WK10 ASSIGN2 NRNP 6675

Home>Homework Answsers>Nursing homework helpyesnowUSE 5 REFERENCES FOR THIS ASSIGNMENTWK10ASSIGN2NRNP66751000.docx3 years ago01.08.202210Report issueAnswer(2)MUSYOKIONES A+5.0(21k+)5.0(4k+)ChatPurchase the answer to view itNOT RATEDNationalOrganizationofNursePractitionerFaculties.docx3 years agoplagiarism checkPurchase $30brilliant answers4.8(29k+)4.9(6k+)ChatPurchase the answer to view itNOT RATEDWK10NRNP6675ASSIGNMENT2.edited.docxWK10NRNP6675ASSIGNMENT2.edited11.docx3 years agoplagiarism checkPurchase $10Bids(69)Emily ClarePROF_ALISTERGenuine Geniussherry proffMUSYOKIONES A+JudithTutorAshley EllieDiscount AssignBrilliant GeekTeacher A+ WorkDr. Adeline ZoeLarry KellyDiscount AnsAbdullah AnwarMiss AngelinaLisa-RandallYourStudyGuruQuality AssignmentsDr. BeneveFlexible Tutorother Questions(10)For Wendy Lewis OnlyZeek the Geekglobal homeworkKotts Model SelfM1_A2 UnderstandingDiscussion responsesSMM homework activity 9OSH 3640 Unit V Research PaperStudent ResponseAssignment 2 Identifying Potential Risk, Response, and Recovery*****Already A++ Rated Tutorial Use as Guide Paper*****

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nr6051 THE NURSE LEADER AS KNOWLEDGE WORKER

Home>Homework Answsers>Nursing homework helpnursingasapnowReferences:McGonigle, D., & Mastrian, K. G. (2022).Nursing informatics and the foundation of knowledge(5th ed.). Jones & Bartlett Learning.Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–17)Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–32)Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–64)Nagle, L., Sermeus, W., & Junger, A. (2017).Evolving Role of the Nursing Informatics SpecialistLinks to an external site.. In J. Murphy, W. Goosen, &  P. Weber  (Eds.),Forecasting Competencies for Nurses in the Future of Connected Health(212-221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REFSweeney, J. (2017).Healthcare informaticsLinks to an external site..Online Journal of Nursing Informatics, 21(1).week2intro.PNGweek2preparingassignment.PNGweek2rubricpart1.PNGweek2rubricpart2.PNGweek2rubricpart3.PNGweek2rubricpart4.PNGweek2rubricpart5.PNG2 years ago10.03.202320Report issueBids(89)Dr. Ellen RMEmily ClareMISS HILLARY A+abdul_rehman_Prof Double RSTELLAR GEEK A+Sheryl HoganYoung NyanyaJahky BDr. Adeline ZoeCreative GeekAshley EllieDr. Sophie MilesDr M. MichelleWIZARD_KIMnicohwilliamColeen AndersonProWritingGuruBrainy BrianMARTHA92_PHDShow All Bidsother Questions(10)Miss Perfect OnlyPsychologyProf.Pharell onlycA+ WorkSPECTRUM ELEMENTSHuman Resource week 3 assignmentStatisticsfin301 slpwrite an essay (3 pages)

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STUDY GUIDE FOR MEDICATION

Home>Homework Answsers>Nursing homework helpstudy2 years ago14.10.202325Report issuefiles (1)MedicationstudyguideN6630.docxMedicationstudyguideN6630.docxAssigned psychotropic medication name:PaliperidonePsychosis and schizophrenia greatly impact the brain’s normal processes, which interfere with the ability to think clearly. When symptoms of these disorders are uncontrolled, patients may struggle to function in daily life. However, patients often thrive when properly diagnosed and treated under the close supervision of a psychiatric mental health practitioner. For this Assignment, you will develop a study guide for an assigned psychotropic agent for treating patients with Schizophrenia Spectrum and Other Psychotic Disorders. You will share your study guide with your colleagues· Research your assigned psychotropic medication agent using the Walden Library. Then, develop an organizational scheme for the important information about the medication.Create a study guide for your assigned psychotropic medication agents. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by theFDA-approved and Evidenced-Based, Clinical Practice Guidelines Researchbut also supported by at least three other scholarly resources.Areas of importance you should address are:· Title page· Description of the Psychopharmacological medication agent including brand and generic names and appropriate FDA indication uses· Any supporting, valid and reliable research for non-FDA uses· Drug classification· The medication mechanism of action· The medication pharmacokinetics· The medication pharmacodynamics· Mechanism of Action· Appropriate dosing, administration route, and any considerations for dosing alterations· Considerations of use and dosing in specific specialty populations to consider children, adolescents, elderly, pregnancy, suicidal behaviors, etc.· Definition of Half-life, why half-life is important, and the half-life for your assigned medication· Side effects/adverse reaction potentials· Contraindications for use including significant drug to drug interactions· Overdose Considerations· Diagnostics and labs monitoring· Comorbidities considerations· Legal and ethical considerations· Pertinent patient education considerationsReference Page to includeU.S. Food & Drug Administration. (n.d.).Drugs@FDA: FDA-approved drugsLinks to an external site..https://www.accessdata.fda.gov/scripts/cder/daf/index.cfmUtah State University. (n.d.).Creating study guidesLinks to an external site.. https://www.usu.edu/academic-support/test/creating_study_guidesMedicationstudyguideN6630.docxAssigned psychotropic medication name:PaliperidonePsychosis and schizophrenia greatly impact the brain’s normal processes, which interfere with the ability to think clearly. When symptoms of these disorders are uncontrolled, patients may struggle to function in daily life. However, patients often thrive when properly diagnosed and treated under the close supervision of a psychiatric mental health practitioner. For this Assignment, you will develop a study guide for an assigned psychotropic agent for treating patients with Schizophrenia Spectrum and Other Psychotic Disorders. You will share your study guide with your colleagues· Research your assigned psychotropic medication agent using the Walden Library. Then, develop an organizational scheme for the important information about the medication.Create a study guide for your assigned psychotropic medication agents. Your study guide should be in the form of an outline with references, and you should incorporate visual elements such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative! It should not be in the format of an APA paper. Your guide should be informed by theFDA-approved and Evidenced-Based, Clinical Practice Guidelines Researchbut also supported by at least three other scholarly resources.Areas of importance you should address are:· Title page· Description of the Psychopharmacological medication agent including brand and generic names and appropriate FDA indication uses· Any supporting, valid and reliable research for non-FDA uses· Drug classification· The medication mechanism of action· The medication pharmacokinetics· The medication pharmacodynamics· Mechanism of Action· Appropriate dosing, administration route, and any considerations for dosing alterations· Considerations of use and dosing in specific specialty populations to consider children, adolescents, elderly, pregnancy, suicidal behaviors, etc.· Definition of Half-life, why half-life is important, and the half-life for your assigned medication· Side effects/adverse reaction potentials· Contraindications for use including significant drug to drug interactions· Overdose Considerations· Diagnostics and labs monitoring· Comorbidities considerations· Legal and ethical considerations· Pertinent patient education considerationsReference Page to includeU.S. Food & Drug Administration. (n.d.).Drugs@FDA: FDA-approved drugsLinks to an external site..https://www.accessdata.fda.gov/scripts/cder/daf/index.cfmUtah State University. (n.d.).Creating study guidesLinks to an external site.. https://www.usu.edu/academic-support/test/creating_study_guidesBids(79)Dr. Ellen RMMISS HILLARY A+abdul_rehman_Emily ClareSTELLAR GEEK A+Sheryl HoganProf Double RFortifiedProWritingGuruYoung NyanyaJahky BProf. TOPGRADEDr. Adeline ZoeDr M. MichelleAshley EllieDr. Sophie MilesWIZARD_KIMnicohwilliamIsabella HarvardColeen AndersonShow All Bidsother Questions(10)week 5Chapter 9 Problems, Solve in EXCELNEED DONE ASAPfor reliable writer onlycan you do them in four hours?DISCUSSION POST DUE3ngl 9Briana’s function uses distance as an input to determine signal strength,public health reformOne-Sample Hypothesis Testing Cases ; Develop a 700- to 1,050-word statistical analysis based on the Case Study Scenarios and SpeedX Payment Times. Due Sunday 10pm Eastern

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SOAP note 1

Home>Homework Answsers>Nursing homework helpnursingAssignment3 months ago30.03.202525Report issuefiles (1)SOAPNoteTemplate.docxSOAPNoteTemplate.docxSOAP NOTE TEMPLATEReview the Rubric for more GuidanceDemographicsChief Complaint (Reason for seeking health care)History of Present Illness (HPI)AllergiesReview of Systems (ROS)General:HEENT:Neck:Lungs:CardioBreast:GI:M/F genital:GU:NeuroMusculo:Activity:Psychosocial:Derm:Nutrition:Sleep/Rest:LMP:STI Hx:Vital SignsLabsMedicationsPast Medical HistoryPast Surgical HistoryFamily HistorySocial HistoryHealth Maintenance/ ScreeningsPhysical ExaminationGeneral:HEENT:Neck:Lungs:CardioBreast:GI:M/F genital:GU:NeuroMusculo:Activity:Psychosocial:Derm:DiagnosisDifferential DiagnosisICD 10 CodingPharmacologic treatment planDiagnostic/Lab TestingEducationAnticipatory GuidanceFollow up planPrescriptionSee Below (scroll down)ReferencesGrammarEA#: 101010101 STU Clinic LIC# 10000000Tel: (000) 555-1234 FAX: (000) 555-12222Patient Name: (Initials)______________________________ Age ___________Date: _______________RX ______________________________________SIG:Dispense: ___________ Refill: _________________No SubstitutionSignature:____________________________________________________________Signature (with appropriate credentials):_____________________________________References (must use current evidence-based guidelines used to guide the care [Mandatory])SOAPNoteTemplate.docxSOAP NOTE TEMPLATEReview the Rubric for more GuidanceDemographicsChief Complaint (Reason for seeking health care)History of Present Illness (HPI)AllergiesReview of Systems (ROS)General:HEENT:Neck:Lungs:CardioBreast:GI:M/F genital:GU:NeuroMusculo:Activity:Psychosocial:Derm:Nutrition:Sleep/Rest:LMP:STI Hx:Vital SignsLabsMedicationsPast Medical HistoryPast Surgical HistoryFamily HistorySocial HistoryHealth Maintenance/ ScreeningsPhysical ExaminationGeneral:HEENT:Neck:Lungs:CardioBreast:GI:M/F genital:GU:NeuroMusculo:Activity:Psychosocial:Derm:DiagnosisDifferential DiagnosisICD 10 CodingPharmacologic treatment planDiagnostic/Lab TestingEducationAnticipatory GuidanceFollow up planPrescriptionSee Below (scroll down)ReferencesGrammarEA#: 101010101 STU Clinic LIC# 10000000Tel: (000) 555-1234 FAX: (000) 555-12222Patient Name: (Initials)______________________________ Age ___________Date: _______________RX ______________________________________SIG:Dispense: ___________ Refill: _________________No SubstitutionSignature:____________________________________________________________Signature (with appropriate credentials):_____________________________________References (must use current evidence-based guidelines used to guide the care [Mandatory])Bids(53)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingabdul_rehman_Doctor.NamiraSTELLAR GEEK A+ProWritingGuruWIZARD_KIMYoung Nyanyafirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumDr. Sophie MilesnicohwilliamIsabella HarvardMUSYOKIONES A+Show All Bidsother Questions(10)public admistrationFor ApluswriterFOR PROF MOSES ONLYIntegeration essayfor octviu payment link two discussions.math in real world tutor math onlySteveMedical TechnologyHealth paperNew Posting

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Nursing Assignment 1

Home>Homework Answsers>Nursing homework helpLeadershipmanagementAttached3 months ago30.03.202520Report issuefiles (2)DanR.EbenerAuth_2015_Cover_StrategicPlanningAnIn4.pdfScreenshot_20250329_170524_Chrome.jpgDanR.EbenerAuth_2015_Cover_StrategicPlanningAnIn4.pdf12
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Smith, Author; Strategic Planning: An Interactive Process for Leaders Account:ehost.2 EBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.3STRATEGIC
PLANNINGAn Interactive Process for LeadersDan R. Ebener
andFrederick L. SmithPAULIST PRESSNEW YORK / MAHWAH, NJEBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.Screenshot_20250329_170524_Chrome.jpgThis file is too large to display.View in new windowScreenshot_20250329_170524_Chrome.jpgThis file is too large to display.View in new windowDanR.EbenerAuth_2015_Cover_StrategicPlanningAnIn4.pdf12
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.EBSCO Publishing: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON 1155271; Dan R. Ebener, Author, Frederick L.
Smith, Author; Strategic Planning: An Interactive Process for Leaders Account:ehost.2 EBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.3STRATEGIC
PLANNINGAn Interactive Process for LeadersDan R. Ebener
andFrederick L. SmithPAULIST PRESSNEW YORK / MAHWAH, NJEBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.Screenshot_20250329_170524_Chrome.jpgThis file is too large to display.View in new windowDanR.EbenerAuth_2015_Cover_StrategicPlanningAnIn4.pdf12
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.EBSCO Publishing: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON 1155271; Dan R. Ebener, Author, Frederick L.
Smith, Author; Strategic Planning: An Interactive Process for Leaders Account:ehost.2 EBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.3STRATEGIC
PLANNINGAn Interactive Process for LeadersDan R. Ebener
andFrederick L. SmithPAULIST PRESSNEW YORK / MAHWAH, NJEBSCOhost: eBook Collection (EBSCOhost) printed on 3/29/2025 9:05:47 PM UTC via HERZING UNIVERSITY – MADISON. All use subject to https://www.ebsco.com/terms-of-use.Screenshot_20250329_170524_Chrome.jpgThis file is too large to display.View in new window12Bids(51)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingMISS HILLARY A+abdul_rehman_STELLAR GEEK A+ProWritingGuruWIZARD_KIMfirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumDr. Sophie MilesnicohwilliamIsabella HarvardMUSYOKIONES A+Dr CloverShow All Bidsother Questions(10)COM 110Ted talk review3 Page Case AnalysisExpert 4Can this be done by 12pm tomorrow?Scientific Computing 2 research paperPersonality TheoryFIN301 Module 2 CaseACC 307 AssignmentAssignment 1 – Field of Psychology

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Nursing Assignment 2

Home>Homework Answsers>Nursing homework helpLeadershipmanagementAttached3 months ago30.03.202520Report issuefiles (2)Discussion53.docxScreenshot_20250329_170448_Chrome.jpgDiscussion53.docx2Discussion 5Student’s NameInstitutional AffiliationProfessor’s NameCourse NameDue DateThe Follow-Up After Hospitalization for Mental Illness (FUH) measure, which guarantees that people hospitalized for mental illnesses get prompt follow-up treatment, is one core measure that significantly influences patient outcomes (Hugunin et al., 2023). This measure encompasses the inpatient psychiatric team, case managers, outpatient providers, and community mental health clinic patients. Patient stabilization and discharge planning are the responsibility of the inpatient team of psychiatrists, nurses, and social workers. Case managers schedule appointments, communicate with outpatient physicians, and resolve transportation and insurance difficulties. Outpatient professionals such as psychiatric nurse practitioners, therapists, and primary care doctors can preserve continuity, adapt therapy, and minimize readmission (Smith et al., 2021). Due to stigma, cognitive impairment, or social determinants of health, patients with severe depression, schizophrenia, or bipolar illness may struggle to adhere. This strategy aims to prevent rehospitalizations, increase medication adherence, and enhance long-term healing.Connectedness among stakeholders is key to effective inpatient-to-outpatient transitions. The inpatient team may miss follow-up visits if they neglect to communicate discharge plans to outpatient doctors. Case managers can promptly remove impediments, and outpatient physicians may adjust therapy based on updated patient evaluations due to strong care team interdependence. Care coordination must adapt to unexpected situations, like a patient skipping an appointment owing to transportation issues. A well-connected system prevents follow-up errors from causing decompensation and readmission (Marshall et al., 2024). A psychiatric nurse practitioner may proactively reschedule and provide telemedicine if they know about a missed appointment. When patients do not attend outpatient treatment, proactive community outreach tactics like home visits or peer support may help.In the healthcare system, interdependence implies that one component depends on others. No provider can maintain continuity of care; hence, the FUH measure emphasizes teamwork. A case manager who quickly arranges appointments but lacks drug management knowledge may not meet a patient’s requirements (Ojo et al., 2024). A psychiatric professional who makes proper medication changes but does not know about a patient’s financial troubles may also cause nonadherence. In an integrated system, each position complements the others to assist the patient holistically. This is especially true in unexpected situations. If an outpatient psychiatrist finds pharmaceutical side effects worsening a newly released patient’s symptoms, a pharmacist and the inpatient team may create an alternate treatment plan to avoid a crisis (Ojo et al., 2024). This dynamic, responsive approach builds provider and patient resilience, emphasizing mental healthcare interdependence.Emergence affects Follow-Up After Hospitalization results because patient demands and systemic obstacles change. The discharge plan may appear OK, but home instability or job loss might cause problems. A one-size-fits-all follow-up care strategy would not address these rising challenges. Healthcare teams must be nimble and adapt to new knowledge. Outreach must go beyond phone reminders to include crisis intervention if a patient withdraws due to growing depression. Healthcare practitioners’ flexibility to new difficulties affects patient outcomes. A good FUH program supports, engages, and empowers patients in their rehabilitation and not only meets medical criteria (Åhlin et al., 2021). The FUH measure helps improve mental health continuity of treatment by identifying healthcare teams’ interconnectedness and patients’ changing difficulties.ReferencesÅhlin, P., Almström, P., & Wänström, C. (2021). When Patients Get stuck: a Systematic Literature Review on Throughput Barriers in hospital-wide Patient Processes.Health Policy,126(2). https://doi.org/10.1016/j.healthpol.2021.12.002Hugunin, J., Davis, M., Larkin, C., Baek, J., Skehan, B., & Lapane, K. L. (2023). Established outpatient care and follow-up after acute psychiatric service use among youths and young adults.Psychiatric Services,74(1), 2–9. https://doi.org/10.1176/appi.ps.202200047Marsall, M., Hornung, T., Bäuerle, A., & Weigl, M. (2024). Quality of care transition, patient safety incidents, and patients’ health status: a structural equation model on the complexity of the discharge process.BMC Health Services Research,24(1). https://doi.org/10.1186/s12913-024-11047-3Ojo, S., Okoye, T. O., Olaniyi, S. A., Ofochukwu, V. C., Obi, M. O., Nwokolo, A. S., Okeke-Moffatt, C., Iyun, O. B., Idemudia, E. A., Obodo, O. R., Mokwenye, V. C., & Okobi, O. E. (2024). Ensuring Continuity of Care: Effective Strategies for the Post-hospitalization Transition of Psychiatric Patients in a Family Medicine Outpatient Clinic.Cureus,16(1). https://doi.org/10.7759/cureus.52263Smith, T. E., Haselden, M., Corbeil, T., Wall, M. M., Tang, F., Essock, S. M., Frimpong, E., Goldman, M. L., Mascayano, F., Radigan, M., Schneider, M., Wang, R., Dixon, L. B., & Olfson, M. (2021). Factors Associated With Discharge Planning Practices for Patients Receiving Inpatient Psychiatric Care.Psychiatric Services,72(5), 498–506. https://doi.org/10.1176/appi.ps.202000021Screenshot_20250329_170448_Chrome.jpgThis file is too large to display.View in new windowScreenshot_20250329_170448_Chrome.jpgThis file is too large to display.View in new windowDiscussion53.docx2Discussion 5Student’s NameInstitutional AffiliationProfessor’s NameCourse NameDue DateThe Follow-Up After Hospitalization for Mental Illness (FUH) measure, which guarantees that people hospitalized for mental illnesses get prompt follow-up treatment, is one core measure that significantly influences patient outcomes (Hugunin et al., 2023). This measure encompasses the inpatient psychiatric team, case managers, outpatient providers, and community mental health clinic patients. Patient stabilization and discharge planning are the responsibility of the inpatient team of psychiatrists, nurses, and social workers. Case managers schedule appointments, communicate with outpatient physicians, and resolve transportation and insurance difficulties. Outpatient professionals such as psychiatric nurse practitioners, therapists, and primary care doctors can preserve continuity, adapt therapy, and minimize readmission (Smith et al., 2021). Due to stigma, cognitive impairment, or social determinants of health, patients with severe depression, schizophrenia, or bipolar illness may struggle to adhere. This strategy aims to prevent rehospitalizations, increase medication adherence, and enhance long-term healing.Connectedness among stakeholders is key to effective inpatient-to-outpatient transitions. The inpatient team may miss follow-up visits if they neglect to communicate discharge plans to outpatient doctors. Case managers can promptly remove impediments, and outpatient physicians may adjust therapy based on updated patient evaluations due to strong care team interdependence. Care coordination must adapt to unexpected situations, like a patient skipping an appointment owing to transportation issues. A well-connected system prevents follow-up errors from causing decompensation and readmission (Marshall et al., 2024). A psychiatric nurse practitioner may proactively reschedule and provide telemedicine if they know about a missed appointment. When patients do not attend outpatient treatment, proactive community outreach tactics like home visits or peer support may help.In the healthcare system, interdependence implies that one component depends on others. No provider can maintain continuity of care; hence, the FUH measure emphasizes teamwork. A case manager who quickly arranges appointments but lacks drug management knowledge may not meet a patient’s requirements (Ojo et al., 2024). A psychiatric professional who makes proper medication changes but does not know about a patient’s financial troubles may also cause nonadherence. In an integrated system, each position complements the others to assist the patient holistically. This is especially true in unexpected situations. If an outpatient psychiatrist finds pharmaceutical side effects worsening a newly released patient’s symptoms, a pharmacist and the inpatient team may create an alternate treatment plan to avoid a crisis (Ojo et al., 2024). This dynamic, responsive approach builds provider and patient resilience, emphasizing mental healthcare interdependence.Emergence affects Follow-Up After Hospitalization results because patient demands and systemic obstacles change. The discharge plan may appear OK, but home instability or job loss might cause problems. A one-size-fits-all follow-up care strategy would not address these rising challenges. Healthcare teams must be nimble and adapt to new knowledge. Outreach must go beyond phone reminders to include crisis intervention if a patient withdraws due to growing depression. Healthcare practitioners’ flexibility to new difficulties affects patient outcomes. A good FUH program supports, engages, and empowers patients in their rehabilitation and not only meets medical criteria (Åhlin et al., 2021). The FUH measure helps improve mental health continuity of treatment by identifying healthcare teams’ interconnectedness and patients’ changing difficulties.ReferencesÅhlin, P., Almström, P., & Wänström, C. (2021). When Patients Get stuck: a Systematic Literature Review on Throughput Barriers in hospital-wide Patient Processes.Health Policy,126(2). https://doi.org/10.1016/j.healthpol.2021.12.002Hugunin, J., Davis, M., Larkin, C., Baek, J., Skehan, B., & Lapane, K. L. (2023). Established outpatient care and follow-up after acute psychiatric service use among youths and young adults.Psychiatric Services,74(1), 2–9. https://doi.org/10.1176/appi.ps.202200047Marsall, M., Hornung, T., Bäuerle, A., & Weigl, M. (2024). Quality of care transition, patient safety incidents, and patients’ health status: a structural equation model on the complexity of the discharge process.BMC Health Services Research,24(1). https://doi.org/10.1186/s12913-024-11047-3Ojo, S., Okoye, T. O., Olaniyi, S. A., Ofochukwu, V. C., Obi, M. O., Nwokolo, A. S., Okeke-Moffatt, C., Iyun, O. B., Idemudia, E. A., Obodo, O. R., Mokwenye, V. C., & Okobi, O. E. (2024). Ensuring Continuity of Care: Effective Strategies for the Post-hospitalization Transition of Psychiatric Patients in a Family Medicine Outpatient Clinic.Cureus,16(1). https://doi.org/10.7759/cureus.52263Smith, T. E., Haselden, M., Corbeil, T., Wall, M. M., Tang, F., Essock, S. M., Frimpong, E., Goldman, M. L., Mascayano, F., Radigan, M., Schneider, M., Wang, R., Dixon, L. B., & Olfson, M. (2021). Factors Associated With Discharge Planning Practices for Patients Receiving Inpatient Psychiatric Care.Psychiatric Services,72(5), 498–506. https://doi.org/10.1176/appi.ps.202000021Screenshot_20250329_170448_Chrome.jpgThis file is too large to display.View in new windowDiscussion53.docx2Discussion 5Student’s NameInstitutional AffiliationProfessor’s NameCourse NameDue DateThe Follow-Up After Hospitalization for Mental Illness (FUH) measure, which guarantees that people hospitalized for mental illnesses get prompt follow-up treatment, is one core measure that significantly influences patient outcomes (Hugunin et al., 2023). This measure encompasses the inpatient psychiatric team, case managers, outpatient providers, and community mental health clinic patients. Patient stabilization and discharge planning are the responsibility of the inpatient team of psychiatrists, nurses, and social workers. Case managers schedule appointments, communicate with outpatient physicians, and resolve transportation and insurance difficulties. Outpatient professionals such as psychiatric nurse practitioners, therapists, and primary care doctors can preserve continuity, adapt therapy, and minimize readmission (Smith et al., 2021). Due to stigma, cognitive impairment, or social determinants of health, patients with severe depression, schizophrenia, or bipolar illness may struggle to adhere. This strategy aims to prevent rehospitalizations, increase medication adherence, and enhance long-term healing.Connectedness among stakeholders is key to effective inpatient-to-outpatient transitions. The inpatient team may miss follow-up visits if they neglect to communicate discharge plans to outpatient doctors. Case managers can promptly remove impediments, and outpatient physicians may adjust therapy based on updated patient evaluations due to strong care team interdependence. Care coordination must adapt to unexpected situations, like a patient skipping an appointment owing to transportation issues. A well-connected system prevents follow-up errors from causing decompensation and readmission (Marshall et al., 2024). A psychiatric nurse practitioner may proactively reschedule and provide telemedicine if they know about a missed appointment. When patients do not attend outpatient treatment, proactive community outreach tactics like home visits or peer support may help.In the healthcare system, interdependence implies that one component depends on others. No provider can maintain continuity of care; hence, the FUH measure emphasizes teamwork. A case manager who quickly arranges appointments but lacks drug management knowledge may not meet a patient’s requirements (Ojo et al., 2024). A psychiatric professional who makes proper medication changes but does not know about a patient’s financial troubles may also cause nonadherence. In an integrated system, each position complements the others to assist the patient holistically. This is especially true in unexpected situations. If an outpatient psychiatrist finds pharmaceutical side effects worsening a newly released patient’s symptoms, a pharmacist and the inpatient team may create an alternate treatment plan to avoid a crisis (Ojo et al., 2024). This dynamic, responsive approach builds provider and patient resilience, emphasizing mental healthcare interdependence.Emergence affects Follow-Up After Hospitalization results because patient demands and systemic obstacles change. The discharge plan may appear OK, but home instability or job loss might cause problems. A one-size-fits-all follow-up care strategy would not address these rising challenges. Healthcare teams must be nimble and adapt to new knowledge. Outreach must go beyond phone reminders to include crisis intervention if a patient withdraws due to growing depression. Healthcare practitioners’ flexibility to new difficulties affects patient outcomes. A good FUH program supports, engages, and empowers patients in their rehabilitation and not only meets medical criteria (Åhlin et al., 2021). The FUH measure helps improve mental health continuity of treatment by identifying healthcare teams’ interconnectedness and patients’ changing difficulties.ReferencesÅhlin, P., Almström, P., & Wänström, C. (2021). When Patients Get stuck: a Systematic Literature Review on Throughput Barriers in hospital-wide Patient Processes.Health Policy,126(2). https://doi.org/10.1016/j.healthpol.2021.12.002Hugunin, J., Davis, M., Larkin, C., Baek, J., Skehan, B., & Lapane, K. L. (2023). Established outpatient care and follow-up after acute psychiatric service use among youths and young adults.Psychiatric Services,74(1), 2–9. https://doi.org/10.1176/appi.ps.202200047Marsall, M., Hornung, T., Bäuerle, A., & Weigl, M. (2024). Quality of care transition, patient safety incidents, and patients’ health status: a structural equation model on the complexity of the discharge process.BMC Health Services Research,24(1). https://doi.org/10.1186/s12913-024-11047-3Ojo, S., Okoye, T. O., Olaniyi, S. A., Ofochukwu, V. C., Obi, M. O., Nwokolo, A. S., Okeke-Moffatt, C., Iyun, O. B., Idemudia, E. A., Obodo, O. R., Mokwenye, V. C., & Okobi, O. E. (2024). Ensuring Continuity of Care: Effective Strategies for the Post-hospitalization Transition of Psychiatric Patients in a Family Medicine Outpatient Clinic.Cureus,16(1). https://doi.org/10.7759/cureus.52263Smith, T. E., Haselden, M., Corbeil, T., Wall, M. M., Tang, F., Essock, S. M., Frimpong, E., Goldman, M. L., Mascayano, F., Radigan, M., Schneider, M., Wang, R., Dixon, L. B., & Olfson, M. (2021). Factors Associated With Discharge Planning Practices for Patients Receiving Inpatient Psychiatric Care.Psychiatric Services,72(5), 498–506. https://doi.org/10.1176/appi.ps.202000021Screenshot_20250329_170448_Chrome.jpgThis file is too large to display.View in new window12Bids(51)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingMISS HILLARY A+abdul_rehman_STELLAR GEEK A+ProWritingGuruWIZARD_KIMfirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumDr. Sophie MilesnicohwilliamIsabella HarvardMUSYOKIONES A+Dr CloverShow All Bidsother Questions(10)rewrite the answerseconomics needed today, as soon as possible,Criminal Investigation week 6For the City Center Hospital case, you are to test if the new system is effective or not based on…Discussion questionOperation ManagementI need an essay with APA format, minimum 3 sources , 650 words. Topic: An overview of direct marketing strategiesdq1wk2NURS 5052/NURS 6052: ESSENTIALS OF EVIDENCE-BASED PRACTICE – Discussion 10 (Grading Rubic and Media Attached)Developing a Strategy to Build a New Mobile Ordering System

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Nursing Homework question 330

Home>Homework Answsers>Nursing homework helpurgentfast3 months ago30.03.202525Report issuefiles (1)AnticipatoryGuidanceInstructionsandgradingrubric.docxAnticipatoryGuidanceInstructionsandgradingrubric.docxAnticipatory GuidanceAnticipatory guidance is given by the health care provider to assist individuals and families in the understanding of the expected growth and development of their children. Additionally, anticipatory guidance addresses potential health concerns and risk factors that individuals or families may encounter in the future.For example, in pediatric care, anticipatory guidance may include discussions about childhood vaccinations, common illnesses, injury prevention, and early signs of developmental delays or health problems. Similarly, in adult healthcare, anticipatory guidance might involve discussions about lifestyle factors that can affect health outcomes, such as diet, exercise, stress management, and screening for chronic conditions like diabetes or hypertension.By providing information and guidance on potential health problems before they arise, healthcare providers aim to empower individuals to take preventive measures, seek appropriate care when needed, and maintain overall well-being.For this assignment, you will select an illness or health topic and address the following:1. Provide a description and the management of the illness or disease state.2. Address the financial/legal/ethical aspects of the illness or disease state. Provide risk reduction strategies.3. Comprehensively discuss a supporting evidence-based guideline. Include the screening recommendations if applicable.4. Summarize the specific individual or family education to address the illness or disease state. The summary should be written as if you are actually providing the education to the individual or family.5. The paper must be written in APA style. Remember APA is a style of writing. Your paper should include a cover page, level headings, citations, and a reference page. You do not need to include an abstract.You may select one of the topics below or suggest a topic. If you decide to select a different topic, please use Canvas email to ask for approval before you begin the assignment.Topics:Prevention of Obesity*** (Chosen Topic)Coronary Artery DiseaseHeart FailureDementiaCerebral PalsySickel Cell DiseaseType 2 DiabetesInjury PreventionADHDSubstance AbusePaper Assignment Rubric [NURS]CriteriaPointsIntegration of KnowledgeProficientThe paper demonstrates that the writer fully understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas.20 ptsCompetentThe paper demonstrates that the writer, for the most part, understands and has applied concepts learned in the course. Some of the conclusions, however, are not supported in the body of the paper.14 ptsNoviceThe paper does not demonstrate that the writer has fully understood and applied concepts learned in the course.7 pts/20 ptsContent Clarity/FocusProficientThe content is focused and specific to the concepts and objectives for this assignment.20 ptsCompetentThe content is focused but lacks direction. Writer somewhat meets the concepts and objectives for this assignment.14 ptsNoviceThe content is not clearly defined, vague, or generic.7 pts/20 ptsOrganization of PaperProficientConcise and well-organized writing. The author demonstrates an understanding of the relationship among material obtained from all sources.20 ptsCompetentWriting is somewhat organized and concise. Paper flows with some disconnection. The author demonstrates an understanding of the relationship among material obtained from all sources.14 ptsNoviceThe writing style is disorganized, the paper does not flow. The author does not demonstrate an understanding of the material from all sources.7 pts/20 ptsWriting MechanicsProficientWriting represents solid command of grammar, and spelling, and as logical progression and fluency. Evidence of proofreading20 ptsCompetentMinor grammatical errors that do not distract from the overall fluency of the paper. Evidence of some proofreading.14 ptsNoviceExcessive grammatical and spelling errors. Overall poor use of writing mechanics.7 pts/20 ptsAPA StyleProficientFollows APA guidelines. All parenthetical documentation is APA correct. The Reference page uses the correct APA format. Uses the required number of scholarly sources.20 ptsCompetentFollows APA Guidelines with few exceptions. A few errors were noted in parenthetical documentation. The Reference page is somewhat clear and uses APA format. Uses the required number of scholarly resources.14 ptsNoviceFails to follow APA style guidelines. Uses little or no parenthetical documentation. The reference page is not clear. Does not use the required number of scholarly sources.7 pts/20 ptsAnticipatoryGuidanceInstructionsandgradingrubric.docxAnticipatory GuidanceAnticipatory guidance is given by the health care provider to assist individuals and families in the understanding of the expected growth and development of their children. Additionally, anticipatory guidance addresses potential health concerns and risk factors that individuals or families may encounter in the future.For example, in pediatric care, anticipatory guidance may include discussions about childhood vaccinations, common illnesses, injury prevention, and early signs of developmental delays or health problems. Similarly, in adult healthcare, anticipatory guidance might involve discussions about lifestyle factors that can affect health outcomes, such as diet, exercise, stress management, and screening for chronic conditions like diabetes or hypertension.By providing information and guidance on potential health problems before they arise, healthcare providers aim to empower individuals to take preventive measures, seek appropriate care when needed, and maintain overall well-being.For this assignment, you will select an illness or health topic and address the following:1. Provide a description and the management of the illness or disease state.2. Address the financial/legal/ethical aspects of the illness or disease state. Provide risk reduction strategies.3. Comprehensively discuss a supporting evidence-based guideline. Include the screening recommendations if applicable.4. Summarize the specific individual or family education to address the illness or disease state. The summary should be written as if you are actually providing the education to the individual or family.5. The paper must be written in APA style. Remember APA is a style of writing. Your paper should include a cover page, level headings, citations, and a reference page. You do not need to include an abstract.You may select one of the topics below or suggest a topic. If you decide to select a different topic, please use Canvas email to ask for approval before you begin the assignment.Topics:Prevention of Obesity*** (Chosen Topic)Coronary Artery DiseaseHeart FailureDementiaCerebral PalsySickel Cell DiseaseType 2 DiabetesInjury PreventionADHDSubstance AbusePaper Assignment Rubric [NURS]CriteriaPointsIntegration of KnowledgeProficientThe paper demonstrates that the writer fully understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas.20 ptsCompetentThe paper demonstrates that the writer, for the most part, understands and has applied concepts learned in the course. Some of the conclusions, however, are not supported in the body of the paper.14 ptsNoviceThe paper does not demonstrate that the writer has fully understood and applied concepts learned in the course.7 pts/20 ptsContent Clarity/FocusProficientThe content is focused and specific to the concepts and objectives for this assignment.20 ptsCompetentThe content is focused but lacks direction. Writer somewhat meets the concepts and objectives for this assignment.14 ptsNoviceThe content is not clearly defined, vague, or generic.7 pts/20 ptsOrganization of PaperProficientConcise and well-organized writing. The author demonstrates an understanding of the relationship among material obtained from all sources.20 ptsCompetentWriting is somewhat organized and concise. Paper flows with some disconnection. The author demonstrates an understanding of the relationship among material obtained from all sources.14 ptsNoviceThe writing style is disorganized, the paper does not flow. The author does not demonstrate an understanding of the material from all sources.7 pts/20 ptsWriting MechanicsProficientWriting represents solid command of grammar, and spelling, and as logical progression and fluency. Evidence of proofreading20 ptsCompetentMinor grammatical errors that do not distract from the overall fluency of the paper. Evidence of some proofreading.14 ptsNoviceExcessive grammatical and spelling errors. Overall poor use of writing mechanics.7 pts/20 ptsAPA StyleProficientFollows APA guidelines. All parenthetical documentation is APA correct. The Reference page uses the correct APA format. Uses the required number of scholarly sources.20 ptsCompetentFollows APA Guidelines with few exceptions. A few errors were noted in parenthetical documentation. The Reference page is somewhat clear and uses APA format. Uses the required number of scholarly resources.14 ptsNoviceFails to follow APA style guidelines. Uses little or no parenthetical documentation. The reference page is not clear. Does not use the required number of scholarly sources.7 pts/20 ptsBids(51)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingMISS HILLARY A+abdul_rehman_STELLAR GEEK A+ProWritingGuruWIZARD_KIMYoung Nyanyafirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumDr. Sophie MilesnicohwilliamIsabella HarvardMUSYOKIONES A+Show All Bidsother Questions(10)Economics QuestionBagels by the Bay are a new eating establishment located in Three Harbors, Michigan.phyllisyoungCase Analysisfor homework proIn the Wall Bricks, Inc.’sDescribe the types of epithelial and connective tissues found in the epidermis and dermis of the skin.Accounting homework helpsummary for each citationenglish essay

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SOAP NOTE

Home>Homework Answsers>Nursing homework helpnursingReview the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.Review the video,Case Study: Sherman Tremaine. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.Consider what history would be necessary to collect from this patient.Consider what interview questions you would need to ask this patient.The AssignmentDevelop a focused SOAP note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:Subjective:What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?Objective:What observations did you make during the psychiatric assessment?Assessment:Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, and list them in order from highest priority to lowest priority. Compare theDSM-5-TRdiagnostic criteria for each differential diagnosis and explain whatDSM-5-TRcriteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.Plan:What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.Reflection notes:What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention, taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).By Day 7 of Week 5Submityour Focused SOAP Note.en-CaseStudy_ShermanTremaine.txtNRNP_PRAC_6665_6675_FocusedSOAP_Note_Exemplar_rev.4.20223.docxNRNP6675FocusedSOAPNoteTemplate.doc3 months ago30.03.202525Report issueBids(55)PROVEN STERLINGMiss DeannaEmily ClareMathProgrammingMISS HILLARY A+abdul_rehman_STELLAR GEEK A+ProWritingGuruWIZARD_KIMYoung Nyanyafirstclass tutorProf Double RDr. Adeline Zoesherry proffPremiumDr. Sophie MilesnicohwilliamIsabella HarvardMUSYOKIONES A+Dr CloverShow All Bidsother Questions(10)Economics For Global Decision Managementinformaticsdiscussion 2.13515ANIMAL RIGHTSCP6Unit 5-Journal Reflection. 800w. 4 references. Due 6-7-24.Q1# “Discussion 3: diffusion
Q2# Test 1: ChatGPT TrainingPSY 3344 week 5 assignweek 5

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WK 6 DIS. DATA

Home>Homework Answsers>Nursing homework help3 months ago30.03.202512Report issuefiles (5)WK6DIS.DATA.docxNURS_8211_WK6_ColumnChartsHowTo1.xlsxNURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docxNURS_8211_WK6ComparisonofCountsChi.pptxNURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docxWK6DIS.DATA.docxSelf-Study: Comparing Counts (Chi Square)Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.  
 
You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.ResourcesBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESRequired Resources· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines (4th ed.). Sigma Theta Tau International Honor Society of Nursing.· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–267)· Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.· Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)· Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)·Document:Creating Charts in Excel (Excel)Download Creating Charts in Excel (Excel)·Document:Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)·Document:Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)Required Media· Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.comOptional Resources· Conner, C. (2018).Evaluating the impact of an early warning scoring system in a community hospital settingLinks to an external site.(Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site..Journal of Pharmaceutical Health Care and Sciences, 7(1). https://doi.org/10.1186/s40780-021-00222-x· Owusu, M. (2023).Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site.(Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/To prepare:· Read and view the Learning Resources.Usethis Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.Postanswers to the following:· Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.NURS_8211_WK6_ColumnChartsHowTo1.xlsxHow to make a column chartHow to Make Charts and Graphs in ExcelExample: Make a 2D column chart with a small sample of RRT data (25 entries)1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file)2. In the summary tab, highlight the two columns that you want to appear on the chart.3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears.4. Double click on the chart and find the icon that says “chart options”. From the pull down menu, click on data labels to add.5. Double click on the word chart and customize a title.Sample charts are provided for your information.Practice by replicating.RRTSurveyParticipantShift 1=7am-7pm 2=7pm -7amDescription of the call 1= cardiac 2= respiratory 3= neurology 4= other1112213114115116137228239211021112312111313141415211622172218211921202321212223232324212511Reason for RRT ChartReason for callingCardiac14Respiratory3Neurology7Other1Reasons for RRTCardiac Respiratory Neurology Other 14 3 7 1Shift ChartShiftdays8nights16NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docxJohns Hopkins Evidence-Based Practice Model for Nursing and Healthcare ProfessionalsIndividual Evidence Summary ToolAppendix GJohns Hopkins Nursing Evidence-Based PracticeIndividual Evidence Summary Tool (Appendix G)EBP Question:Reviewer Name(s)Article NumberAuthor, Date, and TitleType of EvidencePopulation, Size, and SettingInterventionFindings That Help Answer the EBP QuestionMeasures UsedLimitationsEvidence Level and QualityNotes to TeamDirections for Use of the Individual Evidence Summary ToolPurpose:Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.See Chapter 11, “Lessons from Practice,” for examples of completed tools.Reviewer Name(s):Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.Article Number:Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.Author, Date, and Title:Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.Type of Evidence:Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.Population, Size, and Setting:For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.Intervention:Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.Findings That Help Answer the EBP Question:List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.Measures Used:These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.Limitations:Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.Evidence Level and Quality:Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.Notes to Team:The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |1© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |3image1.jpegNURS_8211_WK6ComparisonofCountsChi.pptxThis file is too large to display.View in new windowNURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docxThis file is too large to display.View in new windowNURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docxThis file is too large to display.View in new windowWK6DIS.DATA.docxSelf-Study: Comparing Counts (Chi Square)Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.  
 
You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.ResourcesBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESRequired Resources· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines (4th ed.). Sigma Theta Tau International Honor Society of Nursing.· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–267)· Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.· Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)· Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)·Document:Creating Charts in Excel (Excel)Download Creating Charts in Excel (Excel)·Document:Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)·Document:Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)Required Media· Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.comOptional Resources· Conner, C. (2018).Evaluating the impact of an early warning scoring system in a community hospital settingLinks to an external site.(Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site..Journal of Pharmaceutical Health Care and Sciences, 7(1). https://doi.org/10.1186/s40780-021-00222-x· Owusu, M. (2023).Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site.(Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/To prepare:· Read and view the Learning Resources.Usethis Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.Postanswers to the following:· Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.NURS_8211_WK6_ColumnChartsHowTo1.xlsxHow to make a column chartHow to Make Charts and Graphs in ExcelExample: Make a 2D column chart with a small sample of RRT data (25 entries)1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file)2. In the summary tab, highlight the two columns that you want to appear on the chart.3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears.4. Double click on the chart and find the icon that says “chart options”. From the pull down menu, click on data labels to add.5. Double click on the word chart and customize a title.Sample charts are provided for your information.Practice by replicating.RRTSurveyParticipantShift 1=7am-7pm 2=7pm -7amDescription of the call 1= cardiac 2= respiratory 3= neurology 4= other1112213114115116137228239211021112312111313141415211622172218211921202321212223232324212511Reason for RRT ChartReason for callingCardiac14Respiratory3Neurology7Other1Reasons for RRTCardiac Respiratory Neurology Other 14 3 7 1Shift ChartShiftdays8nights16NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docxJohns Hopkins Evidence-Based Practice Model for Nursing and Healthcare ProfessionalsIndividual Evidence Summary ToolAppendix GJohns Hopkins Nursing Evidence-Based PracticeIndividual Evidence Summary Tool (Appendix G)EBP Question:Reviewer Name(s)Article NumberAuthor, Date, and TitleType of EvidencePopulation, Size, and SettingInterventionFindings That Help Answer the EBP QuestionMeasures UsedLimitationsEvidence Level and QualityNotes to TeamDirections for Use of the Individual Evidence Summary ToolPurpose:Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.See Chapter 11, “Lessons from Practice,” for examples of completed tools.Reviewer Name(s):Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.Article Number:Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.Author, Date, and Title:Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.Type of Evidence:Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.Population, Size, and Setting:For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.Intervention:Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.Findings That Help Answer the EBP Question:List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.Measures Used:These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.Limitations:Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.Evidence Level and Quality:Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.Notes to Team:The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |1© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |3image1.jpegNURS_8211_WK6ComparisonofCountsChi.pptxThis file is too large to display.View in new windowNURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docxThis file is too large to display.View in new windowWK6DIS.DATA.docxSelf-Study: Comparing Counts (Chi Square)Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.  
 
You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.ResourcesBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESRequired Resources· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model & guidelines (4th ed.). Sigma Theta Tau International Honor Society of Nursing.· Chapter 6, “Evidence of Appraisal: Research” (pp. 254–267)· Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.· Chapter 5, “Creating Graphs: A Picture Really Is Worth a Thousand Words” (pp. 110–115)· Chapter 18, “Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal” (pp. 337–342, 345–346)·Document:Creating Charts in Excel (Excel)Download Creating Charts in Excel (Excel)·Document:Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)·Document:Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)Required Media· Niedz, B. (2024). Inferential comparison of counts (chi square) [Video]. Walden University Canvas. https://waldenu.instructure.comOptional Resources· Conner, C. (2018).Evaluating the impact of an early warning scoring system in a community hospital settingLinks to an external site.(Publication No. 10747387) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/4846/· Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site..Journal of Pharmaceutical Health Care and Sciences, 7(1). https://doi.org/10.1186/s40780-021-00222-x· Owusu, M. (2023).Language barrier: An unmet challenge for low screening of colorectal cancer among Hispanic Americans in TexasLinks to an external site.(Publication No. 30567908) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/14412/To prepare:· Read and view the Learning Resources.Usethis Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.Postanswers to the following:· Find the Chi Sq in Moradkhani et al. (2021), Conner (2018), or Owusu (2023) from the Optional Resources, and critique its use in the study.NURS_8211_WK6_ColumnChartsHowTo1.xlsxHow to make a column chartHow to Make Charts and Graphs in ExcelExample: Make a 2D column chart with a small sample of RRT data (25 entries)1. Summarize summed data for each variable that you want to showcase in a chart. (see Reason for RRT chart, and Shift chart tabs in the excel file)2. In the summary tab, highlight the two columns that you want to appear on the chart.3. Click on the insert tab, and look for the column chart icon. Click on it and the chart appears.4. Double click on the chart and find the icon that says “chart options”. From the pull down menu, click on data labels to add.5. Double click on the word chart and customize a title.Sample charts are provided for your information.Practice by replicating.RRTSurveyParticipantShift 1=7am-7pm 2=7pm -7amDescription of the call 1= cardiac 2= respiratory 3= neurology 4= other1112213114115116137228239211021112312111313141415211622172218211921202321212223232324212511Reason for RRT ChartReason for callingCardiac14Respiratory3Neurology7Other1Reasons for RRTCardiac Respiratory Neurology Other 14 3 7 1Shift ChartShiftdays8nights16NURS_8211_WK6_AppendixG_IndividualEvidenceSummary.docxJohns Hopkins Evidence-Based Practice Model for Nursing and Healthcare ProfessionalsIndividual Evidence Summary ToolAppendix GJohns Hopkins Nursing Evidence-Based PracticeIndividual Evidence Summary Tool (Appendix G)EBP Question:Reviewer Name(s)Article NumberAuthor, Date, and TitleType of EvidencePopulation, Size, and SettingInterventionFindings That Help Answer the EBP QuestionMeasures UsedLimitationsEvidence Level and QualityNotes to TeamDirections for Use of the Individual Evidence Summary ToolPurpose:Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.See Chapter 11, “Lessons from Practice,” for examples of completed tools.Reviewer Name(s):Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.Article Number:Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.Author, Date, and Title:Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.Type of Evidence:Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.Population, Size, and Setting:For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.Intervention:Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.Findings That Help Answer the EBP Question:List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.Measures Used:These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.Limitations:Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.Evidence Level and Quality:Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.Notes to Team:The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.© 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |1© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |3image1.jpegNURS_8211_WK6ComparisonofCountsChi.pptxThis file is too large to display.View in new windowNURS_8211_WK6_AppendixE_ResearchEvidenceAppraisal.docxThis file is too large to display.View in new window12345Bids(43)Dr. Ellen RMProf Double REmily Clarefirstclass tutorDemi_RoseMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusSheryl Hoganpacesetters2121ProWritingGuruColeen AndersonIsabella HarvardBrilliant GeekWIZARD_KIMAleena SheikhPROF_ALISTERAshley ElliePremiumShow All Bidsother Questions(10)I need help with supplier?DeVry Chicago ECON 312 Midterm Exam Test BankLots of us want to carry out ho improventsNCU HRM5000-8 Activity 8 AssignmentMAT/222 MAT 222 MAT222 Week 4 – Discussion Board + Individual Project – A+ Guaranteed!hi best friendBUS 475 Final Exam # 100 Questions with ANSWERS ! # 4th SetOPS/571 Week 2 Individual Assignment – Apply the Learning Curve Theory – A+ & Original from an A+ rated tutor!ACC 557 Week 9 Chapter 13 (E13-3,E13-4,E13-6,P13-3A)The US social class system is typically described

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the Belmont Report

Home>Homework Answsers>Nursing homework helpgcuBSNThe focus of this assignment is to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project.Utilize the “Ethical Conduct of Scholarly Activities” document to complete this assignment.While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.Benchmark InformationThis benchmark assignment assesses the following programmatic competencies and professional standards:RN-BSN4.3: Promote the ethical conduct of scholarly activities [AACN ]American Association of Colleges of Nursing Core Competencies for Professional Nursing EducationThis assignment aligns to AACN Core Competency 1.2, 4.3, 9.1, 10.2Attachments2 years ago08.12.202320Report issueBids(65)Dr. Ellen RMMathProgrammingabdul_rehman_Emily ClareSTELLAR GEEK A+Prof Double RDoctor.NamiraYoung NyanyaJahky BProWritingGuruSheryl HoganDr. Adeline ZoeDr M. MichelleAshley EllieTutor Cyrus KenIsabella HarvardWIZARD_KIMnicohwilliamColeen AndersonPremiumShow All Bidsother Questions(10)Evaluate Project ManagementProject Management Help (Chart is in attachment)w7 Business homework discussion not a essayACC305 Wk 3 P7-10 (Page 388) and P7-14 (Page 389)for prof washingtonA building is expected to require $1,000,000 in capital improvement expenditures in five years (60 months). The building’s net operating…Book Review of What color is your parachute? 2015: A practical manual for job-hunters & career changers.Discussion Post. Plagarism checker will be used. Easy post.Finances-2ESSAY

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