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Disaster Management

July 2, 2025/in Nursing Questions /by Besttutor

Purpose:

Disasters are catastrophic events that often result in extensive property damage and loss of life. Extreme devastation can occur from both man-made and natural disasters. Nurses play a major role in responding to disasters to help ensure the best possible outcomes.

Learning Objectives:

Upon completion of this activity, the learner will:

1. Understand the role of the Community Health nurse in disaster management.

2. Understand the principles of disaster management, including working within incident command structures.

3. Differentiate between the adult and pediatric triage algorithms (START and JumpSTART).

4. Apply triage algorithms to appropriately prioritize and treat victims.

5. Utilize principles of professional collaboration to assure for efficient and effective care of victims.

6. Utilize principles of professional collaboration to assure for efficient and effective care of victims.

Instructions:

Please complete all of the following assigned readings and viewings, answer the questions below.

 

Read: Association of Public Health Nurses “The Role of the Public Health Nurse in Disaster Preparedness and Response http://nacchopreparedness.org/wp-content/uploads/2014/01/APHN_Role-of-PHN-in-Disaster-PRR_FINALJan14.pdf

Read: Demarco & Healey-Walsh: Chapter 20 pages 405-414 (Stop at Bioterrorism)

Read: ATI:  Chapters 2 & 6

Review: Class Powerpoint Presentation on Disasters

Review: https://www.aap.org/en-us/Documents/disasters_dpac_PEDsModule3.pdf

View: https://www.youtube.com/watch?v=9QHDs10e-G0

Review: Triage algorithm:

https://chemm.nlm.nih.gov/startadult.htm

 

Please answer the following questions. Questions must be answered by individual students in narrative format. Turnitin® will be used to assess for integrity.

 

1. What disaster risks are present in the Chicagoland area (natural or man-made)?

 

2. Explain the disaster management cycle/plan/continuum. How do nurses participate at each step/phase?

 

3. What is an Incident Command System and why is it necessary?

 

4. What activities are prioritized at a disaster site? (p. 23-24 AAP article)

 

5. Explain the START (Field) Triage Model, including assessments critical for determining a victim’s condition.

 

6. What is the difference between START and JumpSTART Triage Models?

 

7. Fill in the boxes: Color coding for Triage (Table 20.2)

 

Color Designation Condition
 

 

   
 

 

   
 

 

   
 

 

   

 

 

8. What Life Saving Interventions (LSI) should first responders/medical personnel be prepared to administer at a disaster site? What might they delegate to the “walking wounded”?

 

9. Mental health issues can emerge during and after disaster situations and could lead to permanent disability. What does the term “Psychological First Aid” mean and how might the nurse engage in this activity in a disaster situation? (See Chapter 21, pages 461-464, Figure 21.5 and Table 21.4)

 

10. Identify and prioritize three (3) nursing diagnoses related to this topic.

 

[This activity is worth 6 clinical hours]

 

Provide this Pre brief and Clinical Instructors will run simulation through Course Point:

 

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Complementary and Alternative Health Course reflection

July 2, 2025/in Nursing Questions /by Besttutor

Purpose

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR 3178 course.

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes:

· The students will identify and apply alternative therapies during the care of patients in the nursing practice.

· The students will be able to determine the impact of complementary and alternative therapies in nursing practice.

Points

This assignment is worth a total of 20%.

Due Date

Submit your completed assignment under the Assignment tab by Tuesday 11:59 p.m. EST of Week 8 as directed.

Requirements

1. The Course Reflection is worth 20% and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

3. The length of the reflection is to be within three to six pages excluding title page and reference pages.

4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

a. Course Reflection

b. Conclusion

Preparing Your Reflection

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3178 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

 

• Define complementary, alternative and integrative practices as identified by current health paradigms.

• Discuss history for complementary and alternative medicine.

• Given case studies, describe the extent to which complementary and alternative health practices are encouraged and used among multiple cultures.

• Relate concepts into clinical practice.

• Analyze the research regarding the efficacy of selected complementary and alternative practices and products.

• Incorporate integrative medicine which embodies conventional and complementary and alternative medicine, making use of the best available evidence of all three approaches to healing within patient’s personal plan of care.

 

Reference:

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

Directions and Grading Criteria

Category Points % Description
(Introduction – see note under requirement #4 above) 8 8 Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.
You Decide Reflection 80 80 Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address four of the following sub-competencies:

(a) “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.

(b) Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.

(c) Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings.

(d) Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.

(e) Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences.

(f) Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.

(g) Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.

(h) Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.

(i) Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.

(j) Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.

(k) Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.

(l) Create a safe care environment that results in high quality patient outcomes.

(m) Revise the plan of care based on an ongoing evaluation of patient outcomes.

(n) Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.

(o) Develop a beginning understanding of complementary and alternative modalities and their role in health care.

(p) Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.

(q) Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.

(r) Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients

(s) Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.

(t) Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 31-32).

Conclusion 4 4 An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice.
Clarity of writing 6 6 Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others.
APA format 2 2 All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:

1. Document setup

2. Title and reference pages

3. Citations in the text and references.

Total: 100 100 A quality essay will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria Meets Criteria Partially Meets Criteria Does Not Meet Criteria
(Introduction – see note under requirement #4 above)

 

 

 

 

 

(8 pts)

Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to scholarship for evidence-based practice. Rationale is well presented, and purpose fully developed.

 

7 – 8 points

Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.

 

 

 

 

5 – 6 points

Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.

 

 

0 – 4 points

You Decide Reflection

 

 

 

 

 

 

 

 

 

 

(80 pts)

Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.

 

 

 

70 – 80 points

Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.

 

 

 

59 – 69 points

Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.

 

0 – 58 points

Conclusion

 

 

 

 

 

 

(4 pts)

Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.

 

3 – 4 points

Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.

 

2 points

Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.

 

0 – 1 point

Clarity of writing

 

 

 

 

 

 

 

 

(6 pts)

Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning.

 

5 – 6 points

Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.

 

 

3 – 4 points

Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.

 

0 – 2 points

APA format

 

 

 

 

(2 pts)

APA format correct with no more than 1-2 minor errors.

 

 

2 points

3-5 errors in APA format and/or 1-2 citations are missing.

 

 

1 point

APA formatting contains multiple errors and/or several citations are missing.

 

0 points

Total Points Possible = 100 points

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Communication, Collaboration, and Case Analysis

July 2, 2025/in Nursing Questions /by Besttutor

Write a 3–4 page letter in which you analyze your leadership skills and how you would use them to lead a project requiring group collaboration.

Assessments 1 and 2 are scenario-based, so you must complete them in the order in which they are presented.

Leadership is an integral element in any job, regardless of the work title. However, it is important to recognize that leadership is not just one single skill; instead, success in leadership depends on a broad range of skills, among them decision making, collaboration, and communication.

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Risk Management Analysis Part 1

July 2, 2025/in Nursing Questions /by Besttutor

The purpose of this assignment is to analyze a health care risk management program.

Conduct research on approaches to risk management processes, policies, and concerns in your current or anticipated professional arena to find an example of a risk management plan. Look for a plan with sufficient content to be able to complete this assignment successfully. In a 1,000‐1,250-word paper, provide an analysis of the risk management plan that includes the following:

  1. Summary of the type of risk management plan you selected (new employee, specific audience, community‐focused, etc.) and your rationale for selecting that example. Describe the health care organization to which the plan applies and the role risk management plays in that setting.
  2. Description of the standard administrative steps and processes in a typical health care organization’s risk management program compared to the administrative steps and processes you identify in your selected example plan. (Note: For standard risk management policies and procedures, look up the MIPPA-approved accrediting body that regulates the risk management standards in your chosen health care sector, and consider federal, state, and local statutes as well.)
  3. Analysis of the key agencies and organizations that regulate the administration of safe health care in your area of concentration and an evaluation of the roles each one plays in the risk management oversight process.
  4. Evaluation of your selected risk management plan’s compliance with the standards of its corresponding MIPPA-approved accrediting body relevant to privacy, health care worker safety, and patient safety.
  5. Proposed recommendations or changes you would implement in your risk management program example to enhance, improve, or secure the aforementioned compliance standards.

In addition to your textbook, you are required to support your analysis with a minimum of three peer‐reviewed references.

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W#14 Psychopharma Assignment.

July 2, 2025/in Nursing Questions /by Besttutor

Instructions:

With a well thought out plan, you can achieve virtually any goal you set for yourself. And making a plan is crucial for continuing your education to build further skills and knowledge that can be applied to your work.

For this assignment, you are going to develop a plan for continuing education in psychopharmacology. The purpose of this assignment is to familiarize you with continuing education materials and to begin developing habits that will keep your psychopharmacology skills and knowledge up to date.

Familiarize yourself with various learning resources and continuing education opportunities including but not limited to reference books, clinical journals, newsletters, professional organizations, conferences, CME events, local psychiatry grand rounds, psychiatry podcasts (several universities podcast their grand rounds).

  • Identify the resources that you find most useful. What do you like about them?
  • Which resources are appropriate for use on a routine basis for point of care clinical information?
  • Which resources are helpful for staying current with emerging information in psychopharmacology?
  • Which resources are useful for in depth learning on topics of interest?
  • What is the feasibility of these resources in terms of cost, time and travel?
  • Develop a continuing education plan. This is your commitment to independent learning. Identify the actions that you plan to take:
    • On a routine basis, when questions arise at point of care.
    • On a weekly or monthly basis – subscriptions, online readings, etc.
    • On an annual basis, such as conferences or symposiums.
    • Include resources that will provide a meet a variety of learning needs – guide clinical decision making at point of care, provide current information on new drugs or new safety information and deepen your understanding of particular topics.
    • Write a summary of your plan. How do your chosen resources support your learning goals? Why did you choose them?
    • Please provide references and links to your educational resources.
    • Submit your plan to Moodle.

The main ideas are to:

  1. Identify your psychopharmacology learning goals. Research available resources including journals, newsletters, lecture series (such as grand rounds), conferences. Then, create a learning plan to meet your learning goals.
  2. Note when you would like to complete each goal and the feasibility of the time range.
  3. Note future plans for your continuing education that would allow to reach your goals.Appropriate spelling and grammar are required. Turnitin assignment.

NOTE: Attached, you will find a copy of a classmate assignment example, and you may use some of its data as a reference to complete my assignment. TURNITIN Assignment (No plagiarism)

Background: I live in South Florida, I am currently enrolled in the Psych Mental Health Nurse Practitioner Program, I am a Registered Nurse, I work in a Psychiatric Hospital.

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Rural Health and General Systems Theory

July 2, 2025/in Nursing Questions /by Besttutor

 This assessment requires application of a nursing theory based on General Systems Theory and it’s relevance to rural health.

Rural populations face many challenges to receiving the health care they need. Social determinants of health such as living environment, education, access to resources, etc., all influence individual and population health. Often times, when resources are available, other determinants, such as a lack of education or self-care, financial limitations, etc., continue to inhibit care. Numerous nursing theories have developed from General Systems Theory and the idea that the “system” is made up of “subsystems” that must work collaboratively and in harmony in order to work effectively. Neuman’s Systems Model and Roy’s Adaptation Model are two of these nursing models that support the principles of General Systems Theory. For the purpose of this assignment, we will explore Roy’s Adaptation Model and answer the following:

  • Identify 2 major issues faced by rural populations in meeting their health care needs.
  • What specific social determinants of health significantly influence these issues?
  • Identify and describe 3 (out of 10) explicit assumptions of Roy’s Adaptation Model.
  • How do these assumptions apply to rural health?
  • What subsystems facilitate or hinder the overall system’s ability to meet the needs of the rural population?
  • Describe a plan or legislative process (may be one currently under review or recently passed) for improving the “healthcare system” and the potential impact on the rural population.

Make sure you also include a clear, separate introduction and conclusion as a part of this assignment, as these are worth separate points on the grading rubric.

Points:  40 Due Date: Sat, May 1 by 8:00 a.m. Eastern Standard Time (EST) of the US. (Please note: No late assignments will be accepted for Module 5 assessments.)

References Minimum of four (4) total references: two (2) references from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information)Peer-reviewed references include references from professional data bases such as PubMed or CINHAL applicable to population and practice area, along with evidence based clinical practice guidelines. Examples of unacceptable references are Wikipedia, UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.

StyleUnless otherwise specified, all the written assignment must follow APA 7th edition formatting, citations and references.

Number of Pages/WordsUnless otherwise specified all papers should have a minimum of 600 words (approximately 2.5 pages) excluding the title and reference pages.

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rural health and nursing

July 2, 2025/in Nursing Questions /by Besttutor

For the purpose of this assignment, we will explore Roy’s Adaptation Model and answer the following:

·

  • Identify 2 major issues faced by rural populations in meeting their health care needs.
  • What specific social determinants of health significantly influence these issues?
  • Identify and describe 3 (out of 10) explicit assumptions of Roy’s Adaptation Model.
  • How do these assumptions apply to rural health?
  • What subsystems facilitate or hinder the overall system’s ability to meet the needs of the rural population?
  • Describe a plan or legislative process (may be one currently under review or recently passed) for improving the “healthcare system” and the potential impact on the rural population.

Make sure you also include a clear, separate introduction and conclusion as a part of this assignment, as these are worth separate points on the grading rubric.

Please review rubric for all necessary component of this essay. 2 peer reviewed articles within 5 year required.

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Proposing Evidence-Based Change

July 2, 2025/in Nursing Questions /by Besttutor

Propose a change to one aspect of your local or regional health care system or program that would improve outcomes. Then, conduct a comparative analysis of other, non-U.S. health care systems, focusing on the proposed change. Summarize the proposed change and your comparative analysis in a 4-5 page report.

Introduction

Note: Complete the assessments in the order in which they are presented.

Health care systems around the world provide useful models for analysis. Familiarity with different models and approaches to health care enables leaders to identify what works and what does not, as the basis for proposing a change. As we continue to evaluate the complex and fragmented system in the United States, it is important for nurse leaders to become familiar with the programs and systems that provide evidence-based quality care that is affordable and focused on continual improvement.

This assessment provides an opportunity to examine a local or regional health care issue from a global perspective.

Preparation

Your organization, in collaboration with the key stakeholders from the community, is funding an initiative to investigate potential improvements in the local or regional health care system. As a nurse leader attuned to the effects of health care policy and finance on the provision of affordable, high-quality care, you have been asked to join the task force conducting the study.

You know that an examination of other countries’ health care systems can provide a solid, evidence-based foundation for evaluating outcomes and identifying benchmarks. Consequently, you have decided to undertake an analysis of selected, non-U.S. health care systems and compare them to each other and to the existing local or regional U.S. system to help inform decision making as the task force considers proposed changes.

In this assessment, you will propose a change to one aspect of your local or regional health care system or program. Conduct a comparative analysis of different health care systems and summarize your proposed change and findings from your analysis in a report to executive leaders. To prepare for your assessment, you are encouraged to begin thinking about the non-U.S. health care systems you might like to examine. In addition, you may wish to:

  • Review the assessment requirements and scoring guide to ensure that you understand the work you will be asked to complete.
  • Review Guiding Questions: Proposing Evidence-Based Change [DOCX], which includes questions to consider and additional guidance on how to successfully complete the assessment.

 

Requirements

Complete this assessment in three steps:

  1. Propose a change to one aspect of your local or regional health care system or program that would improve outcomes.
  2. Conduct a comparative analysis of different health care systems, focusing on one aspect of the system you are proposing to change.
  3. Summarize your proposed change and the results of your comparative analysis in a report to executive leaders.

The summary report requirements outlined below, correspond to the grading criteria in the scoring guide for Proposing Evidence-Based Change, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. The Guiding Questions: Proposing Evidence-Based Change document provides additional considerations that may be helpful in completing your assessment. In addition, be sure to note the requirements below for document format and length and for citing supporting evidence.

  • Identify an aspect of a local or regional health care system or program that should be a focus for change.
  • Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes.
  • Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States.
    • Choose one of the following options for selecting the two systems or programs:
      • Option 1: Select two systems at opposite ends of the scale in terms of desirable outcomes for the issue reflected in your proposed change.
      • Option 2: Select two systems that both produce positive outcomes but take unique or innovative approaches to the problem.
    • Compare the outcomes in each non-U.S. system with each other and with present outcomes in your local or regional health care system.
  • Explain why specific changes will lead to improved outcomes.
  • Determine the financial and health implications associated with the proposed changes.
    • Address the implications of making the changes.
    • Address the implications of not making the changes.
  • Write clearly and concisely in a logically coherent and appropriate form and style.
  • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.
Document Format and Length
  • Use the Summary Report Template. This APA Style Paper Tutorial [DOCX] can help you in writing and formatting your assessment. If you would like to use a different worksheet for your community health assessment, obtain prior approval from faculty.
  • Your summary report should be 4–5 pages in length, not including the title page and references page.
  • Be sure to apply correct APA formatting to all source citations and references.
Supporting Evidence

Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your comparative analysis.

Additional Requirements

Be sure to delete all directions from the template before submitting your summary report. In addition, proofread your report to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your analysis.

Portfolio Prompt: You may choose to save your summary report to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Identify the challenges and opportunities facing health care.
    • Identify an aspect of a local or regional health care system or program that should be a focus for change.
  • Competency 2: Compare the effects of different health care finance models and policy frameworks on resources and patient outcomes.
    • Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes.
    • Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States.
  • Competency 3: Evaluate the positive and negative influences of leaders on health care processes and outcomes.
    • Determine the financial and health implications of making—and not making—proposed changes to a health care system or program.
  • Competency 4: Develop proactive strategies to change the culture of the organization by incorporating evidence-based practices.
    • Explain why specific changes will lead to improved outcomes.
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style consistent with applicable organizational, professional, and scholarly standards.
    • Write clearly and concisely in a logically coherent and appropriate form and style.
    • Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

Grading Rubric:

1-  Identify an aspect of a local or regional health care system or program that should be a focus for change.

Passing Grade:  Identifies an aspect of a local or regional health care system or program that should be a focus for change. Provides clear expectations for improvements substantiated by credible evidence.

2-  Define desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes.

Passing Grade:  Defines desirable outcomes, including who will pay for care and factors limiting achievement of those outcomes. Provides well-reasoned justification for the definition and exhibits insight into optimal health care solutions.

3-  Explain why specific changes will lead to improved outcomes.

Passing Grade:  Explains why specific changes will lead to improved outcomes. Draws well-substantiated conclusions that are in line with reasonable expectations.

4-  Analyze two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States.

Passing Grade:  Analyzes two non-U.S. health care systems or programs that offer insight into a proposed change for a health care system or program in the United States. Articulates insightful lessons learned from the analysis that have clear implications for U.S. health care.

5-  Determine the financial and health implications of making—and not making—proposed changes to a health care system or program.

Passing Grade:  Determines the financial and health implications of making—and not making—proposed changes to a health care system or program. Draws insightful, well-reasoned conclusions based on credible evidence.

6-  Write clearly and concisely in a logically coherent and appropriate form and style.

Passing Grade:  Writes clearly and concisely in a logically coherent and appropriate form and style. Main points, ideas, arguments, or propositions are well-developed and engaging. Adheres to all applicable disciplinary and scholarly writing standards and conventions.

7-  Support assertions, arguments, propositions, and conclusions with relevant and credible evidence.

Passing Grade:  Supports assertions, arguments, propositions, and conclusions with relevant, credible, and convincing evidence. Skillfully combines error-free source citations with a perceptive and accurate synthesis of the evidence.

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Ques/6 P

July 2, 2025/in Nursing Questions /by Besttutor

Instructions: Response must be at least 500 words per case study, so 1,000 words in total in current 7th ed APA forma. Must include at least 4 academic references cited. Must be grammatically correct.

Integumentary Function:
K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs.

Case Study Questions

  1. Name the most common triggers for psoriasis and explain the different clinical types.
  2. There are several types of treatments for psoriasis, explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B. Also include non-pharmacological options and recommendations.
  3. Included in question 2
  4. A medication review and reconciliation are always important in all patient, describe and specify why in this particular case is important to know what medications the patient is taking?
  5. What others manifestation could present a patient with Psoriasis?

Sensory Function:
C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.

Case Study Questions

  1. Based on the clinical manifestations presented on the case above, which would be your eyes diagnosis for C.J. Please name why you get to this diagnosis and document your rational.
  2. With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not.
  3. Based on your answer to the previous question regarding the etiology of the eye affection, which would be the best therapeutic approach to C.J problem.

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week 2 discussion

July 2, 2025/in Nursing Questions /by Besttutor

While working with your family medicine preceptor you are scheduled to see Mr. John Barley, a 58-year-old male who has sought medical attention only rarely in the past 10 years. He comes to the office today because of a progressively worsening cough and shortness of breath during the previous month.

Before you and your preceptor, Dr. Wilson, enter the room to meet Mr. Barley, Dr. Wilson greets Mr. Barley, introduces you, and then excuses himself to go see another patient. He states he will be back for you to present Mr. Barley’s case to him.

You sit down across from Mr. Barley and say, “Hi, Mr. Barley. Thanks for letting me work with you.” Mr. Barley says, “Sure, anyone working with Dr. Wilson is OK by me.”

“I understand you have a cough and shortness of breath. Can you tell me more about it?”

“I’ve had a bad cough, mainly in the morning, last winter and this winter. When I cough, this whitish phlegm comes up.”

OK. Have you noticed anything else that seems to be related to the cough? Things like weight loss, chest pain, and fever?”

“No, no fever or chest pain. And I haven’t lost any weight.”

“Have you had any nausea, vomiting, or diarrhea?”

“No. None of that. I can’t think of anything else.”

Do you have shortness of breath when you are active and when you are at rest?”

“I notice it mostly when I go upstairs or walk quickly. It is worse when I go up more than two flights of stairs.”

“Have you had in the past, or currently have exposures to things that can cause cough, like chemicals, and smoking?”

“I smoked one to two packs a day for 26 years. I have cut back on my smoking. I’m down to half a pack per day. I am a farmer, and so could have shortness of breath from an irritant, chemical, or allergen. I always wear protective gear for any chemicals, dusts or other irritants. I have never had any allergic or other reactions at work or at home.”

You congratulate Mr. Barley on his efforts to cut down his smoking.

Do you have any trouble lying flat when you sleep?”

“I like sleeping on two pillows, but I don’t need to do it. It just makes my neck more comfortable.”

You learn that he has not traveled recently, which could have exposed him to an unusual form of pneumonia. He also has not been exposed to tuberculosis. From other questions, you learn that Mr. Barley has no leg swelling or paroxysmal nocturnal dyspnea (PND). You know that he has had no orthopnea.

As a farmer, he is active during the day. Deconditioning is not likely.

Wondering if his shortness of breath is due to a panic disorder, you ask him a series of questions and note that his symptoms are not associated with paresthesia, choking, nausea, chest pain, derealization feeling, trembling or shaking, dizziness, palpitations, sweating, chills, or flushes. You keep asking him a series of more questions.

“Any serious illnesses in the past?”

“I’ve only been seen a couple of times for cuts and stitches recently.”

He reveals that he has never been admitted to the hospital as an adult. He had a tonsillectomy when he was 12 years old. He has had no other surgeries and is not taking any medications. He has been seen in the office for acute concerns over the past 10 years but has no chronic illness.

“I’d like to ask about your personal life. Tell me about your home life.”

“I live with my wife. We’ve been married 35 years.”

He tells you also that they have two children who are grown. He runs a farm 30 minutes away from the city. He reports no exposure to any dusts or chemicals on the job because he raises some of the crops organically and wears protective clothing as needed. He confirms about a 40 cigarette pack-year history, and notes he drinks one beer every few days.

“Tell me about your immediate family health history.”

You say, “So I understand that you have had a cough with white phlegm for the past two winters and that you have been experiencing shortness of breath with exertion. You may have been exposed to some chemical irritants at your farm, but you have been careful about this. You also smoke cigarettes, and have been cutting down.”

Mr. Barley is a 58-year-old male with a 40 pack/year history of smoking who presents with a two-week history of productive cough and dyspnea on exertion. He has had similar symptoms during the past two winters. He reports no fever, chest pain, epigastric pain, symptoms of CHF, recent travel, TB exposures, or chemical exposures without wearing protective equipment.

The ideal summary statement concisely highlights the most pertinent features without omitting any significant points. The summary statement above includes:

1. Epidemiology and risk factors: 58-year-old smoker

2. Key clinical findings about the present illness using qualifying adjectives and transformative language:

· Productive cough

· Dyspnea on exertion

· Similar symptoms past two winters

· No fever, chest pain, epigastric pain, symptoms of CHF, recent travel, TB, or notable chemical exposures.

“Let’s go in and do the physical together,” says Dr. Wilson. “But, first, what are you thinking so far, in terms of a differential?”

After pausing to think, you reply to Dr. Wilson, “He could have bronchitis.”

“Good thought.” Dr. Wilson added, “What in the history supports bronchitis?”

You reply that the cough and shortness of breath of two to three weeks duration could support acute bronchitis.

Dr. Wilson tells you, “While the duration of illness provides a clinical distinction between acute and chronic bronchitis, the actual mechanisms and pathophysiology also probably differ between the two. Chronic bronchitis causes long-term inflammation that can lead to irreversible structural changes. He might qualify for this diagnosis because he describes cough with phlegm production during the past two winters. But let’s assume for the moment that he doesn’t have chronic bronchitis.”

He then prompts you, “What else are you thinking for the differential diagnosis?” Asthma,  Chronic obstructive pulmonary disease (COPD),  Lung cancer. Dr. Wilson says, “Why don’t you review the physical examination findings consistent with COPD while I return a phone call to a patient?”

While Dr. Wilson is gone, you go online to learn more about what physical findings you should look for in a patient with COPD.

When you are finished, you rejoin Dr. Wilson and approach the room where Mr. Barley is waiting.COPD clinical findings: Increased anteroposterior (AP) diameter of the chest, Decreased diaphragmatic excursion, Wheezing (often end-expiratory), Prolonged expiratory phase

Your exam reveals:

Vital signs:

· Temperature is 37.2 °C (98.9 °F)

· Pulse is 94 beats/minute

· Respiratory rate is 22 breaths/minute

· Blood pressure is 128/78 mmHg

General: Appears mildly short of breath

Head, eyes, ears, nose and throat (HEENT): Normocephalic / atraumatic, conjunctivae and sclerae are normal, PERRL, oropharynx is normal.

Neck: Supple without masses, lymphadenopathy, or thyromegaly. Laryngeal height measures 2 cm from sternal notch to the top of the thyroid cartilage upon full expiration.

Lungs: Increased AP diameter. Percussion is normal. Inspiratory crackles at the bases, and end-expiratory wheezing diffusely.

Heart: Regular rate and rhythm. 2/6 systolic murmur loudest at the right upper sternal border (RUSB) with radiation to the left lower sternal border (LLSB).

Abdomen: Bowel sounds normal, no hepatomegaly, no tenderness.

Extremities: 1+ pitting pretibial edema.

Dr. Wilson asks, “What test can we do to confirm that COPD is the correct diagnosis?”  Pulmonary function testing

While Mr. Barley gets dressed, Dr. Wilson takes the opportunity to teach you about pulmonary function tests. He shows you a graph, and explains how spirometry is helpful in diagnosing COPD

“So let’s compare asthma to COPD,” suggests Dr. Wilson. “Why does it matter? Why worry about any differences between asthma and COPD?” You and Dr. Wilson discuss the differences in prognosis and treatment modalities for COPD versus asthma.

“Cigarette use makes either of the conditions worse, of course,” adds Dr. Wilson. “We will have to address that issue with him no matter what.”

Dr. Wilson finishes up the discussion of asthma by referring you to the 2020 Global Initiative for Chronic Obstructive Lung Disease (GOLD) guideline, which clarifies that it is not always possible to differentiate between asthma and COPD, and it makes sense to treat patients who have features of both as if they had asthma.

 

Dr. Wilson notes, “The first step – often combined with confirming the diagnosis of COPD – is to determine the stage of severity. Different organizations use slightly different categories. Here are the GOLD criteria. All you have to remember is the FEV1 to FVC ratio is less than 0.7 for all stages of COPD, and then the cutoffs for FEV1 are 80, 50, and 30% of predicted.”

Which of the following are the best next steps in management?” Help the patient to quit or decrease smoking. and Prescribe an albuterol metered-dose inhaler on an as-needed basis.

Dr. Wilson asks you to consider how you might encourage Mr. Barley to quit smoking and offers you a clinician’s guide to the five As of counseling smokers to quit.

You and Dr. Wilson then join Mr. Barley in the room. “Mr. Barley,” begins Dr. Wilson, “from your physical exam and the symptoms you describe, it appears that you have chronic obstructive pulmonary disease, usually referred to as COPD. For us to be sure, however, we would like to test your breathing function. During this test, you’ll be asked to blow into a large tube connected to a spirometer. This machine measures how much air your lungs can hold and how fast you can blow the air out of your lungs.”

Dr. Wilson concludes, “OK, Mr. Barley. After your spirometry, we’ll talk about next steps.”

\Mr. Barley soon returns from the lab with his pulmonary function t (PFT) report.

The post-bronchodilator FEV1/FVC ratio is 69%, which is less than 70%, indicating obstructive airway disease. Since significant reversibility is defined as an increase in FEV1 ≥ 12% after bronchodilator treatment, the absence of significant change of FEV1 following bronchodilator treatment on this PFT argues against asthma. The FVC is above normal or predicted, so there is no restriction to airflow. The diagnosis is likely COPD. With the FEV1 around 100%, definitely above 80% predicted, the severity is mild. So this patient has mild COPD. The lung age is an evidence-based talking point that can be used to motivate patients to consider quitting smoking.

You and Dr. Wilson enter the exam room after the two of you agree that you will be the one to inform Mr. Barley of the results.

You begin, “Mr. Barley, the lung-function report shows that your lung function is decreased, and you do have mild COPD. This means that there’s a blockage within the tubes and air sacs that make up your lungs, which makes it harder to exhale, or blow out the air, after you breathe it in. When you can’t properly exhale or breathe out, air gets trapped in your lungs and makes it difficult for you to breathe in normally. COPD is usually caused by long-term smoking and could be prevented by not smoking or quitting smoking. However, once symptoms begin, the damage to your lungs can’t be reversed. While there is no cure, there are ways to help you breathe better. For one, we are going to prescribe a medication for you that you will inhale, so it will go directly to your airways and minimize side effects.”

Next, you and Dr. Wilson also talk with Mr. Barley about quitting smoking, using the counseling guidance outlined in the handout. You offer Mr. Barley the phone number of your medical center’s smoking cessation program, and Dr. Wilson asks in a friendly way if he can call Mr. Barley in three weeks to ask about his efforts to stop smoking, to which Mr. Barley agrees.

Dr. Wilson turns to you and says, “So far, we have introduced pharmacologic therapy to improve Mr. Barley’s current quality of life. Our next goal is to prevent a COPD exacerbation. Since infection is a common cause of COPD exacerbations, we should offer Mr. Barley immunizations that might avert certain infections.”

Which of the following are indicators that an antibiotic would be helpful for a patient with a diagnosis of an acute exacerbation of COPD?Change in sputum color Increased dyspnea Increased sputum (phlegm) production

 

 

Questions

· Discuss the Mr. Barley’s history that would be pertinent to his respiratory problem. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.

· Describe the physical exam and diagnostic tools to be used for Mr. Barley. Are there any additional you would have liked to be included that were not? 

· What plan of care will Mr. Barley be given at this visit, include drug therapy and treatments; what is the patient education and follow-up? 

please use apa references 

 

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