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Tag: Clinical Nursing & Patient Care

  • [Solved] Politics wk 10 reply

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    Please write a 300 word reply to my classmate, her discussion post is below. APA format. NO AI. My professor is a stickler for AI. PLEASE NO AI. scholarly written, APA formatted and a minimum of 3 references (which may include the course textbook). " Nursing is the largest licensed and most trusted …

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    Assignment Prompt & Instructions

    Please write a 300 word reply to my classmate, her discussion post is below. APA format. NO AI. My professor is a stickler for AI. PLEASE NO AI.  scholarly written, APA formatted and a minimum of 3 references (which may include the course textbook).

    "    Nursing is the largest licensed and most trusted profession in the United States (Elliot, 2025), and with that, comes a lot of power that is not always recognized. If nurses collectively advocate for the same cause, there are enough numbers and influence in this profession to make real changes in policy. The first step is making concerns known. The International Council of Nurses (ICN) and the American Nurses Association (ANA) both recognize advocacy as part of a key role for nurses, speaking on behalf of individuals or communities affected by an issue (Laari & Duma, 2023). Lobbying, in its simplest form, means making needs known to the people in power (Bitonti et al., 2025). The term traces back to people gathering in the lobbies of government buildings to get the attention of the politicians.

                    While I have not joined a formal political campaign, I have experienced advocacy firsthand at the organizational level. Our organization is pushing to improve patient satisfaction. I have informed my manager that the best way to achieve this goal is to satisfy the nurses. When nurses are expected to go above and beyond, well compensated, and feel valued, that satisfaction ripples into the care they deliver (Ahmari et al., 2023). In our organization, resource nurses have a full patient load on top of their charge nurse role. An extra dollar an hour is not enough compensation, given the demands of being a charge nurse on a large unit (Holmgren et al., 2022).

    I sent an email to our Director of Nursing (DON) advocating for an increase in charge nurse pay. It was unfortunately denied due to budget constraints. To my surprise, the DON had concerns that I might be trying to organize a union. That was never the plan, but the response was eye-opening. One email was enough to alert leadership, which showed how much political weight advocacy can carry even at the organizational level. Senior leaders may have denied my request, but the email got their attention. That alone shows that speaking up matters even when the answer is no.

                    Growing up in a political household gave me a different perspective on how advocacy and changes work. It is not about the fame. It is about what can be done for the community and knowing which conversations to have and which doors to knock on to move the advocacy forward. From experience, political campaigns are about getting the right individuals into the office. These individuals will fight for the needs of their constituents. Once they win the seat, knowing someone in the government makes it easier to get the support when needed, but it is never quick or simple. Issues go through weeks, sometimes months of deliberation and debate in the session hall. Opposing council members do not always agree, even when an ordinance would clearly benefit the citizens.

                    It is the same process in healthcare. Getting a policy changed takes time, persistence, and the ability to justify the advocacy to individuals who do not always understand what it is like to be in that position. Not everyone will agree, and it is difficult for some individuals to fully grasp what is being advocated for when they have never experienced it firsthand. In my example above, our DON does not work at the bedside and did not experience on a daily basis what it is like to manage a full and critical patient load while also serving as a charge nurse.

                    Speaking up matters. I did not get the compensation changes I advocated for, but I made my concerns known to the organization. I understand that change starts with getting the right people to listen. Reaching out to organizational leaders gives nurses one of the most direct paths to being heard.

                    As nurses, we advocate for our patients every single day. It only makes sense to advocate for ourselves and drive changes in the policies that affect the care we deliver. Beyond the organizational level, workplace advocacy and nurse satisfaction are one area worth fighting for on a larger scale. When nurses feel valued and supported, it shows in the care they deliver.

    **References**

    Ahmari, R. A., Qannass, S. A., Govallen, P., Moorkan, N., & Homoud, Z. (2023). The Impact of Nurses Recognition, and Empowerment Related to Nurses Job Satisfaction at KFSH-D. _Open Journal of Nursing_, _13_(2), 81–94. https://doi.org/10.4236/ojn.2023.132006

    Bitonti, A., Mugellini, G., Mariotti, C., Francoli, M., & Villeneuve, J.-P. (2025). Citizens and the public perception of lobbying: do regulation and trust in political institutions make a difference? _Interest Groups & Advocacy_, _14_(3). https://doi.org/10.1057/s41309-025-00237-x

    Elliott, R. S. (2024). Every Nurse Can Become an Advocate: Pathways for Meaningful Policy Change. _Journal of Radiology Nursing_, _44_(1), 36–39. https://doi.org/10.1016/j.jradnu.2024.10.004

    Holmgren, C., Jussèn, S., Hagiwara, M. A., & Rådestad, M. (2022). Charge nurses’ perceived experience in managing daily work and major incidents in emergency departments: A qualitative study. _Australasian Emergency Care_, _25_(4). https://doi.org/10.1016/j.auec.2022.02.003

    Laari, L., & Duma, S. E. (2023). Health advocacy role performance of nurses in underserved populations: A grounded theory study. _Nursing Open_, _10_(9), 6527–6537. https://doi.org/10.1002/nop2.1907"

  • [Solved] Agency Synopsis

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    The purpose of this assignment is so that you will be able to differentiate between the healthcare policy agencies’ impact on various patient populations. 1. Identify regulatory agencies that regulate health and the health care system in the US. 2. Create a table listing at least 5 regulatory agenci…

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    Assignment Prompt & Instructions

    The purpose of this assignment is so that you will be able to differentiate between the healthcare policy agencies’ impact on various patient populations.

    1. Identify regulatory agencies that regulate health and the health care system in the US.
    2. Create a table listing at least 5 regulatory agencies.
    3. Address the following in the table:

    1. Column 1: Name of the Agency
    2. Column 2: General description of the agency.
    3. Column 3: Level of authority (regional, state, federal, etc.)
    4. Column 4: Role in high-risk patient populations that your selected policy affects.
    5. Citation for the information in the row (updated / published within the past 5 years).

  • [Solved] Caring for African American, Mexican, and Navajo Populations

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    1. Analyze the importance of folk medicine practices and folk healers to African-Americans in the rural setting, **including the role of access to care and structural inequities**. 2. Analyze the nurse–client interaction in the scenario involving Mrs. M., and discuss how culturally insensitive commu…

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    1. Analyze the importance of folk medicine practices and folk healers to African-Americans in the rural setting, **including the role of access to care and structural inequities**.
    2. Analyze the nurse–client interaction in the scenario involving Mrs. M., and discuss how culturally insensitive communication can contribute to disparities in maternal health outcomes.
    3. Evaluate at least two communication barriers encountered by non-Navajo nurses in the when providing care to Navajo clients, **and discuss advocacy strategies to improve culturally and linguistically appropriate services**.

  • [Solved] Critical Appraisal

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    **files (2)** – ## NU760Unit4AssignmentTemplate.docx – ## unit4assignmentinstructions-NU760.docx **## NU760Unit4AssignmentTemplate.docx** NU 760 Unit 4 Assignment Appraisal Compilation Template Selected intervention: | | | | | — | — | — | | In-text Citation | JBI Appraisal Tool Utilized | Incl…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## NU760Unit4AssignmentTemplate.docx

    – ## unit4assignmentinstructions-NU760.docx

    **## NU760Unit4AssignmentTemplate.docx**

    NU 760 Unit 4 Assignment Appraisal Compilation Template

    Selected intervention:

    | | | |
    | — | — | — |
    | In-text Citation | JBI Appraisal Tool Utilized | Include/Not Include? with Rationale |
    | 1 | | |
    | 2 | | |
    | 3 | | |
    | 4 | | |

    **Full Reference Citation for Each of the 4 Resources [in APA format]**

    **## unit4assignmentinstructions-NU760.docx**

    **Instructions**

    **Purpose**

    In the Matrix Table assignment in Unit 3, you provided four resources that, after your survey/analysis/synthesis of the literature, support the
    **intervention** you determined is the optimum choice for your scholarship project.

    **Directions**

    For this assignment, you are required to utilize the appropriate JBI Critical Appraisal Tool for each of those 4 resources. The appraisal tools can be accessed from your Unit 3 learning resources or by utilizing the following link:
    [https://jbi.global/critical-appraisal-toolsLinks to an external site.](https://jbi.global/critical-appraisal-tools)

    After you have determined which of the Tools is appropriate for each resource, you will download the Word file of the Tool and fill it out completely. You will have a total of 4 completed Tools.

    When completing each JBI Critical Appraisal tool, you must do more than select Yes/No/Unclear/Not Applicable.  For each checklist item, include a brief rationale (1-2 sentences) explaining why you selected that response based on the evidence from the article.

    In addition, you must upload a PDF of the full-text article for each resource.  Within each PDF, highlight or annotate the specific sections of the article that correspond to your responses for the JBI checklist items. This documentation should clearly show where you located the information used to make each appraisal judgement.

    **Once you have completed the 4 Tools, you will download the assignment template.**

    **The first 2 columns in the template are self-explanatory**

    Having conducted a critical appraisal of the 4 resources for this assignment, in column 3, you will discuss if the outcome of your appraisal provides satisfactory support for the intervention you have identified, OR if your appraisal suggests you need to return to the literature to find additional, more suitable support for your selected intervention.

    Indicate ‘Include’ or ‘Not Include’ in the 3rd column and provide your discussion about the outcome of your appraisal, and if it provides support for your identified intervention, or if you need to search for additional support.

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

    **The assignment requires you to upload all four PDF file of the full-text article that supports the intervention with highlighted or annotated sections corresponding to the JBI checklist items for your faculty to review.**

    **Upload all 4 of your completed appraisal tools and the assignment template document to this assignment**

    **## unit4assignmentinstructions-NU760.docx**

    **Instructions**

    **Purpose**

    In the Matrix Table assignment in Unit 3, you provided four resources that, after your survey/analysis/synthesis of the literature, support the
    **intervention** you determined is the optimum choice for your scholarship project.

    **Directions**

    For this assignment, you are required to utilize the appropriate JBI Critical Appraisal Tool for each of those 4 resources. The appraisal tools can be accessed from your Unit 3 learning resources or by utilizing the following link:
    [https://jbi.global/critical-appraisal-toolsLinks to an external site.](https://jbi.global/critical-appraisal-tools)

    After you have determined which of the Tools is appropriate for each resource, you will download the Word file of the Tool and fill it out completely. You will have a total of 4 completed Tools.

    When completing each JBI Critical Appraisal tool, you must do more than select Yes/No/Unclear/Not Applicable.  For each checklist item, include a brief rationale (1-2 sentences) explaining why you selected that response based on the evidence from the article.

    In addition, you must upload a PDF of the full-text article for each resource.  Within each PDF, highlight or annotate the specific sections of the article that correspond to your responses for the JBI checklist items. This documentation should clearly show where you located the information used to make each appraisal judgement.

    **Once you have completed the 4 Tools, you will download the assignment template.**

    **The first 2 columns in the template are self-explanatory**

    Having conducted a critical appraisal of the 4 resources for this assignment, in column 3, you will discuss if the outcome of your appraisal provides satisfactory support for the intervention you have identified, OR if your appraisal suggests you need to return to the literature to find additional, more suitable support for your selected intervention.

    Indicate ‘Include’ or ‘Not Include’ in the 3rd column and provide your discussion about the outcome of your appraisal, and if it provides support for your identified intervention, or if you need to search for additional support.

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

    **The assignment requires you to upload all four PDF file of the full-text article that supports the intervention with highlighted or annotated sections corresponding to the JBI checklist items for your faculty to review.**

    **Upload all 4 of your completed appraisal tools and the assignment template document to this assignment**

    **## NU760Unit4AssignmentTemplate.docx**

    NU 760 Unit 4 Assignment Appraisal Compilation Template

    Selected intervention:

    | | | |
    | — | — | — |
    | In-text Citation | JBI Appraisal Tool Utilized | Include/Not Include? with Rationale |
    | 1 | | |
    | 2 | | |
    | 3 | | |
    | 4 | | |

    **Full Reference Citation for Each of the 4 Resources [in APA format]**

    **## unit4assignmentinstructions-NU760.docx**

    **Instructions**

    **Purpose**

    In the Matrix Table assignment in Unit 3, you provided four resources that, after your survey/analysis/synthesis of the literature, support the
    **intervention** you determined is the optimum choice for your scholarship project.

    **Directions**

    For this assignment, you are required to utilize the appropriate JBI Critical Appraisal Tool for each of those 4 resources. The appraisal tools can be accessed from your Unit 3 learning resources or by utilizing the following link:
    [https://jbi.global/critical-appraisal-toolsLinks to an external site.](https://jbi.global/critical-appraisal-tools)

    After you have determined which of the Tools is appropriate for each resource, you will download the Word file of the Tool and fill it out completely. You will have a total of 4 completed Tools.

    When completing each JBI Critical Appraisal tool, you must do more than select Yes/No/Unclear/Not Applicable.  For each checklist item, include a brief rationale (1-2 sentences) explaining why you selected that response based on the evidence from the article.

    In addition, you must upload a PDF of the full-text article for each resource.  Within each PDF, highlight or annotate the specific sections of the article that correspond to your responses for the JBI checklist items. This documentation should clearly show where you located the information used to make each appraisal judgement.

    **Once you have completed the 4 Tools, you will download the assignment template.**

    **The first 2 columns in the template are self-explanatory**

    Having conducted a critical appraisal of the 4 resources for this assignment, in column 3, you will discuss if the outcome of your appraisal provides satisfactory support for the intervention you have identified, OR if your appraisal suggests you need to return to the literature to find additional, more suitable support for your selected intervention.

    Indicate ‘Include’ or ‘Not Include’ in the 3rd column and provide your discussion about the outcome of your appraisal, and if it provides support for your identified intervention, or if you need to search for additional support.

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

    **The assignment requires you to upload all four PDF file of the full-text article that supports the intervention with highlighted or annotated sections corresponding to the JBI checklist items for your faculty to review.**

    **Upload all 4 of your completed appraisal tools and the assignment template document to this assignment**

    **## NU760Unit4AssignmentTemplate.docx**

    NU 760 Unit 4 Assignment Appraisal Compilation Template

    Selected intervention:

    | | | |
    | — | — | — |
    | In-text Citation | JBI Appraisal Tool Utilized | Include/Not Include? with Rationale |
    | 1 | | |
    | 2 | | |
    | 3 | | |
    | 4 | | |

    **Full Reference Citation for Each of the 4 Resources [in APA format]**

    **## unit4assignmentinstructions-NU760.docx**

    **Instructions**

    **Purpose**

    In the Matrix Table assignment in Unit 3, you provided four resources that, after your survey/analysis/synthesis of the literature, support the
    **intervention** you determined is the optimum choice for your scholarship project.

    **Directions**

    For this assignment, you are required to utilize the appropriate JBI Critical Appraisal Tool for each of those 4 resources. The appraisal tools can be accessed from your Unit 3 learning resources or by utilizing the following link:
    [https://jbi.global/critical-appraisal-toolsLinks to an external site.](https://jbi.global/critical-appraisal-tools)

    After you have determined which of the Tools is appropriate for each resource, you will download the Word file of the Tool and fill it out completely. You will have a total of 4 completed Tools.

    When completing each JBI Critical Appraisal tool, you must do more than select Yes/No/Unclear/Not Applicable.  For each checklist item, include a brief rationale (1-2 sentences) explaining why you selected that response based on the evidence from the article.

    In addition, you must upload a PDF of the full-text article for each resource.  Within each PDF, highlight or annotate the specific sections of the article that correspond to your responses for the JBI checklist items. This documentation should clearly show where you located the information used to make each appraisal judgement.

    **Once you have completed the 4 Tools, you will download the assignment template.**

    **The first 2 columns in the template are self-explanatory**

    Having conducted a critical appraisal of the 4 resources for this assignment, in column 3, you will discuss if the outcome of your appraisal provides satisfactory support for the intervention you have identified, OR if your appraisal suggests you need to return to the literature to find additional, more suitable support for your selected intervention.

    Indicate ‘Include’ or ‘Not Include’ in the 3rd column and provide your discussion about the outcome of your appraisal, and if it provides support for your identified intervention, or if you need to search for additional support.

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

    **The assignment requires you to upload all four PDF file of the full-text article that supports the intervention with highlighted or annotated sections corresponding to the JBI checklist items for your faculty to review.**

    **Upload all 4 of your completed appraisal tools and the assignment template document to this assignment**

  • [Solved] health

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    In-depth study guidance and analytical solution covering health.

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    Assignment Prompt & Instructions

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

  • [Solved] Nursing Planning for a Cultural Interview Assignment

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    Executive Solution Overview

    – In preparation for your module three assignment, choose a cultural group that is different from your own background and plan to interview someone from this culture. – The goal is to explore a culture that you will likely encounter in your nurse practitioner role. – Using Module one’s mind map and …

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    Assignment Prompt & Instructions

    – In preparation for your module three assignment, choose a cultural group that is different from your own background and plan to interview someone from this culture.
    – The goal is to explore a culture that you will likely encounter in your nurse practitioner role.
    – Using Module one’s mind map and the textbook’s FIG. 1.1 and FIG. 1.2 in chapter 1, begin preparing a list of questions that will help you gain insights into the cultural aspects of healthcare for your selected interviewee.
    – Ensure your questions are respectful and culturally sensitive.

  • [Solved] 566 week 5 Discussion

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    Executive Solution Overview

    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions. **General Instructions** **Step 1**: Identify your assigned client from the Week 5 Explore lesson. Your assignment is based on the first letter of your last name in the chart …

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    Assignment Prompt & Instructions

    Follow these guidelines when completing each component of the discussion. Contact your course faculty if you have questions.

    **General Instructions**

    **Step 1**: Identify your assigned client from the Week 5 Explore lesson. Your assignment is based on the first letter of your last name in the chart below. Review your assigned clinical application activity from the lesson. The client case link will take you to the page in the lesson where the respective case is located.  Scroll to the bottom of the page to locate the client case.

    [Ingrid Westergaard](https://chamberlain.instructure.com/courses/195312/pages/week-5-drugs-used-to-manage-nasal-conditions "Week 5: Drugs Used to Manage Nasal Conditions")

    Include the following sections:

    1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.

    1. Describe your assigned client’s situation. Why are they presenting to the clinic? What medications are they currently taking?
    2. Assess the applicable clinical practice guideline (CPG) for your assigned client. What treatment is recommended by the CPG for your client’s situation?
    3. Discuss your personal professional assessment of the client’s situation provided in the scenario. What pharmacological treatment is necessary and why?
    4. Reflect on additional questions you have about your assigned client that may influence treatment. What else do you need to know? What follow-up assessments, labs, or conversations are required to ensure optimal health outcomes?
    2. **Integration of Evidence**: Integrate relevant scholarly sources as defined by [program expectationsLinks to an external site.](https://mychamberlain.sharepoint.com/:b:/r/sites/StudentResourceCenter/Shared%20Documents/Program%20Page%20Documents/NP/NP%20Program%20Expectations%20for%20Scholarly%20Resources%2012-2023.pdf?csf=1&web=1&e=7ZM9K8):

    1. Cite a scholarly source in the initial post.
    2. Accurately analyze, synthesize, and/or apply principles from evidence with no more than one short quote (15 words or less) for the week.
    3. Include a minimum of two different scholarly sources per week. Cite all references and provide references for all citations.

    1. **Reference Citation**: Use current APA format to format citations and references and is free of errors.

    Please provide AI and similarity report

    – [\
    \
    IngridWestergaard.docx](https://www.sweetstudy.com/files/ingridwestergaard-docx "IngridWestergaard.docx")

  • [Solved] Diver in adv health pract

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    _**Caring for American Inuit, Japanese, and Russian Populations**_ * * * After studying Materials & Resource [Module 3: Lecture Materials & Resources](https://stu.instructure.com/courses/50101/pages/module-3-lecture-materials-and-resources "Module 3: Lecture Materials & Resources")( – Giger, J. N., …

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    Assignment Prompt & Instructions

    _**Caring for American Inuit, Japanese, and Russian Populations**_

    * * *

    After studying Materials & Resource [Module 3: Lecture Materials & Resources](https://stu.instructure.com/courses/50101/pages/module-3-lecture-materials-and-resources "Module 3: Lecture Materials & Resources")(

    – Giger, J. N., & Powell-Young, Y.M. (2025).  Chapters 12, 13, and 15

    #### **Watch**

    – BBC News. (2023, May 19). Ukraine war: Mental health concerns for population after Russian invasion – BBC News. https://youtu.be/bXfYr6CAebQ Ukraine war: Mental health concerns for population after Russian invasion – BBC News (4:26))

    , discuss the following:

    1. Evaluate factors that predispose Inuits to risk as a result of the consumption of large quantities of sugar, **using current data on diabetes prevalence and SDOH**.
    2. Analyze different strategies useful in communicating with the Japanese American families, **and how these strategies support patient safety and quality outcomes**.
    3. Analyze personal space preferences when caring for Russian American clients, and discuss how cultural competence policies support respectful patient care.

    **Submission Instructions:**

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

  • [Solved] Psych

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    _**Case Study: J.T.**_ * * * | | | | — | — | | **Purpose:** | Analyze and apply critical thinking skills in the psychopathology of mental health patients and provide treatment and health promotion while applying evidence-based research. | | **Scenario:** | _J.T. is a 20 year-old who reports to y…

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    Assignment Prompt & Instructions

    _**Case Study: J.T.**_

    * * *

    | | |
    | — | — |
    | **Purpose:** | Analyze and apply critical thinking skills in the psychopathology of mental health patients and provide treatment and health promotion while applying evidence-based research. |
    | **Scenario:** | _J.T.  is a 20 year-old who reports to you that he feels depressed and is experiencing a significant amount of stress about school, noting that he’ll “probably flunk out.” He spends much of his day in his dorm room playing video games and has a hard time identifying what, if anything, is enjoyable in a typical day. He rarely attends class and has avoided reaching out to his professors to try to salvage his grades this semester. J.T. has always been a self-described shy person and has had a very small and cohesive group of friends from elementary through high school. Notably, his level of stress significantly amplified when he began college._<br>_You learn that when meeting new people, he has a hard time concentrating on the interaction because he is busy worrying about what they will think of him – he assumes they will find him “dumb,” “boring,” or a “loser.” When he loses his concentration, he stutters, is at a loss for words, and starts to sweat, which only serves to make him feel more uneasy. After the interaction, he replays the conversation over and over again, focusing on the “stupid” things he said. Similarly, he has a long-standing history of being uncomfortable with authority figures and has had a hard time raising his hand in class and approaching teachers. Since starting college, he has been isolating more, turning down invitations from his roommate to go eat or hang out, ignoring his cell phone when it rings, and habitually skipping class. His concerns about how others view him are what drive him to engage in these avoidance behaviors._ |
    | **Questions:** | Remember to answer these questions from your textbooks and NP guidelines. At all times, explain your answers. <br>1. Generate a primary and differential diagnosis using the DSM-5 criteria.<br>2. Develop a biopsychosocial plan of care for this client.<br>3. Compare and contrast fear, worry, anxiety, and panic. |

    **Submission Instructions:**

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

  • [Solved] Journal Response MODULE 3

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    [**Module 3: Quantitative Research**](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269433) **files (2)** – ## Module3JournalRubric.docx – ## Journal_Week_3.docx **## Module3JournalRubric.docx** 3/15/26, 8:59 PM Preview Rubric: Graduat…

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    Assignment Prompt & Instructions

    [**Module 3: Quantitative Research**](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269433)

    **files (2)**

    – ## Module3JournalRubric.docx

    – ## Journal_Week_3.docx

    **## Module3JournalRubric.docx**

    3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Journal Question Rubric v1

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    0

    points

    **pts**

    **)**

    **(0**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    2.5

    points

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    6.4

    points

    **)**

    **pts**

    **(6.4**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **(8**

    **pts**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/journal-response-module-3-20966403)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

    1/3

    ## image1.png

    **## Journal_Week_3.docx**

    [**Module 3: Quantitative Research**](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269433) **Module 3 Overview**

    This module will focus on quantitative designs. The purpose of quantitative designs is to help provide a structure to follow once the problem has been identified and better understand the cause and effect of the variables at play (independent and dependent variables). There are multiple types of designs. When examining the problem, selecting the appropriate quantitative design that matches what you seek to answer is necessary. Having an inappropriately assigned design could yield incorrect, unfound, and unreliable results, thus affecting the validity of the findings.

    As a Doctor of Nursing Practice leader looking for valid evidence to make quality improvement recommendations, you must select sound research to support the initiative. It is essential to analyze the study's structure when evaluating studies, and the critiquing process is an essential step in selecting sound evidence. Critiquing is a systematic process of critically evaluating the study's merits to determine if the recommendations are valid to support evidence-based practice changes. This week's assignment will require you to understand the quantitative study design while working through the critiquing process.

    **Journal Response**

    Reflecting on last week's assignment and your first draft of your PICOT, considering your instructor's feedback, what modifications will you make to your question? Explain how these changes may affect the overall focus of your project idea.

    **Journal Response Expectations**

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **This is my Topic**

    “ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

    **Refererences**

    Finkelman, A. (2020).
    _Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Read chapter 7.

    Schmidt, N. A., & Brown, J. M. (2021).
    _Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:9781274226324. Read chapters 7 & 8.

    **Additional resources**

    Titler, M.G. (2018). Translation research in practice: An introduction.
    _OJIN: The Online Journal of Issues in Nursing, 23_(2).
    [https://doi.org/10.3912/OJIN.Vol23No02Man01](https://doi.org/10.3912/OJIN.Vol23No02Man01)

    University of Texas|UThealth. (2022).
    _Critiquing research articles._ [https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch](https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch)

    Vance, D. E., Talley, M., Azuero, A., Pearce, P.F., & Christian, B.J. (2013). Conducting an article critique for a quantitative research study: perspectives for doctoral students and other novice readers.
    _Nursing: Research and Reviews_, 3, 67-75.
    [https://doi.org/10.2147/NRR.S43374](https://doi.org/10.2147/NRR.S43374)

    The John Hopkins Hospital (n.d.).
    _John Hopkins nursing evidence-based practice: Appendix D: Evidence level and quality guide_.
    [https://www.mghpcs.org/eed/ebp/Assets/documents/pdf/2017_Appendix%20D_Evidence%20Level%20and%20Quality%20Guide.pdf](https://www.mghpcs.org/eed/ebp/Assets/documents/pdf/2017_Appendix%20D_Evidence%20Level%20and%20Quality%20Guide.pdf)

    **## Journal_Week_3.docx**

    [**Module 3: Quantitative Research**](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269433) **Module 3 Overview**

    This module will focus on quantitative designs. The purpose of quantitative designs is to help provide a structure to follow once the problem has been identified and better understand the cause and effect of the variables at play (independent and dependent variables). There are multiple types of designs. When examining the problem, selecting the appropriate quantitative design that matches what you seek to answer is necessary. Having an inappropriately assigned design could yield incorrect, unfound, and unreliable results, thus affecting the validity of the findings.

    As a Doctor of Nursing Practice leader looking for valid evidence to make quality improvement recommendations, you must select sound research to support the initiative. It is essential to analyze the study's structure when evaluating studies, and the critiquing process is an essential step in selecting sound evidence. Critiquing is a systematic process of critically evaluating the study's merits to determine if the recommendations are valid to support evidence-based practice changes. This week's assignment will require you to understand the quantitative study design while working through the critiquing process.

    **Journal Response**

    Reflecting on last week's assignment and your first draft of your PICOT, considering your instructor's feedback, what modifications will you make to your question? Explain how these changes may affect the overall focus of your project idea.

    **Journal Response Expectations**

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **This is my Topic**

    “ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

    **Refererences**

    Finkelman, A. (2020).
    _Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Read chapter 7.

    Schmidt, N. A., & Brown, J. M. (2021).
    _Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:9781274226324. Read chapters 7 & 8.

    **Additional resources**

    Titler, M.G. (2018). Translation research in practice: An introduction.
    _OJIN: The Online Journal of Issues in Nursing, 23_(2).
    [https://doi.org/10.3912/OJIN.Vol23No02Man01](https://doi.org/10.3912/OJIN.Vol23No02Man01)

    University of Texas|UThealth. (2022).
    _Critiquing research articles._ [https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch](https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch)

    Vance, D. E., Talley, M., Azuero, A., Pearce, P.F., & Christian, B.J. (2013). Conducting an article critique for a quantitative research study: perspectives for doctoral students and other novice readers.
    _Nursing: Research and Reviews_, 3, 67-75.
    [https://doi.org/10.2147/NRR.S43374](https://doi.org/10.2147/NRR.S43374)

    The John Hopkins Hospital (n.d.).
    _John Hopkins nursing evidence-based practice: Appendix D: Evidence level and quality guide_.
    [https://www.mghpcs.org/eed/ebp/Assets/documents/pdf/2017_Appendix%20D_Evidence%20Level%20and%20Quality%20Guide.pdf](https://www.mghpcs.org/eed/ebp/Assets/documents/pdf/2017_Appendix%20D_Evidence%20Level%20and%20Quality%20Guide.pdf)

    **## Module3JournalRubric.docx**

    3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Journal Question Rubric v1

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    0

    points

    **pts**

    **)**

    **(0**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    2.5

    points

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    6.4

    points

    **)**

    **pts**

    **(6.4**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **(8**

    **pts**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/journal-response-module-3-20966403)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

    1/3

    ## image1.png

    **## Journal_Week_3.docx**

    [**Module 3: Quantitative Research**](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269433) **Module 3 Overview**

    This module will focus on quantitative designs. The purpose of quantitative designs is to help provide a structure to follow once the problem has been identified and better understand the cause and effect of the variables at play (independent and dependent variables). There are multiple types of designs. When examining the problem, selecting the appropriate quantitative design that matches what you seek to answer is necessary. Having an inappropriately assigned design could yield incorrect, unfound, and unreliable results, thus affecting the validity of the findings.

    As a Doctor of Nursing Practice leader looking for valid evidence to make quality improvement recommendations, you must select sound research to support the initiative. It is essential to analyze the study's structure when evaluating studies, and the critiquing process is an essential step in selecting sound evidence. Critiquing is a systematic process of critically evaluating the study's merits to determine if the recommendations are valid to support evidence-based practice changes. This week's assignment will require you to understand the quantitative study design while working through the critiquing process.

    **Journal Response**

    Reflecting on last week's assignment and your first draft of your PICOT, considering your instructor's feedback, what modifications will you make to your question? Explain how these changes may affect the overall focus of your project idea.

    **Journal Response Expectations**

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **This is my Topic**

    “ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

    **Refererences**

    Finkelman, A. (2020).
    _Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Read chapter 7.

    Schmidt, N. A., & Brown, J. M. (2021).
    _Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:9781274226324. Read chapters 7 & 8.

    **Additional resources**

    Titler, M.G. (2018). Translation research in practice: An introduction.
    _OJIN: The Online Journal of Issues in Nursing, 23_(2).
    [https://doi.org/10.3912/OJIN.Vol23No02Man01](https://doi.org/10.3912/OJIN.Vol23No02Man01)

    University of Texas|UThealth. (2022).
    _Critiquing research articles._ [https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch](https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch)

    Vance, D. E., Talley, M., Azuero, A., Pearce, P.F., & Christian, B.J. (2013). Conducting an article critique for a quantitative research study: perspectives for doctoral students and other novice readers.
    _Nursing: Research and Reviews_, 3, 67-75.
    [https://doi.org/10.2147/NRR.S43374](https://doi.org/10.2147/NRR.S43374)

    The John Hopkins Hospital (n.d.).
    _John Hopkins nursing evidence-based practice: Appendix D: Evidence level and quality guide_.
    [https://www.mghpcs.org/eed/ebp/Assets/documents/pdf/2017_Appendix%20D_Evidence%20Level%20and%20Quality%20Guide.pdf](https://www.mghpcs.org/eed/ebp/Assets/documents/pdf/2017_Appendix%20D_Evidence%20Level%20and%20Quality%20Guide.pdf)

    **## Module3JournalRubric.docx**

    3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    3/15/26, 8:59 PM Preview Rubric: Graduate Journal Question Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

    Graduate Journal Question Rubric v1

    Criteria

    **Does Not Meet**

    **Expectations**

    **Approaches**

    **Expectations**

    **Meets Expectations**

    **Exceeds Expectations**

    **Criterion Score**

    Claim/Quality of

    Information

    Weight: 40%

    / 8

    0

    points

    **pts**

    **)**

    **(0**

    Response to quiz

    question is missing

    or inaccurate.

    Answer is inaccurate

    and does not ad

    –

    dress the prompt.

    2.5

    points

    **(5.6**

    **pts**

    **)**

    Response to quiz

    question is missing

    key elements.

    Answer is partially

    inaccurate and

    misses elements in

    the prompt. Claims

    are lacking informa

    –

    tion to be fully

    thought out.

    6.4

    points

    **)**

    **pts**

    **(6.4**

    Response to quiz

    question is appropri

    –

    ate and accurate.

    Answer is appropri

    –

    ate and responses

    to the prompt.

    Claims are

    appropriate.

    8

    points

    **(8**

    **pts**

    **)**

    Response to quiz

    question is thorough

    and detailed.

    Answer is clear and

    concise and re

    –

    sponses to all as

    –

    pects of the prompt.

    Claims are justified

    and plausible.

    ![](https://www.sweetstudy.com/questions/journal-response-module-3-20966403)

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    14

    points minimum

    **Level 3**

    16

    points minimum

    **Level 4**

    20

    points minimum

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

    https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269449/View 1/3

    1/3

    ## image1.png

    **## Journal_Week_3.docx**

    [**Module 3: Quantitative Research**](https://classroom.aspen.edu/d2l/le/content/118315/Home?itemIdentifier=D2L.LE.Content.ContentObject.ModuleCO-6269433) **Module 3 Overview**

    This module will focus on quantitative designs. The purpose of quantitative designs is to help provide a structure to follow once the problem has been identified and better understand the cause and effect of the variables at play (independent and dependent variables). There are multiple types of designs. When examining the problem, selecting the appropriate quantitative design that matches what you seek to answer is necessary. Having an inappropriately assigned design could yield incorrect, unfound, and unreliable results, thus affecting the validity of the findings.

    As a Doctor of Nursing Practice leader looking for valid evidence to make quality improvement recommendations, you must select sound research to support the initiative. It is essential to analyze the study's structure when evaluating studies, and the critiquing process is an essential step in selecting sound evidence. Critiquing is a systematic process of critically evaluating the study's merits to determine if the recommendations are valid to support evidence-based practice changes. This week's assignment will require you to understand the quantitative study design while working through the critiquing process.

    **Journal Response**

    Reflecting on last week's assignment and your first draft of your PICOT, considering your instructor's feedback, what modifications will you make to your question? Explain how these changes may affect the overall focus of your project idea.

    **Journal Response Expectations**

    **Each short-answer Journal response will be a minimum of 300 words.**

    **No citation, reference, or APA style is necessary.**

    **This is my Topic**

    “ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

    **Refererences**

    Finkelman, A. (2020).
    _Quality improvement: A guide for integration in nursing_ (2nd ed.). Jones & Bartlett Learning. ISBN: 9781284206531 Read chapter 7.

    Schmidt, N. A., & Brown, J. M. (2021).
    _Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:9781274226324. Read chapters 7 & 8.

    **Additional resources**

    Titler, M.G. (2018). Translation research in practice: An introduction.
    _OJIN: The Online Journal of Issues in Nursing, 23_(2).
    [https://doi.org/10.3912/OJIN.Vol23No02Man01](https://doi.org/10.3912/OJIN.Vol23No02Man01)

    University of Texas|UThealth. (2022).
    _Critiquing research articles._ [https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch](https://libguides.sph.uth.tmc.edu/writing_support_services/CritiquingResearch)

    Vance, D. E., Talley, M., Azuero, A., Pearce, P.F., & Christian, B.J. (2013). Conducting an article critique for a quantitative research study: perspectives for doctoral students and other novice readers.
    _Nursing: Research and Reviews_, 3, 67-75.
    [https://doi.org/10.2147/NRR.S43374](https://doi.org/10.2147/NRR.S43374)

    The John Hopkins Hospital (n.d.).
    _John Hopkins nursing evidence-based practice: Appendix D: Evidence level and quality guide_.
    [https://www.mghpcs.org/eed/ebp/Assets/documents/pdf/2017_Appendix%20D_Evidence%20Level%20and%20Quality%20Guide.pdf](https://www.mghpcs.org/eed/ebp/Assets/documents/pdf/2017_Appendix%20D_Evidence%20Level%20and%20Quality%20Guide.pdf)