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Tag: Pathophysiology & Pharmacology

  • [Solved] Evidence-Based Project, Part 4: Recommending an Evidence-Based Practice Change

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    you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach. – a year ago

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    Assignment Prompt & Instructions

    you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.

    – a year ago

  • [Solved] Patient Preferences and Decision Making

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    What has your experience been with patient involvement in treatment or healthcare decisions? In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices …

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    Assignment Prompt & Instructions

    What has your experience been with patient involvement in treatment or healthcare decisions?

    In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.

    – a year ago

  • [Solved] Literature Review

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    Executive Solution Overview

    – a year ago **files (6)** – ## Assignment.docx – ## AppendixG.docx – AppendixH.docx – AppendixB.docx – AppendixF.docx – AppendixE.docx **## Assignment.docx** Review the resources Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. t…

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    Assignment Prompt & Instructions

    – a year ago

    **files (6)**

    – ## Assignment.docx

    – ## AppendixG.docx

    – AppendixH.docx
    – AppendixB.docx
    – AppendixF.docx
    – AppendixE.docx

    **## Assignment.docx**

    Review the resources Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

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

    White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024). Translation of evidence into nursing and healthcare (4th ed.). Springer.

    Note: Be sure to review Appendices B, E, F, G, and H in the Dang et al. attached. You will be required to complete and submit
    **Appendices B, G, and H for this Assignment.**

    1.
    **Select an organization issue which needs addressing.**

    Consider possible practice questions to address the issue you selected.

    **Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?**

    Ask yourself:

    Why is it a problem?

    What has been done about it?

    What is the gap in practice?

    **2. Select one practice question to develop using Appendix B. Use the practice question below.**

    **_Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?_**

    PICOT Format P (Population): Adults with mental health or substance use disorders in rural communities

    I (Intervention): Telehealth interventions

    C (Comparison): In-person mental health or substance use treatment

    O (Outcome): Improved access to care and treatment outcomes

    T (Time): Over a period of 6 months

    Search literature evidence to identify 15 or more recent peer-reviewed articles (within the past 5 years) related to the practice question.

    **Note: Use Appendices E and F to help you search, but you do not need to submit these for grading.**

    3. Using Appendix H, grade the evidence and select the 10 articles with the strongest evidence ratings.

    Using Appendix H, synthesize the 10 articles you selected.

    4. Using Appendix G, enter all relevant information about the 10 articles you selected and synthesized.

    You will submit
    **three** items as follows:

    **Part 1:** Submit completed
    **Appendix B**, which demonstrates your fully developed practice question.

    **Part 2:** Submit your completed
    **Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
    **Note:** You will complete Appendix H
    _before_ Appendix G, despite being out of order alphabetically.

    **Part 3:** Submit your completed
    **Appendix G**, which lists the relevant information about the evidence you selected.

    **## AppendixG.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/literature-review-20902489)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer name(s)** | ## **Article number** | ## **Author, date, and title** | ## **Type of evidence** | ## **Population, size, and setting** | ## **Intervention** | ## **Findings that help answer the EBP question** | ## **Measures used** | ## **Limitations** | ## **Evidence level and quality** | ## **Notes to team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

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

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

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

    **Reviewer name(s):**

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

    **Article number:**

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

    **Author, date, and title:**

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

    **Type of evidence:**

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

    **Population, size, and setting:**

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

    **Intervention:**

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

    **Findings that help answer the EBP question:**

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

    **Measures used**:

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

    **Limitations:**

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

    **Evidence level and quality:**

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

    **Notes to team:**

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

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

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

    ## image1.jpeg

    **AppendixH.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixh-docx-10276389)

    **AppendixB.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixb-docx-10276385)

    **AppendixF.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixf-docx-10276387)

    **AppendixE.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10276391)

    **AppendixE.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10276391)

    **## Assignment.docx**

    Review the resources Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

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

    White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024). Translation of evidence into nursing and healthcare (4th ed.). Springer.

    Note: Be sure to review Appendices B, E, F, G, and H in the Dang et al. attached. You will be required to complete and submit
    **Appendices B, G, and H for this Assignment.**

    1.
    **Select an organization issue which needs addressing.**

    Consider possible practice questions to address the issue you selected.

    **Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?**

    Ask yourself:

    Why is it a problem?

    What has been done about it?

    What is the gap in practice?

    **2. Select one practice question to develop using Appendix B. Use the practice question below.**

    **_Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?_**

    PICOT Format P (Population): Adults with mental health or substance use disorders in rural communities

    I (Intervention): Telehealth interventions

    C (Comparison): In-person mental health or substance use treatment

    O (Outcome): Improved access to care and treatment outcomes

    T (Time): Over a period of 6 months

    Search literature evidence to identify 15 or more recent peer-reviewed articles (within the past 5 years) related to the practice question.

    **Note: Use Appendices E and F to help you search, but you do not need to submit these for grading.**

    3. Using Appendix H, grade the evidence and select the 10 articles with the strongest evidence ratings.

    Using Appendix H, synthesize the 10 articles you selected.

    4. Using Appendix G, enter all relevant information about the 10 articles you selected and synthesized.

    You will submit
    **three** items as follows:

    **Part 1:** Submit completed
    **Appendix B**, which demonstrates your fully developed practice question.

    **Part 2:** Submit your completed
    **Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
    **Note:** You will complete Appendix H
    _before_ Appendix G, despite being out of order alphabetically.

    **Part 3:** Submit your completed
    **Appendix G**, which lists the relevant information about the evidence you selected.

    **## AppendixG.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/literature-review-20902489)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer name(s)** | ## **Article number** | ## **Author, date, and title** | ## **Type of evidence** | ## **Population, size, and setting** | ## **Intervention** | ## **Findings that help answer the EBP question** | ## **Measures used** | ## **Limitations** | ## **Evidence level and quality** | ## **Notes to team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

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

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

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

    **Reviewer name(s):**

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

    **Article number:**

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

    **Author, date, and title:**

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

    **Type of evidence:**

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

    **Population, size, and setting:**

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

    **Intervention:**

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

    **Findings that help answer the EBP question:**

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

    **Measures used**:

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

    **Limitations:**

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

    **Evidence level and quality:**

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

    **Notes to team:**

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

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

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

    ## image1.jpeg

    **AppendixH.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixh-docx-10276389)

    **AppendixB.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixb-docx-10276385)

    **AppendixF.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixf-docx-10276387)

    **AppendixE.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10276391)

    **## Assignment.docx**

    Review the resources Pay special attention to Chapters 19, 20, and 21 of the White et al. text; Chapters 4, 5, 6, and 11 of the Dang et al. text; and the articles addressing the PICOT format.

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

    White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2024). Translation of evidence into nursing and healthcare (4th ed.). Springer.

    Note: Be sure to review Appendices B, E, F, G, and H in the Dang et al. attached. You will be required to complete and submit
    **Appendices B, G, and H for this Assignment.**

    1.
    **Select an organization issue which needs addressing.**

    Consider possible practice questions to address the issue you selected.

    **Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?**

    Ask yourself:

    Why is it a problem?

    What has been done about it?

    What is the gap in practice?

    **2. Select one practice question to develop using Appendix B. Use the practice question below.**

    **_Practice Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?_**

    PICOT Format P (Population): Adults with mental health or substance use disorders in rural communities

    I (Intervention): Telehealth interventions

    C (Comparison): In-person mental health or substance use treatment

    O (Outcome): Improved access to care and treatment outcomes

    T (Time): Over a period of 6 months

    Search literature evidence to identify 15 or more recent peer-reviewed articles (within the past 5 years) related to the practice question.

    **Note: Use Appendices E and F to help you search, but you do not need to submit these for grading.**

    3. Using Appendix H, grade the evidence and select the 10 articles with the strongest evidence ratings.

    Using Appendix H, synthesize the 10 articles you selected.

    4. Using Appendix G, enter all relevant information about the 10 articles you selected and synthesized.

    You will submit
    **three** items as follows:

    **Part 1:** Submit completed
    **Appendix B**, which demonstrates your fully developed practice question.

    **Part 2:** Submit your completed
    **Appendix H**, which demonstrates your grading and synthesizing of the evidence you identified.
    **Note:** You will complete Appendix H
    _before_ Appendix G, despite being out of order alphabetically.

    **Part 3:** Submit your completed
    **Appendix G**, which lists the relevant information about the evidence you selected.

    **## AppendixG.docx**

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

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/literature-review-20902489)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer name(s)** | ## **Article number** | ## **Author, date, and title** | ## **Type of evidence** | ## **Population, size, and setting** | ## **Intervention** | ## **Findings that help answer the EBP question** | ## **Measures used** | ## **Limitations** | ## **Evidence level and quality** | ## **Notes to team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

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

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

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

    **Reviewer name(s):**

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

    **Article number:**

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

    **Author, date, and title:**

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

    **Type of evidence:**

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

    **Population, size, and setting:**

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

    **Intervention:**

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

    **Findings that help answer the EBP question:**

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

    **Measures used**:

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

    **Limitations:**

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

    **Evidence level and quality:**

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

    **Notes to team:**

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

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

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

    ## image1.jpeg

    **AppendixH.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixh-docx-10276389)

    **AppendixB.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixb-docx-10276385)

    **AppendixF.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixf-docx-10276387)

    **AppendixE.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/appendixe-docx-10276391)

  • [Solved] Discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## Discussion.docx **## Discussion.docx** **Discussion 1** · Share your experiences identifying Level 1 evidence to address the practice question below. Be specific and provide concrete examples. · PICOT Question: In adults with mental health or substance use disorders i…

    Instant Solution Download

    $6.99

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

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Discussion.docx

    **## Discussion.docx**

    **Discussion 1**

    · Share your experiences identifying Level 1 evidence to address the practice question below. Be specific and provide concrete examples.

    · PICOT Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?

    · Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.

    · If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.

    Resources

    **Discussion 2**

    **Resources for discussion 2 only**

    Clark, K., Rödlach, A., Ballesteros, M., Davis, R., Holmes, L., Miller, J., Minnich, M., & Schultz, A. (2024). The role of doctor of nursing practice programs' mission, vision, and values statements in the development of students' professional identity: A qualitative study.Links to an external site. Nurse Education Today, 134, Article 106096. https://doi.org/10.1016/j.nedt.2024.106096

    Fornili, K. S. (2022). Expanded conceptual framework for ethical action by nurses on the “further upstream and farther downstream” determinants of health equity.Links to an external site. Journal of Addictions Nursing, 33(3), 203–214. https://doi.org/10.1097/jan.0000000000000484

    Green, C. (2022). Applying the Nightingale pledge in reducing health disparities: A hospital-acquired pressure injury case studyLinks to an external site.. Advances in Skin and Wound Care, 35(3), 180–183. https://doi.org/10.1097/01.asw.0000815492.11595.6

    Khaghanizadeh M, Koohi A, Ebadi A, Vahedian-Azimi A. (2023). The effect and comparison of training in ethical decision-making through lectures and group discussions on moral reasoning, moral distress and moral sensitivity in nurses: A clinical randomized controlled trial.Links to an external site. BMC medical ethics, 24(1), Article 58. https://doi.org/10.1186/s12910-023-00938-5

    Torkaman, M., Heydari, N., & Torabizadeh, C. (2020). Nurses’ perspectives regarding the relationship between professional ethics and organizational commitment in healthcare organizations.Links to an external site. Journal of Medical Ethics and History of Medicine, 13(17), 1–10. https://doi.org/10.18502/jmehm.v13i17.4658

    **Discussion**

    ·
    _Review the Learning Resources above, paying special attention to the various ethical issues in nursing practice that are addressed._

    ·
    _Reflect on any ethical challenges in nursing you have personally experienced._

    ·
    **Identify the ethical challenge in nursing you selected.**

    ·
    **Explain why you selected this ethical challenge and why you think it is important.**

    ·
    **Describe the specific situation you experienced. Be specific and provide examples. Explain:**

    ·
    **What happened?**

    ·
    **How was it addressed by you and the other stakeholders involved?**

    ·
    **Do you agree with the approach(es) that were taken?**

    ·
    **Would you have done anything differently? If so, what?**

    **## Discussion.docx**

    **Discussion 1**

    · Share your experiences identifying Level 1 evidence to address the practice question below. Be specific and provide concrete examples.

    · PICOT Question: In adults with mental health or substance use disorders in rural communities, how does telehealth intervention compared to in-person treatment affect access to care and treatment outcomes over 6 months?

    · Explain how your PICOT did or did not assist you in identifying search terms to identify Level 1 evidence.

    · If you had difficulty finding Level 1 evidence, explain why. Describe what evidence you did find.

    Resources

    **Discussion 2**

    **Resources for discussion 2 only**

    Clark, K., Rödlach, A., Ballesteros, M., Davis, R., Holmes, L., Miller, J., Minnich, M., & Schultz, A. (2024). The role of doctor of nursing practice programs' mission, vision, and values statements in the development of students' professional identity: A qualitative study.Links to an external site. Nurse Education Today, 134, Article 106096. https://doi.org/10.1016/j.nedt.2024.106096

    Fornili, K. S. (2022). Expanded conceptual framework for ethical action by nurses on the “further upstream and farther downstream” determinants of health equity.Links to an external site. Journal of Addictions Nursing, 33(3), 203–214. https://doi.org/10.1097/jan.0000000000000484

    Green, C. (2022). Applying the Nightingale pledge in reducing health disparities: A hospital-acquired pressure injury case studyLinks to an external site.. Advances in Skin and Wound Care, 35(3), 180–183. https://doi.org/10.1097/01.asw.0000815492.11595.6

    Khaghanizadeh M, Koohi A, Ebadi A, Vahedian-Azimi A. (2023). The effect and comparison of training in ethical decision-making through lectures and group discussions on moral reasoning, moral distress and moral sensitivity in nurses: A clinical randomized controlled trial.Links to an external site. BMC medical ethics, 24(1), Article 58. https://doi.org/10.1186/s12910-023-00938-5

    Torkaman, M., Heydari, N., & Torabizadeh, C. (2020). Nurses’ perspectives regarding the relationship between professional ethics and organizational commitment in healthcare organizations.Links to an external site. Journal of Medical Ethics and History of Medicine, 13(17), 1–10. https://doi.org/10.18502/jmehm.v13i17.4658

    **Discussion**

    ·
    _Review the Learning Resources above, paying special attention to the various ethical issues in nursing practice that are addressed._

    ·
    _Reflect on any ethical challenges in nursing you have personally experienced._

    ·
    **Identify the ethical challenge in nursing you selected.**

    ·
    **Explain why you selected this ethical challenge and why you think it is important.**

    ·
    **Describe the specific situation you experienced. Be specific and provide examples. Explain:**

    ·
    **What happened?**

    ·
    **How was it addressed by you and the other stakeholders involved?**

    ·
    **Do you agree with the approach(es) that were taken?**

    ·
    **Would you have done anything differently? If so, what?**

  • [Solved] Applying Epidemiology to Program Design for Chronic Disease

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## WK10Assignment8310.docx **## WK10Assignment8310.docx** **Applying Epidemiology to Program Design for Chronic Disease** ![A person and person looking at each other AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/applying-epidemiology-to-pro…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## WK10Assignment8310.docx

    **## WK10Assignment8310.docx**

    **Applying Epidemiology to Program Design for Chronic Disease**

    ![A person and person looking at each other AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/applying-epidemiology-to-program-design-for-chronic-disease-20902461)Roughly 28.5 million Americans were still uninsured as of 2017, and 133 million Americans […] suffer from at least one chronic condition.
    —Nash et al. (2021, p. 5)

    As you know, promoting positive social change is a part of the Walden mission. To be an effective agent for social change, nurses must be able to logically and critically analyze population health issues using epidemiologic concepts, and then translate this knowledge into evidence-based practice to improve healthcare outcomes. This exercise will afford you such an experience at the population level. This is an exciting time to be working in the field of population health with all the new, dynamic, and innovative technologies and strategies to help patients and populations become more knowledgeable about their health.

    This week’s Learning Resources present numerous health problems that result in a need for ongoing care. Your Assignment is to select a chronic disease of professional importance to you, and then design an intervention program to improve the health of populations affected by it.

    **Reference:**

    Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
    _Population health: Creating a culture of wellness_ (3rd ed). Jones & Bartlett Learning.

    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/161210/modules/items/6261302)

    **To prepare:**

    · Review the Chronic Disease Prevention and Health Promotion (NCCDPHP) website from the Centers for Disease Control and Prevention (CDC).

    · Select one of the identified chronic diseases of national significance that impacts a population of interest to you.

    · Consider a health outcome you would like to improve in this population related to the selected chronic disease.

    · Develop a program proposal to improve this health outcome for this population using the assignment guidelines below. Select one of the program models in Curley, Chapter 7, to guide your planning.

    · Review the SMART objective resources for a review of how to write objectives for your program.

    · Use the Walden APA paper template, including appropriate APA 7 headings, to develop this Assignment.

    **The Assignment**

    **In a 7- to 10-page proposal (not including title page and references), address the following:**

    · Briefly identify your selected chronic health issue and population.

    · Describe the geographic region and important characteristics of this population.

    · Describe the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Identify one health outcome you would like to improve for the population.

    · Briefly summarize current evidence that supports the importance of improving this health outcome.

    · Briefly describe the evidence-based program you are developing, and why this approach will best fit the needs of your population.

    · Explain what data you would need to collect, and how you would obtain and analyze it. You may choose to collect primary data or use secondary data. Justify your choice.

    · Using the “SMART” method, write short- and long-term objectives for the program.

    · Identify the stakeholders who should be involved in program planning.

    · Identify which program planning model (see Curley, Chapter 7) you selected for your program. Justify your selection of model. Based on the model, explain how you would plan, implement, and evaluate the program.

    · Explain any relevant cultural or ethical considerations related to your program design.

    · Explain how you would fund the program.

    · Describe strategies that would be appropriate for marketing the program.

    [Required Readings](https://waldenu.instructure.com/courses/161210/pages/week-10-learning-resources?module_item_id=6261302)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 8, “Concepts in Program Design and Development” (pp. 182-209)

    · Center for Community Health and Development. (n.d.). Toolkits.
    [In \
    _Community tool box_.Links to an external site.](https://ctb.ku.edu/en/toolkits) University of Kansas. https://ctb.ku.edu/en/toolkits
    **Note:** The toolkits page provides guidance on designing and developing programs to improve population outcomes.

    · Centers for Disease Control and Prevention. (2021). National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP):
    [Home.Links to an external site.](https://www.cdc.gov/chronicdisease/index.htm) https://www.cdc.gov/chronicdisease/index.htm

    · Centers for Disease Control and Prevention. (2018).
    [_Writing SMART objectives_ Links to an external site.](https://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf). Evaluation Briefs.
    https://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf

    ·
    [The Community GuideLinks to an external site.](https://www.thecommunityguide.org/index.html). (n.d.). https://www.thecommunityguide.org/index.html

    · Minnesota Department of Health. (n.d.).
    [_Smart objectivesLinks to an external site._](https://www.health.state.mn.us/communities/practice/resources/phqitoolbox/objectives.html) _._ https://www.health.state.mn.us/communities/practice/resources/phqitoolbox/objectives.html

    ## image1.jpeg

    **## WK10Assignment8310.docx**

    **Applying Epidemiology to Program Design for Chronic Disease**

    ![A person and person looking at each other AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/applying-epidemiology-to-program-design-for-chronic-disease-20902461)Roughly 28.5 million Americans were still uninsured as of 2017, and 133 million Americans […] suffer from at least one chronic condition.
    —Nash et al. (2021, p. 5)

    As you know, promoting positive social change is a part of the Walden mission. To be an effective agent for social change, nurses must be able to logically and critically analyze population health issues using epidemiologic concepts, and then translate this knowledge into evidence-based practice to improve healthcare outcomes. This exercise will afford you such an experience at the population level. This is an exciting time to be working in the field of population health with all the new, dynamic, and innovative technologies and strategies to help patients and populations become more knowledgeable about their health.

    This week’s Learning Resources present numerous health problems that result in a need for ongoing care. Your Assignment is to select a chronic disease of professional importance to you, and then design an intervention program to improve the health of populations affected by it.

    **Reference:**

    Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
    _Population health: Creating a culture of wellness_ (3rd ed). Jones & Bartlett Learning.

    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/161210/modules/items/6261302)

    **To prepare:**

    · Review the Chronic Disease Prevention and Health Promotion (NCCDPHP) website from the Centers for Disease Control and Prevention (CDC).

    · Select one of the identified chronic diseases of national significance that impacts a population of interest to you.

    · Consider a health outcome you would like to improve in this population related to the selected chronic disease.

    · Develop a program proposal to improve this health outcome for this population using the assignment guidelines below. Select one of the program models in Curley, Chapter 7, to guide your planning.

    · Review the SMART objective resources for a review of how to write objectives for your program.

    · Use the Walden APA paper template, including appropriate APA 7 headings, to develop this Assignment.

    **The Assignment**

    **In a 7- to 10-page proposal (not including title page and references), address the following:**

    · Briefly identify your selected chronic health issue and population.

    · Describe the geographic region and important characteristics of this population.

    · Describe the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    · Identify one health outcome you would like to improve for the population.

    · Briefly summarize current evidence that supports the importance of improving this health outcome.

    · Briefly describe the evidence-based program you are developing, and why this approach will best fit the needs of your population.

    · Explain what data you would need to collect, and how you would obtain and analyze it. You may choose to collect primary data or use secondary data. Justify your choice.

    · Using the “SMART” method, write short- and long-term objectives for the program.

    · Identify the stakeholders who should be involved in program planning.

    · Identify which program planning model (see Curley, Chapter 7) you selected for your program. Justify your selection of model. Based on the model, explain how you would plan, implement, and evaluate the program.

    · Explain any relevant cultural or ethical considerations related to your program design.

    · Explain how you would fund the program.

    · Describe strategies that would be appropriate for marketing the program.

    [Required Readings](https://waldenu.instructure.com/courses/161210/pages/week-10-learning-resources?module_item_id=6261302)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 8, “Concepts in Program Design and Development” (pp. 182-209)

    · Center for Community Health and Development. (n.d.). Toolkits.
    [In \
    _Community tool box_.Links to an external site.](https://ctb.ku.edu/en/toolkits) University of Kansas. https://ctb.ku.edu/en/toolkits
    **Note:** The toolkits page provides guidance on designing and developing programs to improve population outcomes.

    · Centers for Disease Control and Prevention. (2021). National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP):
    [Home.Links to an external site.](https://www.cdc.gov/chronicdisease/index.htm) https://www.cdc.gov/chronicdisease/index.htm

    · Centers for Disease Control and Prevention. (2018).
    [_Writing SMART objectives_ Links to an external site.](https://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf). Evaluation Briefs.
    https://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf

    ·
    [The Community GuideLinks to an external site.](https://www.thecommunityguide.org/index.html). (n.d.). https://www.thecommunityguide.org/index.html

    · Minnesota Department of Health. (n.d.).
    [_Smart objectivesLinks to an external site._](https://www.health.state.mn.us/communities/practice/resources/phqitoolbox/objectives.html) _._ https://www.health.state.mn.us/communities/practice/resources/phqitoolbox/objectives.html

    ## image1.jpeg

  • [Solved] Week 8 reply

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    APA format. Total of 2 replies. Due in 6 hours – a year ago **files (1)** – ## week8repliespeds.docx **## week8repliespeds.docx** Vilma **Case Scenario 3:** Mandy is a 10-year-old who has been brought in by her new foster mother for a well-child exam. The foster mother states that Mandy was removed …

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    Assignment Prompt & Instructions

    APA format. Total of 2 replies. Due in 6 hours

    – a year ago

    **files (1)**

    – ## week8repliespeds.docx

    **## week8repliespeds.docx**

    Vilma

    **Case Scenario 3:** Mandy is a 10-year-old who has been brought in by her new foster mother for a well-child exam. The foster mother states that Mandy was removed from her home due to neglect and physical and sexual abuse and expresses concerns Mandy may have an eating disorder.

    · What types of abnormal behaviors might Mandy exhibit?

    ·

    · Mandy’s history of severe trauma, including neglect and both physical and sexual abuse, places her at high risk for behaviors such as difficulty forming attachments, extreme mood swings, poor impulse control, and regressive behaviors like bedwetting. She might also show avoidance of specific people or situations, or dissociation. Mandy may also engage in food refusal, poor, eating habits or excessive exercise.

    · What physical findings might you find during the physical examination?

    · On physical examination, findings could include bruises, scars, or healing fractures. Signs of sexual abuse may include genital irritation or injury and symptoms of urinary tract infections. If Mandy is suffering from an eating disorder, physical signs might include low weight for age, brittle nails, hair thinning, and delayed growth and puberty.

    · How should you manage Mandy’s history of abuse?

    · A comprehensive, sensitive, and child-centered approach is necessary to manage Mandy’s care. It’s critical to establish a safe and supportive environment for her, both during and after the exam. Psychological evaluation and therapy will also be needed to guide her to move on from the events. If an eating disorder is suspected, Mandy should be referred to a specialist team experienced in pediatric eating disorders for assessment and treatment.

    Jacquelin

    Part 2: Case Scenario 2

    Compare the characteristics of generalized anxiety disorder with obsessive compulsive disorder.

    · Both generalized anxiety disorder (GAD) and obsessive-compulsive disorder (OCD) are anxiety related disorders, but they have distinct characteristics. GAD involves excessive and persistent worry about various aspects of life, often accompanied by physical symptoms like restlessness and muscle tension. In contrast, OCD is characterized by intrusive, unwanted thoughts (obsessions) that lead to repetitive behaviors or mental acts (compulsions) aimed at reducing anxiety.

    What medications have been approved for managing obsessive compulsive disorder in children her age?

    · Regarding medication for managing OCD in children, selective serotonin reuptake inhibitors (SSRIs) are often considered. Fluoxetine (Prozac) and sertraline (Zoloft) are two SSRIs that have been approved for children and adolescents with OCD. SSRIs are typically initiated at a low dose (eg, the equivalent of 25 mg of sertraline) for the first week and titrated up gradually (eg, every two to four weeks) to a therapeutic dose, which is then given a 12-week trial. If the clinical response is not adequate, subsequent gradual adjustments are made to maximize efficacy and minimize toxicity with additional trials of six to twelve weeks (Rosenberg, 2022).

    What are the common side effects of these medications?

    · Common side effects of SSRIs like fluoxetine and sertraline can include nausea, diarrhea, headache, drowsiness, insomnia, and changes in appetite or weight. Some individuals may experience sexual dysfunction, agitation, or increased anxiety when starting these medications. It's essential to monitor for any adverse effects and communicate with a doctor if they occur.

    How has cognitive behavioral therapy, coupled with a medication, shown to be effective for treatment in the pediatric population?

    · Cognitive behavioral therapy (CBT) coupled with medication has been shown to be effective in treating pediatric OCD. CBT helps individuals identify and challenge negative thought patterns while gradually exposing them to anxiety-inducing situations. This exposure and response prevention (ERP) component helps them learn to manage their compulsive behaviors. Combining CBT with medication can provide a comprehensive approach to managing OCD symptoms, addressing both psychological and neurological aspects of the disorder. However, the specific treatment plan should be tailored to each individual's needs and discussed with a mental health professional.

    **## week8repliespeds.docx**

    Vilma

    **Case Scenario 3:** Mandy is a 10-year-old who has been brought in by her new foster mother for a well-child exam. The foster mother states that Mandy was removed from her home due to neglect and physical and sexual abuse and expresses concerns Mandy may have an eating disorder.

    · What types of abnormal behaviors might Mandy exhibit?

    ·

    · Mandy’s history of severe trauma, including neglect and both physical and sexual abuse, places her at high risk for behaviors such as difficulty forming attachments, extreme mood swings, poor impulse control, and regressive behaviors like bedwetting. She might also show avoidance of specific people or situations, or dissociation. Mandy may also engage in food refusal, poor, eating habits or excessive exercise.

    · What physical findings might you find during the physical examination?

    · On physical examination, findings could include bruises, scars, or healing fractures. Signs of sexual abuse may include genital irritation or injury and symptoms of urinary tract infections. If Mandy is suffering from an eating disorder, physical signs might include low weight for age, brittle nails, hair thinning, and delayed growth and puberty.

    · How should you manage Mandy’s history of abuse?

    · A comprehensive, sensitive, and child-centered approach is necessary to manage Mandy’s care. It’s critical to establish a safe and supportive environment for her, both during and after the exam. Psychological evaluation and therapy will also be needed to guide her to move on from the events. If an eating disorder is suspected, Mandy should be referred to a specialist team experienced in pediatric eating disorders for assessment and treatment.

    Jacquelin

    Part 2: Case Scenario 2

    Compare the characteristics of generalized anxiety disorder with obsessive compulsive disorder.

    · Both generalized anxiety disorder (GAD) and obsessive-compulsive disorder (OCD) are anxiety related disorders, but they have distinct characteristics. GAD involves excessive and persistent worry about various aspects of life, often accompanied by physical symptoms like restlessness and muscle tension. In contrast, OCD is characterized by intrusive, unwanted thoughts (obsessions) that lead to repetitive behaviors or mental acts (compulsions) aimed at reducing anxiety.

    What medications have been approved for managing obsessive compulsive disorder in children her age?

    · Regarding medication for managing OCD in children, selective serotonin reuptake inhibitors (SSRIs) are often considered. Fluoxetine (Prozac) and sertraline (Zoloft) are two SSRIs that have been approved for children and adolescents with OCD. SSRIs are typically initiated at a low dose (eg, the equivalent of 25 mg of sertraline) for the first week and titrated up gradually (eg, every two to four weeks) to a therapeutic dose, which is then given a 12-week trial. If the clinical response is not adequate, subsequent gradual adjustments are made to maximize efficacy and minimize toxicity with additional trials of six to twelve weeks (Rosenberg, 2022).

    What are the common side effects of these medications?

    · Common side effects of SSRIs like fluoxetine and sertraline can include nausea, diarrhea, headache, drowsiness, insomnia, and changes in appetite or weight. Some individuals may experience sexual dysfunction, agitation, or increased anxiety when starting these medications. It's essential to monitor for any adverse effects and communicate with a doctor if they occur.

    How has cognitive behavioral therapy, coupled with a medication, shown to be effective for treatment in the pediatric population?

    · Cognitive behavioral therapy (CBT) coupled with medication has been shown to be effective in treating pediatric OCD. CBT helps individuals identify and challenge negative thought patterns while gradually exposing them to anxiety-inducing situations. This exposure and response prevention (ERP) component helps them learn to manage their compulsive behaviors. Combining CBT with medication can provide a comprehensive approach to managing OCD symptoms, addressing both psychological and neurological aspects of the disorder. However, the specific treatment plan should be tailored to each individual's needs and discussed with a mental health professional.

  • [Solved] part 4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## 6008part4instruction.docx **## 6008part4instruction.docx** Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with …

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## 6008part4instruction.docx

    **## 6008part4instruction.docx**

    Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.

    Expand All

    **Introduction**

    **Note:** Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

    As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.

    **Background and Context**

    As a master's-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.

    As a master's-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.

    **Instructions**

    For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.

    Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.

    Overall, your assessment submission will be assessed on the following criteria:

    · Summarize the health care economic issue that you are addressing.

    · Keep this brief but try to include details about how the issue is currently impacting the elected officials’ constituents.

    · Explain the positive outcomes that will occur if the issue is addressed and the negative outcomes that will occur if the issue is not addressed.

    · Tailor this messaging to focus on the impacts in the communities and organizations that are relevant to the elected official you are writing to.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Cite at least five current, scholarly sources that support your argument and help provide the elected official (who may not have a detailed knowledge of the health care environment) with an understanding of the issues, changes, or actions that you are proposing to drive improved outcomes.

    · Identify the impact your issue has on health care institutions and health care providers at the local community, state, or national level.

    · Make sure to include information from both a health care and an economic perspective. An elected official may be more responsive to one perspective than another.

    · Incorporate social justice, structural racism, and inequity principles when picking resources and making recommendations for change in your assessment.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Think about how your experiences (the experiences can be personal, professional, or from your team’s perspective or experience) affect how you have planned for the resources needed to implement your desired changes or actions. How did this impact your approach to conducting a risk analysis on the project?

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Remember to conclude your letter with a summary of your position on the issue and a compelling reason that the elected official should act in your favor and support your issue or initiative.

    **Additional Requirements**

    ·
    **Audience:** Make sure you are addressing your letter to an actual local or state official.

    · For most states, you can use the following resource:

    ·
    [Assessment 4: Lobbying for Change](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491123430006731).

    · For local officials, search your city’s government website for officials and their positions.

    ·
    **Length of Submission:** 1–2 double spaced pages. Your letter needs to be succinct and persuasive.

    ·
    **Number of References:** Cite at least five sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style.

    **## 6008part4instruction.docx**

    Write a letter to an official in your state or local government. (Choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue.

    Expand All

    **Introduction**

    **Note:** Each assessment in this course builds upon the work you have completed in previous assessments. Therefore, you must complete the assessments in the order in which they are presented.

    As health care leaders, it is important to understand strategies for advocating and lobbying elected officials. This can lead to the development of policies or laws that can help drive improved equity and outcomes for all participants in the health care environment as well as a more sustainable financial future.

    **Background and Context**

    As a master's-level health care practitioner, you may be expected to implement plans to ensure that initiatives designed to take advantage of economic opportunities for the organization are rolled out successfully and can be sustained over multiple years. Additionally, it is important to be able to envision how an initiative could be implemented in different contexts and for different purposes to ensure the investment remains a viable and positive asset to your organization or care setting.

    As a master's-level practitioner, you will often be challenged to influence the health care environment in a variety of ways. This influence can occur on a micro-level (implementing change on your unit, institution, community, or local organizations) or at a macro level (implementing change via state or federal regulations and policy). One way you can influence the health care environment is by lobbying an elected official at the local, state, or national level to adopt policies or legislation that would support positive economic and health outcomes for patients, practitioners, and organizations within the health care environment.

    **Instructions**

    For this assessment, you will develop a letter to an official in your state or local government (choose the individual in the level of government that will best address your issue). The purpose of this letter is to advocate for action with regards to your chosen health care environment issue. Remember, when writing the letter, you must use your personal address and telephone number unless you are exclusively representing a group or your organization.

    Be sure to address each main point. Review the assessment instructions and scoring guide, including performance-level descriptions for each criterion, to ensure you understand the work you will be asked to complete and how it will be assessed. In addition, note the requirements for document format and length and for supporting evidence.

    Overall, your assessment submission will be assessed on the following criteria:

    · Summarize the health care economic issue that you are addressing.

    · Keep this brief but try to include details about how the issue is currently impacting the elected officials’ constituents.

    · Explain the positive outcomes that will occur if the issue is addressed and the negative outcomes that will occur if the issue is not addressed.

    · Tailor this messaging to focus on the impacts in the communities and organizations that are relevant to the elected official you are writing to.

    · Summarize key information from scholarly sources to support the importance of addressing the issue; the issue’s overall impact on health care at the institutional, local, state, or national level; and proposed changes or actions to address the issue.

    · Cite at least five current, scholarly sources that support your argument and help provide the elected official (who may not have a detailed knowledge of the health care environment) with an understanding of the issues, changes, or actions that you are proposing to drive improved outcomes.

    · Identify the impact your issue has on health care institutions and health care providers at the local community, state, or national level.

    · Make sure to include information from both a health care and an economic perspective. An elected official may be more responsive to one perspective than another.

    · Incorporate social justice, structural racism, and inequity principles when picking resources and making recommendations for change in your assessment.

    · Explain how personal, professional, and organizational experiences have informed the resource planning and risk analysis for working toward addressing the economic issue.

    · Think about how your experiences (the experiences can be personal, professional, or from your team’s perspective or experience) affect how you have planned for the resources needed to implement your desired changes or actions. How did this impact your approach to conducting a risk analysis on the project?

    · Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly communication standards.

    · Remember to conclude your letter with a summary of your position on the issue and a compelling reason that the elected official should act in your favor and support your issue or initiative.

    **Additional Requirements**

    ·
    **Audience:** Make sure you are addressing your letter to an actual local or state official.

    · For most states, you can use the following resource:

    ·
    [Assessment 4: Lobbying for Change](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2490763020006731?auth=SAML&section=2491123430006731).

    · For local officials, search your city’s government website for officials and their positions.

    ·
    **Length of Submission:** 1–2 double spaced pages. Your letter needs to be succinct and persuasive.

    ·
    **Number of References:** Cite at least five sources of evidence to support your identification of the gap. This could be public health data, a peer-reviewed journal article, or another scholarly source.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style.

  • [Solved] practical nursing

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering practical nursing.

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

  • [Solved] Assessing a Healthcare Program/Policy Evaluation

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    Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about pro…

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    Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.

    Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy.

    **To Prepare:**

    – Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.
    – Select an existing healthcare program or policy evaluation or choose one of interest to you.
    – Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

    **The Assignment: (2–3 p)**

    Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:

    – Describe the healthcare program or policy outcomes.
    – How was the success of the program or policy measured?
    – How many people were reached by the program or policy selected?
    – How much of an impact was realized with the program or policy selected?
    – At what point in program implementation was the program or policy evaluation conducted?
    – What data was used to conduct the program or policy evaluation?
    – What specific information on unintended consequences was identified?
    – What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.
    – Did the program or policy meet the original intent and objectives? Why or why not?
    – Would you recommend implementing this program or policy in your place of work? Why or why not?
    – Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.

    Weekly Resources

    – Short, N. M. (2019). _Milstead's health policy and politics: A nurse's guide_ (7th ed.). Jones & Bartlett Learning.

    – Chapter 8, “Health Policy and Social Program Evaluation” (pp. 177–192)
    – Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). [Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transitionLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=10595993&site=eds-live&scope=site&authtype=shib&custid=s6527200). _American Journal of Public Health, 93_(8), 1261–1267.
    – Shiramizu, B., Shambaugh, V., Petrovich, H., Seto, T. B., Ho, T., Mokuau, N., & Hedges, J. R. (2016). [Leading by success: Impact of a clinical and translational research infrastructure program to address health inequitiesLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5409875). _Journal of Racial and Ethnic Health Disparities, 4_(5), 983–991.
    – Williams, J. K., & Anderson, C. M. (2018). [Omics research ethics considerationsLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0029655418300617). _Nursing Outlook, 66_(4), 386–393.

    – [\
    \
    USW1_NURS_6050_HealthcareProgram-PolicyEvaluationAnalysisTemplate.doc](https://www.sweetstudy.com/files/usw1-nurs-6050-healthcareprogram-policyevaluationanalysistemplate-doc-10276435 "USW1_NURS_6050_HealthcareProgram-PolicyEvaluationAnalysisTemplate.doc")
    – [\
    \
    RUBRIC.pdf](https://www.sweetstudy.com/files/rubric-pdf-10276437 "RUBRIC.pdf")

    – a year ago

  • [Solved] 460Topic 2 DQ 2

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    What are some key nursing theories or conceptual models that play a significant role in nursing practice? Select one of these theories or conceptual models and discuss how it can be applied in a health care scenario for a patient with complex needs. Initial discussion question posts should be a mini…

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    Assignment Prompt & Instructions

    What are some key nursing theories or conceptual models that play a significant role in nursing practice? Select one of these theories or conceptual models and discuss how it can be applied in a health care scenario for a patient with complex needs.

    Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to "RN-BSN Discussion Question Rubric" and "RN-BSN Participation Rubric," located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

    – a year ago