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  • [Solved] Applied Sciences Benchmark Professional Development Assignment

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    **files (2)** – ## BenchmarkProfessionalDevelopmentInstructions.docx – ## Rubric-Benchmark-ProfessionalDevelopmentProgramsinHospitalSettings.pdf **## BenchmarkProfessionalDevelopmentInstructions.docx** ## Benchmark Professional Development Programs in Hospital Settings Assignment Based on the Hospit…

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    **files (2)**

    – ## BenchmarkProfessionalDevelopmentInstructions.docx

    – ## Rubric-Benchmark-ProfessionalDevelopmentProgramsinHospitalSettings.pdf

    **## BenchmarkProfessionalDevelopmentInstructions.docx**

    ## Benchmark Professional Development Programs in Hospital Settings Assignment

    Based on the Hospital Application assignment, you have determined that a new professional development program needs to be created for existing employees.

    The purpose of this assignment is to develop an expanded outline or blueprint for a new professional training and skill development program for existing employees and to explain how the program can be used to motivate and retain quality employees. Consider how the organization leverages workforce diversity to encourage employees to collaborate and apply their unique talents.

    Continuing in the role of the hospital administrator from the Hospital Care Application assignment, you are required to create a blueprint or an expanded outline of the professional development program for the director of human resources (your supervisor).
    **As a portion of this assignment, create an agenda for training that clearly states the topic being covered, the presenter, the location, and the time block in the overall agenda: a training schedule that includes the necessary preparation needed to provide the training (who, what, when, where, why, and how), as well as a description of the practice training activities and any media or handouts you will provide.**

    **Additionally, using what you have learned from the assigned readings and your own research, expand the information presented in the training agenda with paragraphs that describe the following elements:**

    1. The focus of the program, which could include a combination of the following: learning new skills, additional certifications, licensure, and cross-training for other areas not usually assigned (as an introduction before the agenda).

    2. Description of written materials, such as handouts, to be provided during the training (after the agenda).

    3. A description of at least one computer-, Web-, or DVD-based training element that will be used in the program, including consideration of the idea that staff may have varying levels of technology readiness (after the agenda).

    4. Explanation of how organizations leverage workforce diversity (team members with different skill sets or credentials) and describe the benefits of diverse knowledge, skills, and expertise among team members (as a conclusion).

    2

    **## Rubric-Benchmark-ProfessionalDevelopmentProgramsinHospitalSettings.pdf**

    Benchmark – Professional Development Programs in Hospital Settings – Rubric Total 80 points

    Criterion 1. 1: Unsatisfactory
    2. 2: Less Than

    Satisfactory
    3. 3: Satisfactory 4. 4: Good 5. 5: Excellent

    Agenda for Training

    Agenda for Training

    0 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is not present.

    6.24 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is present but lacks details or

    incomplete.

    7.2 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is present.

    8.16 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is detailed.

    9.6 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is thorough.

    Training Schedule

    Training Schedule

    0 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is not present.

    6.24 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is present, but lacks details

    or incomplete.

    7.2 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is present.

    8.16 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is detailed.

    9.6 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is thorough.

    Practice Training Activities

    and Media or Handouts

    Practice Training Activities

    and Media or Handouts

    0 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is not present.

    6.24 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is present but lacks

    details or incomplete.

    7.2 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is present.

    8.16 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is detailed.

    9.6 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is thorough.

    Focus of the Program

    Focus of the Program

    0 points

    The focus of the program is

    not present.

    6.24 points

    The focus of the program is

    present but lacks details or

    incomplete.

    7.2 points

    The focus of the program is

    present.

    8.16 points

    The focus of the program is

    detailed.

    9.6 points

    The focus of the program is

    thorough.

    Written Materials

    Written Materials

    0 points

    A description of written

    materials to be provided

    during the training is not

    present.

    6.24 points

    A description of written

    materials to be provided

    during the training is present

    but lacks details or

    incomplete.

    7.2 points

    A description of written

    materials to be provided

    during the training is

    present.

    8.16 points

    A description of written

    materials to be provided

    during the training is

    detailed.

    9.6 points

    A description of written

    materials to be provided

    during the training is

    thorough.

    Training Element

    Training Element

    0 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is not present.

    6.24 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is present but

    lacks details or incomplete.

    7.2 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is present.

    8.16 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is detailed.

    9.6 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is thorough.

    Leveraging Workforce

    Diversity (B)

    Leveraging Workforce

    Diversity (C3.2)

    0 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are not present.

    6.76 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are present but

    lack details or are

    incomplete.

    7.8 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are present.

    8.84 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are detailed.

    10.4 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are thorough.

    Mechanics of Writing

    (includes spelling,

    punctuation, grammar,

    language use)

    0 points

    Surface errors are pervasive

    enough that they impede

    communication of meaning.

    4.16 points

    Frequent and repetitive

    mechanical errors distract

    the reader. Inconsistencies in

    4.8 points

    Some mechanical errors or

    typos are present, but they

    are not overly distracting to

    5.44 points

    Prose is largely free of

    mechanical errors, although

    a few may be present. The

    6.4 points

    Writer is clearly in command

    of standard, written,
    © 2026. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    Criterion 1. 1: Unsatisfactory
    2. 2: Less Than

    Satisfactory
    3. 3: Satisfactory 4. 4: Good 5. 5: Excellent

    Mechanics of Writing

    (includes spelling,

    punctuation, grammar,

    language use)

    Inappropriate word choice or

    sentence construction is

    used.

    language choice (register) or

    word choice are present.

    Sentence structure is correct

    but not varied.

    the reader. Correct and

    varied sentence structure

    and audience-appropriate

    language are employed.

    writer uses a variety of

    effective sentence structures

    and figures of speech.

    academic English.

    Documentation of Sources

    Documentation of Sources

    (citations, footnotes,

    references, bibliography, etc.,

    as appropriate to assignment

    and style)

    0 points

    Sources are not documented.

    3.64 points

    Documentation of sources is

    inconsistent or incorrect, as

    appropriate to assignment

    and style, with numerous

    formatting errors.

    4.2 points

    Sources are documented, as

    appropriate to assignment

    and style, although some

    formatting errors may be

    present.

    4.76 points

    Sources are documented, as

    appropriate to assignment

    and style, and format is

    mostly correct.

    5.6 points

    Sources are completely and

    correctly documented, as

    appropriate to assignment

    and style, and format is free

    of error.

    © 2026. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    **## Rubric-Benchmark-ProfessionalDevelopmentProgramsinHospitalSettings.pdf**

    Benchmark – Professional Development Programs in Hospital Settings – Rubric Total 80 points

    Criterion 1. 1: Unsatisfactory
    2. 2: Less Than

    Satisfactory
    3. 3: Satisfactory 4. 4: Good 5. 5: Excellent

    Agenda for Training

    Agenda for Training

    0 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is not present.

    6.24 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is present but lacks details or

    incomplete.

    7.2 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is present.

    8.16 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is detailed.

    9.6 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is thorough.

    Training Schedule

    Training Schedule

    0 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is not present.

    6.24 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is present, but lacks details

    or incomplete.

    7.2 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is present.

    8.16 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is detailed.

    9.6 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is thorough.

    Practice Training Activities

    and Media or Handouts

    Practice Training Activities

    and Media or Handouts

    0 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is not present.

    6.24 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is present but lacks

    details or incomplete.

    7.2 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is present.

    8.16 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is detailed.

    9.6 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is thorough.

    Focus of the Program

    Focus of the Program

    0 points

    The focus of the program is

    not present.

    6.24 points

    The focus of the program is

    present but lacks details or

    incomplete.

    7.2 points

    The focus of the program is

    present.

    8.16 points

    The focus of the program is

    detailed.

    9.6 points

    The focus of the program is

    thorough.

    Written Materials

    Written Materials

    0 points

    A description of written

    materials to be provided

    during the training is not

    present.

    6.24 points

    A description of written

    materials to be provided

    during the training is present

    but lacks details or

    incomplete.

    7.2 points

    A description of written

    materials to be provided

    during the training is

    present.

    8.16 points

    A description of written

    materials to be provided

    during the training is

    detailed.

    9.6 points

    A description of written

    materials to be provided

    during the training is

    thorough.

    Training Element

    Training Element

    0 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is not present.

    6.24 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is present but

    lacks details or incomplete.

    7.2 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is present.

    8.16 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is detailed.

    9.6 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is thorough.

    Leveraging Workforce

    Diversity (B)

    Leveraging Workforce

    Diversity (C3.2)

    0 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are not present.

    6.76 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are present but

    lack details or are

    incomplete.

    7.8 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are present.

    8.84 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are detailed.

    10.4 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are thorough.

    Mechanics of Writing

    (includes spelling,

    punctuation, grammar,

    language use)

    0 points

    Surface errors are pervasive

    enough that they impede

    communication of meaning.

    4.16 points

    Frequent and repetitive

    mechanical errors distract

    the reader. Inconsistencies in

    4.8 points

    Some mechanical errors or

    typos are present, but they

    are not overly distracting to

    5.44 points

    Prose is largely free of

    mechanical errors, although

    a few may be present. The

    6.4 points

    Writer is clearly in command

    of standard, written,
    © 2026. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    Criterion 1. 1: Unsatisfactory
    2. 2: Less Than

    Satisfactory
    3. 3: Satisfactory 4. 4: Good 5. 5: Excellent

    Mechanics of Writing

    (includes spelling,

    punctuation, grammar,

    language use)

    Inappropriate word choice or

    sentence construction is

    used.

    language choice (register) or

    word choice are present.

    Sentence structure is correct

    but not varied.

    the reader. Correct and

    varied sentence structure

    and audience-appropriate

    language are employed.

    writer uses a variety of

    effective sentence structures

    and figures of speech.

    academic English.

    Documentation of Sources

    Documentation of Sources

    (citations, footnotes,

    references, bibliography, etc.,

    as appropriate to assignment

    and style)

    0 points

    Sources are not documented.

    3.64 points

    Documentation of sources is

    inconsistent or incorrect, as

    appropriate to assignment

    and style, with numerous

    formatting errors.

    4.2 points

    Sources are documented, as

    appropriate to assignment

    and style, although some

    formatting errors may be

    present.

    4.76 points

    Sources are documented, as

    appropriate to assignment

    and style, and format is

    mostly correct.

    5.6 points

    Sources are completely and

    correctly documented, as

    appropriate to assignment

    and style, and format is free

    of error.

    © 2026. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    **## BenchmarkProfessionalDevelopmentInstructions.docx**

    ## Benchmark Professional Development Programs in Hospital Settings Assignment

    Based on the Hospital Application assignment, you have determined that a new professional development program needs to be created for existing employees.

    The purpose of this assignment is to develop an expanded outline or blueprint for a new professional training and skill development program for existing employees and to explain how the program can be used to motivate and retain quality employees. Consider how the organization leverages workforce diversity to encourage employees to collaborate and apply their unique talents.

    Continuing in the role of the hospital administrator from the Hospital Care Application assignment, you are required to create a blueprint or an expanded outline of the professional development program for the director of human resources (your supervisor).
    **As a portion of this assignment, create an agenda for training that clearly states the topic being covered, the presenter, the location, and the time block in the overall agenda: a training schedule that includes the necessary preparation needed to provide the training (who, what, when, where, why, and how), as well as a description of the practice training activities and any media or handouts you will provide.**

    **Additionally, using what you have learned from the assigned readings and your own research, expand the information presented in the training agenda with paragraphs that describe the following elements:**

    1. The focus of the program, which could include a combination of the following: learning new skills, additional certifications, licensure, and cross-training for other areas not usually assigned (as an introduction before the agenda).

    2. Description of written materials, such as handouts, to be provided during the training (after the agenda).

    3. A description of at least one computer-, Web-, or DVD-based training element that will be used in the program, including consideration of the idea that staff may have varying levels of technology readiness (after the agenda).

    4. Explanation of how organizations leverage workforce diversity (team members with different skill sets or credentials) and describe the benefits of diverse knowledge, skills, and expertise among team members (as a conclusion).

    2

    **## Rubric-Benchmark-ProfessionalDevelopmentProgramsinHospitalSettings.pdf**

    Benchmark – Professional Development Programs in Hospital Settings – Rubric Total 80 points

    Criterion 1. 1: Unsatisfactory
    2. 2: Less Than

    Satisfactory
    3. 3: Satisfactory 4. 4: Good 5. 5: Excellent

    Agenda for Training

    Agenda for Training

    0 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is not present.

    6.24 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is present but lacks details or

    incomplete.

    7.2 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is present.

    8.16 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is detailed.

    9.6 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is thorough.

    Training Schedule

    Training Schedule

    0 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is not present.

    6.24 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is present, but lacks details

    or incomplete.

    7.2 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is present.

    8.16 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is detailed.

    9.6 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is thorough.

    Practice Training Activities

    and Media or Handouts

    Practice Training Activities

    and Media or Handouts

    0 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is not present.

    6.24 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is present but lacks

    details or incomplete.

    7.2 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is present.

    8.16 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is detailed.

    9.6 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is thorough.

    Focus of the Program

    Focus of the Program

    0 points

    The focus of the program is

    not present.

    6.24 points

    The focus of the program is

    present but lacks details or

    incomplete.

    7.2 points

    The focus of the program is

    present.

    8.16 points

    The focus of the program is

    detailed.

    9.6 points

    The focus of the program is

    thorough.

    Written Materials

    Written Materials

    0 points

    A description of written

    materials to be provided

    during the training is not

    present.

    6.24 points

    A description of written

    materials to be provided

    during the training is present

    but lacks details or

    incomplete.

    7.2 points

    A description of written

    materials to be provided

    during the training is

    present.

    8.16 points

    A description of written

    materials to be provided

    during the training is

    detailed.

    9.6 points

    A description of written

    materials to be provided

    during the training is

    thorough.

    Training Element

    Training Element

    0 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is not present.

    6.24 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is present but

    lacks details or incomplete.

    7.2 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is present.

    8.16 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is detailed.

    9.6 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is thorough.

    Leveraging Workforce

    Diversity (B)

    Leveraging Workforce

    Diversity (C3.2)

    0 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are not present.

    6.76 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are present but

    lack details or are

    incomplete.

    7.8 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are present.

    8.84 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are detailed.

    10.4 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are thorough.

    Mechanics of Writing

    (includes spelling,

    punctuation, grammar,

    language use)

    0 points

    Surface errors are pervasive

    enough that they impede

    communication of meaning.

    4.16 points

    Frequent and repetitive

    mechanical errors distract

    the reader. Inconsistencies in

    4.8 points

    Some mechanical errors or

    typos are present, but they

    are not overly distracting to

    5.44 points

    Prose is largely free of

    mechanical errors, although

    a few may be present. The

    6.4 points

    Writer is clearly in command

    of standard, written,
    © 2026. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    Criterion 1. 1: Unsatisfactory
    2. 2: Less Than

    Satisfactory
    3. 3: Satisfactory 4. 4: Good 5. 5: Excellent

    Mechanics of Writing

    (includes spelling,

    punctuation, grammar,

    language use)

    Inappropriate word choice or

    sentence construction is

    used.

    language choice (register) or

    word choice are present.

    Sentence structure is correct

    but not varied.

    the reader. Correct and

    varied sentence structure

    and audience-appropriate

    language are employed.

    writer uses a variety of

    effective sentence structures

    and figures of speech.

    academic English.

    Documentation of Sources

    Documentation of Sources

    (citations, footnotes,

    references, bibliography, etc.,

    as appropriate to assignment

    and style)

    0 points

    Sources are not documented.

    3.64 points

    Documentation of sources is

    inconsistent or incorrect, as

    appropriate to assignment

    and style, with numerous

    formatting errors.

    4.2 points

    Sources are documented, as

    appropriate to assignment

    and style, although some

    formatting errors may be

    present.

    4.76 points

    Sources are documented, as

    appropriate to assignment

    and style, and format is

    mostly correct.

    5.6 points

    Sources are completely and

    correctly documented, as

    appropriate to assignment

    and style, and format is free

    of error.

    © 2026. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    **## BenchmarkProfessionalDevelopmentInstructions.docx**

    ## Benchmark Professional Development Programs in Hospital Settings Assignment

    Based on the Hospital Application assignment, you have determined that a new professional development program needs to be created for existing employees.

    The purpose of this assignment is to develop an expanded outline or blueprint for a new professional training and skill development program for existing employees and to explain how the program can be used to motivate and retain quality employees. Consider how the organization leverages workforce diversity to encourage employees to collaborate and apply their unique talents.

    Continuing in the role of the hospital administrator from the Hospital Care Application assignment, you are required to create a blueprint or an expanded outline of the professional development program for the director of human resources (your supervisor).
    **As a portion of this assignment, create an agenda for training that clearly states the topic being covered, the presenter, the location, and the time block in the overall agenda: a training schedule that includes the necessary preparation needed to provide the training (who, what, when, where, why, and how), as well as a description of the practice training activities and any media or handouts you will provide.**

    **Additionally, using what you have learned from the assigned readings and your own research, expand the information presented in the training agenda with paragraphs that describe the following elements:**

    1. The focus of the program, which could include a combination of the following: learning new skills, additional certifications, licensure, and cross-training for other areas not usually assigned (as an introduction before the agenda).

    2. Description of written materials, such as handouts, to be provided during the training (after the agenda).

    3. A description of at least one computer-, Web-, or DVD-based training element that will be used in the program, including consideration of the idea that staff may have varying levels of technology readiness (after the agenda).

    4. Explanation of how organizations leverage workforce diversity (team members with different skill sets or credentials) and describe the benefits of diverse knowledge, skills, and expertise among team members (as a conclusion).

    2

    **## Rubric-Benchmark-ProfessionalDevelopmentProgramsinHospitalSettings.pdf**

    Benchmark – Professional Development Programs in Hospital Settings – Rubric Total 80 points

    Criterion 1. 1: Unsatisfactory
    2. 2: Less Than

    Satisfactory
    3. 3: Satisfactory 4. 4: Good 5. 5: Excellent

    Agenda for Training

    Agenda for Training

    0 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is not present.

    6.24 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is present but lacks details or

    incomplete.

    7.2 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is present.

    8.16 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is detailed.

    9.6 points

    An agenda for training,

    including the topic being

    covered, the presenter, the

    location, and the time block,

    is thorough.

    Training Schedule

    Training Schedule

    0 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is not present.

    6.24 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is present, but lacks details

    or incomplete.

    7.2 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is present.

    8.16 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is detailed.

    9.6 points

    A training schedule that

    includes the necessary

    preparation of who, what,

    when, where, why, and how

    is thorough.

    Practice Training Activities

    and Media or Handouts

    Practice Training Activities

    and Media or Handouts

    0 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is not present.

    6.24 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is present but lacks

    details or incomplete.

    7.2 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is present.

    8.16 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is detailed.

    9.6 points

    A description of practice

    training activities and any

    media or handouts to be

    provided is thorough.

    Focus of the Program

    Focus of the Program

    0 points

    The focus of the program is

    not present.

    6.24 points

    The focus of the program is

    present but lacks details or

    incomplete.

    7.2 points

    The focus of the program is

    present.

    8.16 points

    The focus of the program is

    detailed.

    9.6 points

    The focus of the program is

    thorough.

    Written Materials

    Written Materials

    0 points

    A description of written

    materials to be provided

    during the training is not

    present.

    6.24 points

    A description of written

    materials to be provided

    during the training is present

    but lacks details or

    incomplete.

    7.2 points

    A description of written

    materials to be provided

    during the training is

    present.

    8.16 points

    A description of written

    materials to be provided

    during the training is

    detailed.

    9.6 points

    A description of written

    materials to be provided

    during the training is

    thorough.

    Training Element

    Training Element

    0 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is not present.

    6.24 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is present but

    lacks details or incomplete.

    7.2 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is present.

    8.16 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is detailed.

    9.6 points

    A description of at least one

    computer-, Web-, or DVD-

    based training element that

    will be used in the program,

    including consideration of

    the idea that staff may have

    varying levels of technology

    readiness, is thorough.

    Leveraging Workforce

    Diversity (B)

    Leveraging Workforce

    Diversity (C3.2)

    0 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are not present.

    6.76 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are present but

    lack details or are

    incomplete.

    7.8 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are present.

    8.84 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are detailed.

    10.4 points

    An explanation of how

    organizations can leverage

    workforce diversity and a

    description of the benefits of

    diverse knowledge, skills, and

    expertise among team

    members are thorough.

    Mechanics of Writing

    (includes spelling,

    punctuation, grammar,

    language use)

    0 points

    Surface errors are pervasive

    enough that they impede

    communication of meaning.

    4.16 points

    Frequent and repetitive

    mechanical errors distract

    the reader. Inconsistencies in

    4.8 points

    Some mechanical errors or

    typos are present, but they

    are not overly distracting to

    5.44 points

    Prose is largely free of

    mechanical errors, although

    a few may be present. The

    6.4 points

    Writer is clearly in command

    of standard, written,
    © 2026. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

    Criterion 1. 1: Unsatisfactory
    2. 2: Less Than

    Satisfactory
    3. 3: Satisfactory 4. 4: Good 5. 5: Excellent

    Mechanics of Writing

    (includes spelling,

    punctuation, grammar,

    language use)

    Inappropriate word choice or

    sentence construction is

    used.

    language choice (register) or

    word choice are present.

    Sentence structure is correct

    but not varied.

    the reader. Correct and

    varied sentence structure

    and audience-appropriate

    language are employed.

    writer uses a variety of

    effective sentence structures

    and figures of speech.

    academic English.

    Documentation of Sources

    Documentation of Sources

    (citations, footnotes,

    references, bibliography, etc.,

    as appropriate to assignment

    and style)

    0 points

    Sources are not documented.

    3.64 points

    Documentation of sources is

    inconsistent or incorrect, as

    appropriate to assignment

    and style, with numerous

    formatting errors.

    4.2 points

    Sources are documented, as

    appropriate to assignment

    and style, although some

    formatting errors may be

    present.

    4.76 points

    Sources are documented, as

    appropriate to assignment

    and style, and format is

    mostly correct.

    5.6 points

    Sources are completely and

    correctly documented, as

    appropriate to assignment

    and style, and format is free

    of error.

    © 2026. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    [https://www.gce.com/](https://www.gce.com/)

  • [Solved] CARDIOVASCULAR DISORDERS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    FIND INFO IN THE ATTACHED **files (3)** – ## Week3pathoguide.docx – ## wk3pathoasigninfo.docx – Screenshot2026-03-08at10.11.21AM.png **## Week3pathoguide.docx** Week 3 Hello everyone, This week, you have your first mind map assignment. The focus will be cardiovascular disorders. Within the assignmen…

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    FIND INFO IN THE ATTACHED

    **files (3)**

    – ## Week3pathoguide.docx

    – ## wk3pathoasigninfo.docx

    – Screenshot2026-03-08at10.11.21AM.png

    **## Week3pathoguide.docx**

    Week 3
    Hello everyone,
    This week, you have your first mind map assignment. The focus will be cardiovascular
    disorders. Within the assignment, you will see a list of disorders to choose from. You will
    pick one topic and create a mind map. You can use any template for the mind map and
    some examples have been provided for you in this week's learning resources. Some key
    points to remember when completing this assignment:
    1. Ensure that you follow the rubric and address all sections.
    2. Once you complete the mind map and submit the assignment, it is your responsibility to
    ensure that I can open it and read it clearly. Make sure that the text is large enough and it
    does not link to a site needing a log in. If I can't read the text or access the assignment, I will
    add a comment in the grading section and it will need to be resubmitted. The resubmission
    will have the grade deducted per policy.
    3. This assignment must be in the form of a mindmap. If it is turned in as an essay, it will not
    be graded and you will receive a comment to resubmit as a mindmap.
    Required Resources
    • Rogers, J. (2023). McCance & Huether's pathophysiology (9th ed.). Elsevier – Evolve.
    o Chapter 31: Structure and Function of the Cardiovascular and Lymphatic
    Systems
    o Chapter 32: Alterations of Cardiovascular Function
    o Chapter 33: Alterations of Cardiovascular Function in Children
    • Braun, L. (2024, September 24). Pathophysiology concept mapLinks to an external
    site.. Care Patron. https://www.carepatron.com/templates/pathophysiologyconcept-map
    Mind Mapping websites – Free Templates:
    • MindmeisterLinks to an external site.. (n.d.). https://mindmeister.com
    • Creately.Links to an external site. (n.d.). https://creately.com
    • CanvaLinks to an external site.. (n.d.). https://canva.comLinks to an external site.
    Required Media
    • Stone, J. (2024). Mind mapping: Understanding advanced pathophysiology for the
    APRN studentLinks to an external site.. Canva.
    https://www.canva.com/design/DAGSVYSqELE/-
    B0IoK4WLywd5DShmsuCWQ/edit?utm_content=DAGSVYSqELE&utm_campaign=d
    esignshare&utm_medium=link2&utm_source=sharebutton
    • HBN Infotech – Tutorials. (2023, April 23). 5 mind map design ideas in MS Word –
    Mind map Word template – Mind map in Word documentLinks to an external
    site. [Video]. YouTube. https://youtu.be/IcyeCFbQO-M?si=-MJWFdnCYhZ1mn0k

    **## wk3pathoasigninfo.docx**

    In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap.

    · myocardial infarction

    · congenital heart disease (may select ASD, VSD, or PDA)

    · peripheral arterial disease

    · peripheral vascular disease

    · valvular heart disease

    · cardiomyopathy (may select dilated, hypertrophic, or restricted)

    · atherosclerosis

    · aortic aneurysm

    · deep vein thrombosis

    · hypertension

    · heart failure

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/216583/modules/items/9298776)

    BY DAY 7 OF WEEK 3

    **Submit** your MindMap by Day 7 of Week 3.

    Rubric

    **NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSelect one of the possible topics provided and complete the MindMap.<br>Describe the Pathophysiology and Etiology of the primary diagnosis. List risk factors related to the primary diagnosis. | **30 to >27.0 ptsExcellent** A thoroughly completed MindMap with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology at the cellular level and shows understanding of the primary diagnosis. The response accurately and thoroughly identifies etiology for the diagnosis and lists appropriate risk factors.<br> <br>**27 to >23.0 ptsGood** A completed MindMap with a selected topic was submitted. The response describes the pathophysiology at the organ level of the primary diagnosis. The response does not identify specific etiology for the diagnosis and some risk factors are not linked to diagnosis.<br> <br>**23 to >19.0 ptsFair** An inaccurately complete or vague MindMap with a selected topic was submitted. The response inaccurately or vaguely describes the pathophysiology of the primary diagnosis. The response inaccurately or vaguely identifies etiology for the diagnosis and all risk factors are not linked to diagnosis.<br> <br>**19 to >0 ptsPoor** An incomplete MindMap with a selected topic was submitted, or is missing. The response does not describe the pathophysiology of the primary diagnosis. The response does not identify etiology for this diagnosis and risk factors are missing. | 30 pts |
    | This criterion is linked to a Learning OutcomeWhat are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications? | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the patient's signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications.<br> <br>**17 to >14.0 ptsGood** The response accurately describes the patient's signs and symptoms for this diagnosis. The response accurately describes how this diagnosis might impact other body systems and their possible complications.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the patient's signs and symptoms for this diagnosis. The response inaccurately or vaguely describes how this diagnosis might impact other body systems and their possible complications.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the patient's signs and symptoms for this diagnosis, or is missing. The response inaccurately and vaguely describes how the diagnosis might impact other body systems and their possible complications, or is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeWhat diagnostic tests or labs would you order to confirm the primary diagnosis? | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis and are appropriately linked within the Mind map.<br> <br>**17 to >14.0 ptsGood** The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis but are not appropriately linked within the Mind map.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the diagnostic tests and labs to order for primary diagnosis and are not linked within the Mind map.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the diagnostic tests and labs to order for primary diagnosis. | 20 pts |
    | This criterion is linked to a Learning OutcomeWhat treatment options would you consider? Include possible referrals and medications. | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications.<br> <br>**17 to >14.0 ptsGood** The response accurately describes the treatment options they would consider. The response accurately describes potential referrals and medications.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the treatment options they would consider. The response inaccurately or vaguely describes potential referrals and medications.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the treatment options they would consider, or is missing. The response inaccurately and vaguely describes possible referrals and medications, or is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeResources and Mind map formatting/writing | **10 to >7.0 ptsExcellent** The response is articulate with demonstration of advanced terms and knowledge in writing style with no grammatical or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles that are within last 5 years. Research articles are also cited and linked within mind map.<br> <br>**7 to >4.0 ptsGood** The response is efficient with correct spelling and no gross grammatical and/or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles within last 5 years but not cited or linked within mind map.<br> <br>**4 to >2.0 ptsFair** The response is fair with a few spelling and grammatical errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles but not within last 5 years and not cited or linked within mind map.<br> <br>**2 to >0 ptsPoor** The response is poor with gross grammatical and spelling errors. Did not use appropriate electronic mind mapping format. Did not include reference list with at least two research articles. | 10 pts |

    Total Points: 100

    **Screenshot2026-03-08at10.11.21AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-03-08at10-11-21am-png-10512497)

    **Screenshot2026-03-08at10.11.21AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-03-08at10-11-21am-png-10512497)

    **## Week3pathoguide.docx**

    Week 3
    Hello everyone,
    This week, you have your first mind map assignment. The focus will be cardiovascular
    disorders. Within the assignment, you will see a list of disorders to choose from. You will
    pick one topic and create a mind map. You can use any template for the mind map and
    some examples have been provided for you in this week's learning resources. Some key
    points to remember when completing this assignment:
    1. Ensure that you follow the rubric and address all sections.
    2. Once you complete the mind map and submit the assignment, it is your responsibility to
    ensure that I can open it and read it clearly. Make sure that the text is large enough and it
    does not link to a site needing a log in. If I can't read the text or access the assignment, I will
    add a comment in the grading section and it will need to be resubmitted. The resubmission
    will have the grade deducted per policy.
    3. This assignment must be in the form of a mindmap. If it is turned in as an essay, it will not
    be graded and you will receive a comment to resubmit as a mindmap.
    Required Resources
    • Rogers, J. (2023). McCance & Huether's pathophysiology (9th ed.). Elsevier – Evolve.
    o Chapter 31: Structure and Function of the Cardiovascular and Lymphatic
    Systems
    o Chapter 32: Alterations of Cardiovascular Function
    o Chapter 33: Alterations of Cardiovascular Function in Children
    • Braun, L. (2024, September 24). Pathophysiology concept mapLinks to an external
    site.. Care Patron. https://www.carepatron.com/templates/pathophysiologyconcept-map
    Mind Mapping websites – Free Templates:
    • MindmeisterLinks to an external site.. (n.d.). https://mindmeister.com
    • Creately.Links to an external site. (n.d.). https://creately.com
    • CanvaLinks to an external site.. (n.d.). https://canva.comLinks to an external site.
    Required Media
    • Stone, J. (2024). Mind mapping: Understanding advanced pathophysiology for the
    APRN studentLinks to an external site.. Canva.
    https://www.canva.com/design/DAGSVYSqELE/-
    B0IoK4WLywd5DShmsuCWQ/edit?utm_content=DAGSVYSqELE&utm_campaign=d
    esignshare&utm_medium=link2&utm_source=sharebutton
    • HBN Infotech – Tutorials. (2023, April 23). 5 mind map design ideas in MS Word –
    Mind map Word template – Mind map in Word documentLinks to an external
    site. [Video]. YouTube. https://youtu.be/IcyeCFbQO-M?si=-MJWFdnCYhZ1mn0k

    **## wk3pathoasigninfo.docx**

    In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap.

    · myocardial infarction

    · congenital heart disease (may select ASD, VSD, or PDA)

    · peripheral arterial disease

    · peripheral vascular disease

    · valvular heart disease

    · cardiomyopathy (may select dilated, hypertrophic, or restricted)

    · atherosclerosis

    · aortic aneurysm

    · deep vein thrombosis

    · hypertension

    · heart failure

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/216583/modules/items/9298776)

    BY DAY 7 OF WEEK 3

    **Submit** your MindMap by Day 7 of Week 3.

    Rubric

    **NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSelect one of the possible topics provided and complete the MindMap.<br>Describe the Pathophysiology and Etiology of the primary diagnosis. List risk factors related to the primary diagnosis. | **30 to >27.0 ptsExcellent** A thoroughly completed MindMap with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology at the cellular level and shows understanding of the primary diagnosis. The response accurately and thoroughly identifies etiology for the diagnosis and lists appropriate risk factors.<br> <br>**27 to >23.0 ptsGood** A completed MindMap with a selected topic was submitted. The response describes the pathophysiology at the organ level of the primary diagnosis. The response does not identify specific etiology for the diagnosis and some risk factors are not linked to diagnosis.<br> <br>**23 to >19.0 ptsFair** An inaccurately complete or vague MindMap with a selected topic was submitted. The response inaccurately or vaguely describes the pathophysiology of the primary diagnosis. The response inaccurately or vaguely identifies etiology for the diagnosis and all risk factors are not linked to diagnosis.<br> <br>**19 to >0 ptsPoor** An incomplete MindMap with a selected topic was submitted, or is missing. The response does not describe the pathophysiology of the primary diagnosis. The response does not identify etiology for this diagnosis and risk factors are missing. | 30 pts |
    | This criterion is linked to a Learning OutcomeWhat are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications? | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the patient's signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications.<br> <br>**17 to >14.0 ptsGood** The response accurately describes the patient's signs and symptoms for this diagnosis. The response accurately describes how this diagnosis might impact other body systems and their possible complications.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the patient's signs and symptoms for this diagnosis. The response inaccurately or vaguely describes how this diagnosis might impact other body systems and their possible complications.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the patient's signs and symptoms for this diagnosis, or is missing. The response inaccurately and vaguely describes how the diagnosis might impact other body systems and their possible complications, or is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeWhat diagnostic tests or labs would you order to confirm the primary diagnosis? | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis and are appropriately linked within the Mind map.<br> <br>**17 to >14.0 ptsGood** The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis but are not appropriately linked within the Mind map.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the diagnostic tests and labs to order for primary diagnosis and are not linked within the Mind map.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the diagnostic tests and labs to order for primary diagnosis. | 20 pts |
    | This criterion is linked to a Learning OutcomeWhat treatment options would you consider? Include possible referrals and medications. | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications.<br> <br>**17 to >14.0 ptsGood** The response accurately describes the treatment options they would consider. The response accurately describes potential referrals and medications.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the treatment options they would consider. The response inaccurately or vaguely describes potential referrals and medications.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the treatment options they would consider, or is missing. The response inaccurately and vaguely describes possible referrals and medications, or is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeResources and Mind map formatting/writing | **10 to >7.0 ptsExcellent** The response is articulate with demonstration of advanced terms and knowledge in writing style with no grammatical or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles that are within last 5 years. Research articles are also cited and linked within mind map.<br> <br>**7 to >4.0 ptsGood** The response is efficient with correct spelling and no gross grammatical and/or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles within last 5 years but not cited or linked within mind map.<br> <br>**4 to >2.0 ptsFair** The response is fair with a few spelling and grammatical errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles but not within last 5 years and not cited or linked within mind map.<br> <br>**2 to >0 ptsPoor** The response is poor with gross grammatical and spelling errors. Did not use appropriate electronic mind mapping format. Did not include reference list with at least two research articles. | 10 pts |

    Total Points: 100

    **Screenshot2026-03-08at10.11.21AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2026-03-08at10-11-21am-png-10512497)

    **## Week3pathoguide.docx**

    Week 3
    Hello everyone,
    This week, you have your first mind map assignment. The focus will be cardiovascular
    disorders. Within the assignment, you will see a list of disorders to choose from. You will
    pick one topic and create a mind map. You can use any template for the mind map and
    some examples have been provided for you in this week's learning resources. Some key
    points to remember when completing this assignment:
    1. Ensure that you follow the rubric and address all sections.
    2. Once you complete the mind map and submit the assignment, it is your responsibility to
    ensure that I can open it and read it clearly. Make sure that the text is large enough and it
    does not link to a site needing a log in. If I can't read the text or access the assignment, I will
    add a comment in the grading section and it will need to be resubmitted. The resubmission
    will have the grade deducted per policy.
    3. This assignment must be in the form of a mindmap. If it is turned in as an essay, it will not
    be graded and you will receive a comment to resubmit as a mindmap.
    Required Resources
    • Rogers, J. (2023). McCance & Huether's pathophysiology (9th ed.). Elsevier – Evolve.
    o Chapter 31: Structure and Function of the Cardiovascular and Lymphatic
    Systems
    o Chapter 32: Alterations of Cardiovascular Function
    o Chapter 33: Alterations of Cardiovascular Function in Children
    • Braun, L. (2024, September 24). Pathophysiology concept mapLinks to an external
    site.. Care Patron. https://www.carepatron.com/templates/pathophysiologyconcept-map
    Mind Mapping websites – Free Templates:
    • MindmeisterLinks to an external site.. (n.d.). https://mindmeister.com
    • Creately.Links to an external site. (n.d.). https://creately.com
    • CanvaLinks to an external site.. (n.d.). https://canva.comLinks to an external site.
    Required Media
    • Stone, J. (2024). Mind mapping: Understanding advanced pathophysiology for the
    APRN studentLinks to an external site.. Canva.
    https://www.canva.com/design/DAGSVYSqELE/-
    B0IoK4WLywd5DShmsuCWQ/edit?utm_content=DAGSVYSqELE&utm_campaign=d
    esignshare&utm_medium=link2&utm_source=sharebutton
    • HBN Infotech – Tutorials. (2023, April 23). 5 mind map design ideas in MS Word –
    Mind map Word template – Mind map in Word documentLinks to an external
    site. [Video]. YouTube. https://youtu.be/IcyeCFbQO-M?si=-MJWFdnCYhZ1mn0k

    **## wk3pathoasigninfo.docx**

    In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap.

    · myocardial infarction

    · congenital heart disease (may select ASD, VSD, or PDA)

    · peripheral arterial disease

    · peripheral vascular disease

    · valvular heart disease

    · cardiomyopathy (may select dilated, hypertrophic, or restricted)

    · atherosclerosis

    · aortic aneurysm

    · deep vein thrombosis

    · hypertension

    · heart failure

    RESOURCES

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/216583/modules/items/9298776)

    BY DAY 7 OF WEEK 3

    **Submit** your MindMap by Day 7 of Week 3.

    Rubric

    **NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6501_Week 3, 7, 9_Mind Map Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeSelect one of the possible topics provided and complete the MindMap.<br>Describe the Pathophysiology and Etiology of the primary diagnosis. List risk factors related to the primary diagnosis. | **30 to >27.0 ptsExcellent** A thoroughly completed MindMap with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology at the cellular level and shows understanding of the primary diagnosis. The response accurately and thoroughly identifies etiology for the diagnosis and lists appropriate risk factors.<br> <br>**27 to >23.0 ptsGood** A completed MindMap with a selected topic was submitted. The response describes the pathophysiology at the organ level of the primary diagnosis. The response does not identify specific etiology for the diagnosis and some risk factors are not linked to diagnosis.<br> <br>**23 to >19.0 ptsFair** An inaccurately complete or vague MindMap with a selected topic was submitted. The response inaccurately or vaguely describes the pathophysiology of the primary diagnosis. The response inaccurately or vaguely identifies etiology for the diagnosis and all risk factors are not linked to diagnosis.<br> <br>**19 to >0 ptsPoor** An incomplete MindMap with a selected topic was submitted, or is missing. The response does not describe the pathophysiology of the primary diagnosis. The response does not identify etiology for this diagnosis and risk factors are missing. | 30 pts |
    | This criterion is linked to a Learning OutcomeWhat are the patient’s signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications? | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the patient's signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications.<br> <br>**17 to >14.0 ptsGood** The response accurately describes the patient's signs and symptoms for this diagnosis. The response accurately describes how this diagnosis might impact other body systems and their possible complications.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the patient's signs and symptoms for this diagnosis. The response inaccurately or vaguely describes how this diagnosis might impact other body systems and their possible complications.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the patient's signs and symptoms for this diagnosis, or is missing. The response inaccurately and vaguely describes how the diagnosis might impact other body systems and their possible complications, or is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeWhat diagnostic tests or labs would you order to confirm the primary diagnosis? | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis and are appropriately linked within the Mind map.<br> <br>**17 to >14.0 ptsGood** The response accurately and thoroughly describes in detail the diagnostic tests and labs to order for primary diagnosis but are not appropriately linked within the Mind map.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the diagnostic tests and labs to order for primary diagnosis and are not linked within the Mind map.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the diagnostic tests and labs to order for primary diagnosis. | 20 pts |
    | This criterion is linked to a Learning OutcomeWhat treatment options would you consider? Include possible referrals and medications. | **20 to >17.0 ptsExcellent** The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications.<br> <br>**17 to >14.0 ptsGood** The response accurately describes the treatment options they would consider. The response accurately describes potential referrals and medications.<br> <br>**14 to >12.0 ptsFair** The response inaccurately or vaguely describes the treatment options they would consider. The response inaccurately or vaguely describes potential referrals and medications.<br> <br>**12 to >0 ptsPoor** The response inaccurately and vaguely describes the treatment options they would consider, or is missing. The response inaccurately and vaguely describes possible referrals and medications, or is missing. | 20 pts |
    | This criterion is linked to a Learning OutcomeResources and Mind map formatting/writing | **10 to >7.0 ptsExcellent** The response is articulate with demonstration of advanced terms and knowledge in writing style with no grammatical or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles that are within last 5 years. Research articles are also cited and linked within mind map.<br> <br>**7 to >4.0 ptsGood** The response is efficient with correct spelling and no gross grammatical and/or spelling errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles within last 5 years but not cited or linked within mind map.<br> <br>**4 to >2.0 ptsFair** The response is fair with a few spelling and grammatical errors. Appropriate electronic mind mapping format. Reference list included with at least two research articles but not within last 5 years and not cited or linked within mind map.<br> <br>**2 to >0 ptsPoor** The response is poor with gross grammatical and spelling errors. Did not use appropriate electronic mind mapping format. Did not include reference list with at least two research articles. | 10 pts |

    Total Points: 100

    **Screenshot2026-03-08at10.11.21AM.png**

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  • [Solved] AIM Statement

    ✓ Verified Academic Solution Available

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    **files (2)** – ## unit2.docx – ## NU760Unit2PaperTemplate.docx **## unit2.docx** In this assignment, you are going to formulate a Problem Statement, a draft AIM Statement derived from the Problem Statement and select a framework to utilize as a guide for designing a scholarly project. Examine your …

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    Assignment Prompt & Instructions

    **files (2)**

    – ## unit2.docx

    – ## NU760Unit2PaperTemplate.docx

    **## unit2.docx**

    In this assignment, you are going to formulate a Problem Statement, a draft AIM Statement derived from the Problem Statement and select a framework to utilize as a guide for designing a scholarly project.

    Examine your current practice setting, or reflect on observations from a prior practice setting, and identify a practice problem. Examples of problems could the absence of an evidence-based approach to care, a procedure that is not aligned with current best practices, practice approaches not aligned with current practice guidelines, or the inability for current practice approaches to achieve required performance metrics.

    For the assignment, you are going to use the problem you identified and draft an approach for a proposed change.

    The assignment format is that of an academic paper constructed utilizing APA guidelines, including a title page, appropriate use of headings to separate the main sections of the body of the paper, proper in-text citations, and a references page.

    The paper should be formatted with the below template that includes:

    · A description of the practice setting where you identified the problem. [your current or a prior practice setting]

    · A description of the population in the practice setting where you identified the problem. [your current or a prior practice setting]

    · A description of the problem along with the information, observations, or data that prompted the identification of the problem.

    · A succinct problem statement utilizing the linked document as a guide.

    · An 'Aim Statement' relevant to the identified problem.

    · Define the target population or setting (where the change will occur).

    · Specify the desired outcome (what will improve and by how much).

    · Include the intervention or change strategy (how the improvement will be achieved).

    · Include a timeframe (by when the goal will be reached).

    · A description of a framework to address the problem accompanied by a discussion of how the framework correlates to elements of the problem or activities/actions that will be undertaken to address the problem. The framework could be a relevant theory, a conceptual model, an in depth framing of the concept from the literature, etc.

    **Please be sure to validate your opinions and ideas with citations and references in APA format. The assignment requires you to upload a PDF file of the full-text article for all of your resources for your faculty to review.**

    **## NU760Unit2PaperTemplate.docx**

    **Title of Paper**

    Student Name

    Herzing University

    Course #/Name of Course

    Faculty Name

    Due Date

    1

    8

    **Insert Title of Paper Here**

    Tips for Introduction: It is always good to start a paper with a statistic (with citation) regarding the topic to grab the reader's attention. Then, introduce the paper's topic and explain why it is important. In scholarly writing, do not write in the first person language; instead, write in the third person. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the main points/sections of your paper. Example: The purpose of this paper is to… (Include at least 2 main points/sections you will address in the body of your paper.)

    Practice Setting

    This section should describe the practice setting where you identified the problem. This could be your current or a prior practice setting, ensuring enough detail to frame the context of the problem (i.e., outpatient/inpatient, urban/rural, facility, and unit type).

    **Population**

    This section should describe the population in the practice setting where you identified the problem. This could be your current or a prior practice setting. Consider age range, common diagnoses, language, cultural factors, or other defining characteristics that might affect care delivery or outcomes, which help tie your intervention to the population’s needs.

    **Description of the Problem**

    This section should describe your problem along with the information, observations, or data that prompted the identification of the problem. Clearly state how the current practice deviates from guidelines, evidence, or expected outcomes.

    Problem Statement

    This section should include a succinct problem statement utilizing the linked document “Constructing a Problem Statement,” provided in the assignment instructions and acts as a guide.

    **AIM Statement**

    This section should include your AIM statement relevant to the identified problem. Utilize IHI’s AIM Statement worksheet to guide your development of the statement so that it is clear, measurable, and time-bound. This section should be in narrative form, not a copy/paste of the worksheet.

    **Framework**

    This section should include a description of the framework to address the problem and a discussion of how the framework correlates to the elements of the problem or activities/actions that will be undertaken to address the problem. The framework could be a relevant theory, which helps to understand why a problem exists based on behaviors, motivation, or decision-making processes and predict outcomes (i.e., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory, etc.) or a conceptual model that illustrates relationships between core concepts in your topic (i.e., Technology Acceptance Model, Roy Adaptation Model, etc.), or if there is no clear framing of the concept then an in-depth framing of the concept from the literature. Do not utilize the Iowa, KTA, PDSA, or any other QI framework.

    Conclusion

    Tips: Notice the Conclusion is a Level 1 Header, centered and bolded. A conclusion section should be included in all scholarly papers to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. You should also restate or rephrase your purpose/thesis statement. In conclusion, you should not add new ideas or new information with citations; you should simply summarize the paper and reflect on key elements of the paper. If you need to add cited information, move that information to a previous section of your paper. You can end the conclusion by clarifying the intent and importance of the paper. For additional APA font choices for scholarly papers, see
    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/font](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font).

    **References**

    Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the knowledge to action framework in practice: A citation analysis and systematic review.
    _Implementation Science_,
    _9_(1), 1.
    [https://doi.org/10.1186/s13012-014-0172-2](https://doi.org/10.1186/s13012-014-0172-2) (Journal Example for a template)

    Knowles, M., Holton, E.F., & Swanson, R.A. (2005).
    _The adult learner: The definitive class in adult education and human resource development_ (6th ed.). Elsevier. (Book Example)

    National League for Nursing (2021).
    _Coaching for excellence in nursing: A guide for educators._ NLN.
    [https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing](https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing) (Web article Example; Use all 3 examples as templates)

    \*\* Remember that ALL references should be accessible and cited in the body of the paper. The in-text citations for the above examples are as follows:

    (Field et al., 2014)

    (Knowles et al., 2005)

    (National League for Nursing [NLN], 2021)- First citation.

    (NLN, 2021)- Subsequent citation.

    **## NU760Unit2PaperTemplate.docx**

    **Title of Paper**

    Student Name

    Herzing University

    Course #/Name of Course

    Faculty Name

    Due Date

    1

    8

    **Insert Title of Paper Here**

    Tips for Introduction: It is always good to start a paper with a statistic (with citation) regarding the topic to grab the reader's attention. Then, introduce the paper's topic and explain why it is important. In scholarly writing, do not write in the first person language; instead, write in the third person. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the main points/sections of your paper. Example: The purpose of this paper is to… (Include at least 2 main points/sections you will address in the body of your paper.)

    Practice Setting

    This section should describe the practice setting where you identified the problem. This could be your current or a prior practice setting, ensuring enough detail to frame the context of the problem (i.e., outpatient/inpatient, urban/rural, facility, and unit type).

    **Population**

    This section should describe the population in the practice setting where you identified the problem. This could be your current or a prior practice setting. Consider age range, common diagnoses, language, cultural factors, or other defining characteristics that might affect care delivery or outcomes, which help tie your intervention to the population’s needs.

    **Description of the Problem**

    This section should describe your problem along with the information, observations, or data that prompted the identification of the problem. Clearly state how the current practice deviates from guidelines, evidence, or expected outcomes.

    Problem Statement

    This section should include a succinct problem statement utilizing the linked document “Constructing a Problem Statement,” provided in the assignment instructions and acts as a guide.

    **AIM Statement**

    This section should include your AIM statement relevant to the identified problem. Utilize IHI’s AIM Statement worksheet to guide your development of the statement so that it is clear, measurable, and time-bound. This section should be in narrative form, not a copy/paste of the worksheet.

    **Framework**

    This section should include a description of the framework to address the problem and a discussion of how the framework correlates to the elements of the problem or activities/actions that will be undertaken to address the problem. The framework could be a relevant theory, which helps to understand why a problem exists based on behaviors, motivation, or decision-making processes and predict outcomes (i.e., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory, etc.) or a conceptual model that illustrates relationships between core concepts in your topic (i.e., Technology Acceptance Model, Roy Adaptation Model, etc.), or if there is no clear framing of the concept then an in-depth framing of the concept from the literature. Do not utilize the Iowa, KTA, PDSA, or any other QI framework.

    Conclusion

    Tips: Notice the Conclusion is a Level 1 Header, centered and bolded. A conclusion section should be included in all scholarly papers to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. You should also restate or rephrase your purpose/thesis statement. In conclusion, you should not add new ideas or new information with citations; you should simply summarize the paper and reflect on key elements of the paper. If you need to add cited information, move that information to a previous section of your paper. You can end the conclusion by clarifying the intent and importance of the paper. For additional APA font choices for scholarly papers, see
    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/font](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font).

    **References**

    Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the knowledge to action framework in practice: A citation analysis and systematic review.
    _Implementation Science_,
    _9_(1), 1.
    [https://doi.org/10.1186/s13012-014-0172-2](https://doi.org/10.1186/s13012-014-0172-2) (Journal Example for a template)

    Knowles, M., Holton, E.F., & Swanson, R.A. (2005).
    _The adult learner: The definitive class in adult education and human resource development_ (6th ed.). Elsevier. (Book Example)

    National League for Nursing (2021).
    _Coaching for excellence in nursing: A guide for educators._ NLN.
    [https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing](https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing) (Web article Example; Use all 3 examples as templates)

    \*\* Remember that ALL references should be accessible and cited in the body of the paper. The in-text citations for the above examples are as follows:

    (Field et al., 2014)

    (Knowles et al., 2005)

    (National League for Nursing [NLN], 2021)- First citation.

    (NLN, 2021)- Subsequent citation.

    **## unit2.docx**

    In this assignment, you are going to formulate a Problem Statement, a draft AIM Statement derived from the Problem Statement and select a framework to utilize as a guide for designing a scholarly project.

    Examine your current practice setting, or reflect on observations from a prior practice setting, and identify a practice problem. Examples of problems could the absence of an evidence-based approach to care, a procedure that is not aligned with current best practices, practice approaches not aligned with current practice guidelines, or the inability for current practice approaches to achieve required performance metrics.

    For the assignment, you are going to use the problem you identified and draft an approach for a proposed change.

    The assignment format is that of an academic paper constructed utilizing APA guidelines, including a title page, appropriate use of headings to separate the main sections of the body of the paper, proper in-text citations, and a references page.

    The paper should be formatted with the below template that includes:

    · A description of the practice setting where you identified the problem. [your current or a prior practice setting]

    · A description of the population in the practice setting where you identified the problem. [your current or a prior practice setting]

    · A description of the problem along with the information, observations, or data that prompted the identification of the problem.

    · A succinct problem statement utilizing the linked document as a guide.

    · An 'Aim Statement' relevant to the identified problem.

    · Define the target population or setting (where the change will occur).

    · Specify the desired outcome (what will improve and by how much).

    · Include the intervention or change strategy (how the improvement will be achieved).

    · Include a timeframe (by when the goal will be reached).

    · A description of a framework to address the problem accompanied by a discussion of how the framework correlates to elements of the problem or activities/actions that will be undertaken to address the problem. The framework could be a relevant theory, a conceptual model, an in depth framing of the concept from the literature, etc.

    **Please be sure to validate your opinions and ideas with citations and references in APA format. The assignment requires you to upload a PDF file of the full-text article for all of your resources for your faculty to review.**

    **## NU760Unit2PaperTemplate.docx**

    **Title of Paper**

    Student Name

    Herzing University

    Course #/Name of Course

    Faculty Name

    Due Date

    1

    8

    **Insert Title of Paper Here**

    Tips for Introduction: It is always good to start a paper with a statistic (with citation) regarding the topic to grab the reader's attention. Then, introduce the paper's topic and explain why it is important. In scholarly writing, do not write in the first person language; instead, write in the third person. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the main points/sections of your paper. Example: The purpose of this paper is to… (Include at least 2 main points/sections you will address in the body of your paper.)

    Practice Setting

    This section should describe the practice setting where you identified the problem. This could be your current or a prior practice setting, ensuring enough detail to frame the context of the problem (i.e., outpatient/inpatient, urban/rural, facility, and unit type).

    **Population**

    This section should describe the population in the practice setting where you identified the problem. This could be your current or a prior practice setting. Consider age range, common diagnoses, language, cultural factors, or other defining characteristics that might affect care delivery or outcomes, which help tie your intervention to the population’s needs.

    **Description of the Problem**

    This section should describe your problem along with the information, observations, or data that prompted the identification of the problem. Clearly state how the current practice deviates from guidelines, evidence, or expected outcomes.

    Problem Statement

    This section should include a succinct problem statement utilizing the linked document “Constructing a Problem Statement,” provided in the assignment instructions and acts as a guide.

    **AIM Statement**

    This section should include your AIM statement relevant to the identified problem. Utilize IHI’s AIM Statement worksheet to guide your development of the statement so that it is clear, measurable, and time-bound. This section should be in narrative form, not a copy/paste of the worksheet.

    **Framework**

    This section should include a description of the framework to address the problem and a discussion of how the framework correlates to the elements of the problem or activities/actions that will be undertaken to address the problem. The framework could be a relevant theory, which helps to understand why a problem exists based on behaviors, motivation, or decision-making processes and predict outcomes (i.e., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory, etc.) or a conceptual model that illustrates relationships between core concepts in your topic (i.e., Technology Acceptance Model, Roy Adaptation Model, etc.), or if there is no clear framing of the concept then an in-depth framing of the concept from the literature. Do not utilize the Iowa, KTA, PDSA, or any other QI framework.

    Conclusion

    Tips: Notice the Conclusion is a Level 1 Header, centered and bolded. A conclusion section should be included in all scholarly papers to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. You should also restate or rephrase your purpose/thesis statement. In conclusion, you should not add new ideas or new information with citations; you should simply summarize the paper and reflect on key elements of the paper. If you need to add cited information, move that information to a previous section of your paper. You can end the conclusion by clarifying the intent and importance of the paper. For additional APA font choices for scholarly papers, see
    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/font](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font).

    **References**

    Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the knowledge to action framework in practice: A citation analysis and systematic review.
    _Implementation Science_,
    _9_(1), 1.
    [https://doi.org/10.1186/s13012-014-0172-2](https://doi.org/10.1186/s13012-014-0172-2) (Journal Example for a template)

    Knowles, M., Holton, E.F., & Swanson, R.A. (2005).
    _The adult learner: The definitive class in adult education and human resource development_ (6th ed.). Elsevier. (Book Example)

    National League for Nursing (2021).
    _Coaching for excellence in nursing: A guide for educators._ NLN.
    [https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing](https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing) (Web article Example; Use all 3 examples as templates)

    \*\* Remember that ALL references should be accessible and cited in the body of the paper. The in-text citations for the above examples are as follows:

    (Field et al., 2014)

    (Knowles et al., 2005)

    (National League for Nursing [NLN], 2021)- First citation.

    (NLN, 2021)- Subsequent citation.

    **## unit2.docx**

    In this assignment, you are going to formulate a Problem Statement, a draft AIM Statement derived from the Problem Statement and select a framework to utilize as a guide for designing a scholarly project.

    Examine your current practice setting, or reflect on observations from a prior practice setting, and identify a practice problem. Examples of problems could the absence of an evidence-based approach to care, a procedure that is not aligned with current best practices, practice approaches not aligned with current practice guidelines, or the inability for current practice approaches to achieve required performance metrics.

    For the assignment, you are going to use the problem you identified and draft an approach for a proposed change.

    The assignment format is that of an academic paper constructed utilizing APA guidelines, including a title page, appropriate use of headings to separate the main sections of the body of the paper, proper in-text citations, and a references page.

    The paper should be formatted with the below template that includes:

    · A description of the practice setting where you identified the problem. [your current or a prior practice setting]

    · A description of the population in the practice setting where you identified the problem. [your current or a prior practice setting]

    · A description of the problem along with the information, observations, or data that prompted the identification of the problem.

    · A succinct problem statement utilizing the linked document as a guide.

    · An 'Aim Statement' relevant to the identified problem.

    · Define the target population or setting (where the change will occur).

    · Specify the desired outcome (what will improve and by how much).

    · Include the intervention or change strategy (how the improvement will be achieved).

    · Include a timeframe (by when the goal will be reached).

    · A description of a framework to address the problem accompanied by a discussion of how the framework correlates to elements of the problem or activities/actions that will be undertaken to address the problem. The framework could be a relevant theory, a conceptual model, an in depth framing of the concept from the literature, etc.

    **Please be sure to validate your opinions and ideas with citations and references in APA format. The assignment requires you to upload a PDF file of the full-text article for all of your resources for your faculty to review.**

    **## NU760Unit2PaperTemplate.docx**

    **Title of Paper**

    Student Name

    Herzing University

    Course #/Name of Course

    Faculty Name

    Due Date

    1

    8

    **Insert Title of Paper Here**

    Tips for Introduction: It is always good to start a paper with a statistic (with citation) regarding the topic to grab the reader's attention. Then, introduce the paper's topic and explain why it is important. In scholarly writing, do not write in the first person language; instead, write in the third person. End the introduction paragraph with a purpose or thesis statement as your last sentence of the paragraph to introduce the main points/sections of your paper. Example: The purpose of this paper is to… (Include at least 2 main points/sections you will address in the body of your paper.)

    Practice Setting

    This section should describe the practice setting where you identified the problem. This could be your current or a prior practice setting, ensuring enough detail to frame the context of the problem (i.e., outpatient/inpatient, urban/rural, facility, and unit type).

    **Population**

    This section should describe the population in the practice setting where you identified the problem. This could be your current or a prior practice setting. Consider age range, common diagnoses, language, cultural factors, or other defining characteristics that might affect care delivery or outcomes, which help tie your intervention to the population’s needs.

    **Description of the Problem**

    This section should describe your problem along with the information, observations, or data that prompted the identification of the problem. Clearly state how the current practice deviates from guidelines, evidence, or expected outcomes.

    Problem Statement

    This section should include a succinct problem statement utilizing the linked document “Constructing a Problem Statement,” provided in the assignment instructions and acts as a guide.

    **AIM Statement**

    This section should include your AIM statement relevant to the identified problem. Utilize IHI’s AIM Statement worksheet to guide your development of the statement so that it is clear, measurable, and time-bound. This section should be in narrative form, not a copy/paste of the worksheet.

    **Framework**

    This section should include a description of the framework to address the problem and a discussion of how the framework correlates to the elements of the problem or activities/actions that will be undertaken to address the problem. The framework could be a relevant theory, which helps to understand why a problem exists based on behaviors, motivation, or decision-making processes and predict outcomes (i.e., Health Belief Model, Theory of Planned Behavior, Self-Determination Theory, etc.) or a conceptual model that illustrates relationships between core concepts in your topic (i.e., Technology Acceptance Model, Roy Adaptation Model, etc.), or if there is no clear framing of the concept then an in-depth framing of the concept from the literature. Do not utilize the Iowa, KTA, PDSA, or any other QI framework.

    Conclusion

    Tips: Notice the Conclusion is a Level 1 Header, centered and bolded. A conclusion section should be included in all scholarly papers to summarize the paper. It is normally one paragraph in length, succinct, and restates the main points of your paper. You should also restate or rephrase your purpose/thesis statement. In conclusion, you should not add new ideas or new information with citations; you should simply summarize the paper and reflect on key elements of the paper. If you need to add cited information, move that information to a previous section of your paper. You can end the conclusion by clarifying the intent and importance of the paper. For additional APA font choices for scholarly papers, see
    [https://apastyle.apa.org/style-grammar-guidelines/paper-format/font](https://apastyle.apa.org/style-grammar-guidelines/paper-format/font).

    **References**

    Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the knowledge to action framework in practice: A citation analysis and systematic review.
    _Implementation Science_,
    _9_(1), 1.
    [https://doi.org/10.1186/s13012-014-0172-2](https://doi.org/10.1186/s13012-014-0172-2) (Journal Example for a template)

    Knowles, M., Holton, E.F., & Swanson, R.A. (2005).
    _The adult learner: The definitive class in adult education and human resource development_ (6th ed.). Elsevier. (Book Example)

    National League for Nursing (2021).
    _Coaching for excellence in nursing: A guide for educators._ NLN.
    [https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing](https://ondemand.nln.org/product?catalog=Coaching-for-Excellence-in-Nursing) (Web article Example; Use all 3 examples as templates)

    \*\* Remember that ALL references should be accessible and cited in the body of the paper. The in-text citations for the above examples are as follows:

    (Field et al., 2014)

    (Knowles et al., 2005)

    (National League for Nursing [NLN], 2021)- First citation.

    (NLN, 2021)- Subsequent citation.

  • [Solved] Post discussion

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    – describing the differences between the ANCC and AANP

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  • [Solved] HR 2.9 MLA

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    The purpose of this paragraph is to evaluate the effectiveness of the author’s presentation, not whether you personally agree or disagree with the argument. Your focus should be on how well the author presents the argument. Purpose of the Assessment Paragraph In this paragraph, you must: Assess the …

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    The purpose of this paragraph is to evaluate the effectiveness of the author’s presentation, not whether you personally agree or disagree with the argument.

    Your focus should be on how well the author presents the argument.

    Purpose of the Assessment Paragraph

    In this paragraph, you must:

    Assess the author’s presentation.

    Evaluate the validity of the author’s argument.

    Determine whether the author successfully achieves his or her purpose.

    Review three or four specific criteria listed below.

    This paragraph should move beyond summary and into critical evaluation.

    Evaluation Criteria

    Choose at least three (3) of the following criteria to structure your paragraph:

    Is the information accurate?

    Is the information significant?

    Has the author clearly defined key terms?

    Has the author used and interpreted information fairly?

    Has the author argued logically?

    Are sources credible and relevant?

    You may use more than three, but you must thoroughly explain at least three.

    What This Paragraph Is NOT

    It is NOT a summary.

    It is NOT your personal opinion about the topic.

    It is NOT a statement of agreement or disagreement.

    Instead, it is a critical evaluation of how well the author builds and presents the argument.

    Structure Expectations

    Your paragraph should:

    Begin with a clear topic sentence stating your overall assessment.

    Address three or four specific evaluation criteria.

    Provide examples from the text to support your evaluation.

    Maintain academic tone.

    Be approximately 8–12 well-developed sentences.

    Please view sample models in this week's module.

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  • [Solved] Distinguish risk factors associated with selected disease states across the lifespan.

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    Distinguish risk factors associated with selected disease states across the lifespan.

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    Distinguish risk factors associated with selected disease states across the lifespan.