professional practice.
    • Discuss one (1) strategy in prevention of legal consequences related to the priority concept

    (topic) in professional practice.
    • Identify one (1) anticipated challenge to the success of preventing the priority concept

    (topic) in professional practice.
    • Identify one (1) anticipated challenge to the success of resolving the priority concept (topic)

    in professional practice.
    • Provide appropriate, adequate, and relevant scholarly support for this section.

    e. Participants and Interdisciplinary Approach –
    • Identify three (3) parties (identify two (2) members of a discipline outside of nursing) who

    will be involved in the implementation of the priority concept (topic) interventions.

    • Discuss the role of these member in the intervention implementation for the priority
    concept (topic).

    • Discuss the benefit of including the identified interdisciplinary members from disciplines
    outside nursing to promote evidence-based professional practice.

    • Provide appropriate, adequate, and relevant scholarly support for this section.
    f. Quality Improvement –

    • Provide at least one (1) benefit in patient outcomes from addressing the priority concept
    (topic) within the clinical environment.

    • Provide at least one (1) benefit to the nursing profession that will result from addressing
    this priority concept (topic) in clinical professional practice.

    • Discuss at least one (1) resource utilized to promote improved patient outcomes in the
    clinical environment.

    • Discuss at least one (1) resource utilized to increase professional nurse knowledge
    promoting improved clinical professional practice.

    • Provide appropriate, adequate, and relevant scholarly support for this section.
    g. Conclusion –

    • Provide a thorough recap of the purpose to promote increased evidence-based
    professional practice knowledge related to the priority concept (topic) deficiency.

    • Summarize resources identified to support improved evidence-based professional practice
    related to the priority concept (topic).

    • Include a complete statement describing why addressing the priority concept (topic)
    matters for patient outcomes and evidence-based professional practice.

    • This section should provide no new information and should be limited to 1-2 paragraphs.
    h. APA Style and Organization

    • References are submitted with the paper.
    • Uses the current APA format and is free of errors.
    • Grammar and mechanics are free of errors.
    • The paper is 4 pages, excluding the title and reference pages.
    • A minimum of three (3) scholarly, peer-reviewed, primary sources from the last 5 years,

    excluding the textbook, are provided.
    • Each section should have a cited source to support the information provided.

  • [Solved] EBP question

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Two to three page Details: 1. Selecting EBP Model for your EBP Question Select one of the common EBP models that you think it best fits your PICOT question and then explain/justify your selection considering the following: – The clarity and conciseness of the model’s concepts and organization – The …

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    Assignment Prompt & Instructions

    Two to three page

    Details:

    1. Selecting EBP Model for your EBP Question

    Select one of the common EBP models that you think it best fits your PICOT question and then explain/justify your selection considering the following:

    – The clarity and conciseness of the model’s concepts and organization
    – The diagrammatic representation of the model and the ability to assimilate the concepts and organizes the step of the desired EBP changes
    – The comprehensiveness of the model from the beginning stages to implementation and evaluation of outcomes
    – The easiness of the use when concepts are applied to direct EBP changes and practice issues in clinical settings
    – The flexibility of the model to be applied to various populations of patients, EBP projects, initiatives, and programs
    – The use and popularity of the model in the published literature
    – This assignment should be no more than 2-3 pages (not including the title or references pages).

    Common EBP Models:

    1. _The Stetler Model of Evidence-Based Practice_
    2. _The Iowa Model of Evidence-Based Practice to promote quality care_
    3. _The Model for Evidence-Based Practice Change_
    4. _The Advancing Research and Clinical practice through close Collaboration (ARCC) model for implementation and sustainability of EBP_
    5. _The Promoting Action on Research Implementation in Health Services (PARIHS) framework_
    6. _The Clinical Scholar model_
    7. _The Johns Hopkins Nursing Evidence-Based Practice model_
    8. _The ACE Star Model of Knowledge Transformation_

    – [\
    \
    PICOTQuestions.docx](https://www.sweetstudy.com/files/picotquestions-docx-10262767 "PICOTQuestions.docx")

    – 2 years ago

  • [Solved] Power Point

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Introduction (1 slide) 1. Reflect on the **ethics of the workplace** (2-3 slides) – What ethics theory was mainly followed: utilitarianism, duty, deontology, egalitarianism, right, and virtues? – What ethical principle (justice, beneficence, non-maleficence, autonomy) influenced the practice? – How …

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    Assignment Prompt & Instructions

    Introduction (1 slide)

    1. Reflect on the **ethics of the workplace** (2-3 slides)

    – What ethics theory was mainly followed: utilitarianism, duty, deontology, egalitarianism, right, and virtues?
    – What ethical principle (justice, beneficence, non-maleficence, autonomy) influenced the practice?
    – How did the practiced ethics affect the patient's outcomes?
    – How would you handle the scenario ethically? Similarly or differently?

    1. Reflect on the **financial management** (2-3 slides)

    – How did the finances affect the healthcare decision in the scenario?
    – What financial, billing, or reimbursement practices would you support or disagree with, and why?

    1. Reflect on the **politics and policies**  (2-3 slides)

    – Identify a practice you would want to change and describe how you would propose and lead collaborative/interprofessional effort using one of the leadership models to create the desired change.

    1. References (1 slide)- Include 2–3 scholarly resources in APA Style. Examples of scholarly sources include professional journal articles and books obtained from library databases, national guidelines, and informatics organizations published within the last five years.

    _Be succinct._ Your presentation should be 8-10 slides

    – 2 years ago

  • [Solved] Nichole

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    B. Discuss the impact of a clinical practice problem on the patient or patients and the organization it affects. 1. Identify _each_ of the following PICO components of the clinical practice problem: • _P_: patient, population, or problem • _I_: intervention • _C_: comparison • _O_: outcome 2. Deve…

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    Assignment Prompt & Instructions

    B.  Discuss the impact of a clinical practice problem on the patient or patients and the organization it affects.

    1.  Identify _each_ of the following PICO components of the clinical practice problem:

    •   _P_: patient, population, or problem

    •  _I_: intervention

    •   _C_: comparison

    •   _O_: outcome

    2.  Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in part B and the PICO components identified in part B1.

    _Note: Refer to the “Appendix B: Question Development Tool” web link for information on the creation of an EBP question._

    C.  Select a research-based article that answers your EBP question from part B2 to conduct an evidence appraisal.

    _Note: The article you select should not be more than five years old._

    1.  Discuss the background or introduction (i.e., the purpose) of the research-based article.

    2.  Describe the research methodology used in the research-based article.

    3.  Identify the level of evidence for the research-based article using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model.

    _Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to level a research-based article._

    4.  Summarize how the researcher analyzed the data in the research-based article.

    5.  Summarize the ethical considerations of the research-based article. If none are present, explain why.

    6.  Identify the quality rating of the research-based article according to the JHNEBP model.

    _Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to establish the quality rating._

    7.  Analyze the results or conclusions of the research-based article.

    a.  Explain how the article helps answer your EBP question.

    D.  Select a non-research-based article from a peer-reviewed journal that helps to answer your EBP question from part B2 to conduct an evidence appraisal.

    _Note: The article you select should not be more than five years old._

    1.  Discuss the background or introduction (i.e., the purpose) of the non-research-based article.

    2.  Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline) used in the non-research-based article.

    3.  Identify the level of evidence in the non-research-based article using the JHNEBP model.

    _Note: Refer to the “Appendix F: Non-Research Evidence Appraisal Tool” web link for information on how to level the non-research-based article._

    4.  Identify the quality rating of the non-research-based article according to the JHNEBP model.

    5.  Discuss how the author’s recommendations in the non-research-based article help answer your EBP question.

    E.  Recommend a practice change that addresses your EBP question using _both_ the research-based and non-research-based articles you selected for part C and part D.

    1.  Explain how you would involve **three** key stakeholders in supporting the practice change recommendation.

    2.  Discuss **one** specific barrier you may encounter when implementing the practice change recommendation.

    3.  Identify **one** strategy that could be used to overcome the barrier discussed in part E2.

    4.  Identify **one** outcome (the _O_ component in PICO) from your EBP question that can be used to measure the recommended practice change.

    F.   Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    – 2 years ago

  • [Solved] Create a Reply for a discussion using APA 7 format, and scholarly references no older than 5 years.

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    **Please ensure that the Reply includes more than 200 words with scholarly articles, and the plagiarism level must remain below 20%.** **Introduction** Throughout the eight weeks in which Middle-Range Theories and their relation to the nursing profession have been discussed and analyzed, I realized …

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    Assignment Prompt & Instructions

    **Please ensure that the Reply includes more than 200 words with scholarly articles, and the plagiarism level must remain below 20%.**

    **Introduction**

    Throughout the eight weeks in which Middle-Range Theories and their relation to the nursing profession have been discussed and analyzed, I realized a fundamental change of perception over patient care and personal growth. It also enlarged my understanding of the theories that incorporated the connection of the grand theories with practical clinical, or changed my understanding of the importance of having a mentor to develop needed critical thinking and leadership skills. Considering these topics allows one to illustrate how research ideas are put into practice and demonstrate the significance of having a mentor in the process.

    **Middle-Range Theories in Nursing Practice**

    Middle-range theories play an important role in translating grand theories into practice carried out in nursing processes. They offer a well-directed approach to the resolution of clinical issues and facilitate the standard practice of evidence-based nursing. In my studies, they pointed out procedures that seem to be practical more often than not in the practice of a clinical setting, from improving clients' self-care and disease management. For instance, self-efficacy theory has been used effectively in practice in nursing settings; the effects have included increased compliance with treatment schedules by the patients as well as general health status outcomes by Smith & Lee (2023). Middle-range theories are useful in the modern complex organization due to their potential to elaborate concrete solutions for advancing knowledge. In this way, it will be useful for the nurses to incorporate these theories into nursing and thus improve the existing interventions that are delivered to the patients.

    **Impact of Mentorship**

    Meanwhile, it is worth stating that the impact of the mentors throughout this course has been highly beneficial. I have received guidance that goes beyond academic tutoring, especially from my mentors who have taught me confidence, critical thinking, and the ability to implement change in clinical practice. It also enabled me to ground knowledge from the text with proficient nursing professionals in a practice environment. Mentors also ensured that the context of middle-range theories was further explained to students and also promoted professionalism by emulating professionalism in staff accountability and patient care. This allowed me to develop my clinical reasoning abilities and improve the approach to the patient care (Brown, 2022). Also, the aspect of mentorship was established by the mentor himself, who encouraged me to explore research-based practices that would improve the patient’s outcome in the future.

    **Conclusion**

    It is quite a constructive path that makes one once again determined to finish the whole course, thinking that patient-centered care is the key to the future. Its combination with the middle-range theories and the impactful mentorship during the work on the projects provides strong evidence that being a nurse is the right decision. This connection gives a strategic direction on how potential solutions to clinical issues can be actualized; also, the tutelage that has been offered helps in shaping the aspiration of producing a professional and sensitive nurse. These findings will be helpful as I advance in my career to enhance the quality of care, encourage innovation, and effectively mentor other individuals for their growth as future nurses.

    **References**

    Brown, T. (2022). Mentorship in modern nursing: Shaping the future of clinical practice. Journal of Nursing Education and Practice, 12(3), 150–158.

    Smith, J., & Lee, A. (2023). Application of self-efficacy theory in nursing practice: Bridging theory and clinical care. Nursing Theory Review, 31(2), 97–105.

    Johnson, K. (2024). Translating middle-range theories into nursing interventions. Nursing Praxis, 28(1), 45–53.

    – 2 years ago