Tag: Nursing

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

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    Distinguish risk factors associated with cirrhosis states across the lifespan.

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    Distinguish risk factors associated with cirrhosis states across the lifespan.

  • [Solved] YULE CAPSTONE 2

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    1. Review of Literature: – Review and discuss literature: Synthesize at least 10 primary research studies and/or systematic reviews; do not include summary articles. This section is all about the scientific evidence rather than someone else's opinion of the evidence. Do not use secondary sources; …

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    Assignment Prompt & Instructions

    1. Review of Literature:

    – Review and discuss literature: Synthesize at least 10 primary research studies and/or systematic reviews; do not include summary articles. This section is all about the scientific evidence rather than someone else's opinion of the evidence. Do not use secondary sources; you need to get the article, read it, and make your own decision about quality and applicability to your question even if you did find out about the study in a review of the literature. This is a synthesis rather than a study-by-study review. Address the similarities, differences, and controversies in the body of evidence.

    2. Analyze and apply knowledge directly to your PICOT- The studies that you cite in this section must relate directly to your PICOT question.

    3. Provide precise body of evidence for your Practice Change- Include Nurses as leaders in this project, statistics, cost, impact on healthcare.

    4. Discuss objectives for your practice change, Why is change necessary?

    5. Discuss where the problem exists, why it exists, what is the preposition for change. Include information from your PICOT.

    6. Apply all that is relevant to the problem. For example: Pros vs Cons, current state of problem

    NOTE: It should not reflect your opinion, but rather Evidence Based Practice should be applied

    -After completing a literature search on interventions addressing your chosen health problem, write a review that evaluates the strengths and weaknesses of all the sources you have found, compare anc constrast.

    -Use appropriate APA 7th Ed. Scholarly, peer-reviewed, and research articles cited should be within the last five years.

    -This section should be minimum 4 pages long (not including the title and reference page).

    -Use proper in-text citations with a properly formatted reference list.

    -All must be written APA in the 3rd person.

    -Cant have more than 10% plagiarism this assignment will be submitted via turnitin

    DUE DATE MARCH 31, 2026

    – [\
    \
    YULEXISCAPSTONE1.docx](https://www.sweetstudy.com/files/yulexiscapstone1-docx "YULEXISCAPSTONE1.docx")

  • [Solved] YISE-POLICY

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    **Assignment Instructions:** Students are to submit an assignment between 5-6 pages excluding title page and reference pages. Assignment must be organized according to the guidelines provided below (remember to follow the grading rubric) and need to include all the identified sections and informatio…

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    Assignment Prompt & Instructions

    **Assignment Instructions:**

    Students are to submit an assignment between 5-6 pages excluding title page and reference pages. Assignment must be organized according to the guidelines provided below (remember to follow the grading rubric) and need to include all the identified sections and information as it is outlined in the grading rubric and assignment instructions. Must be completed in APA format and contain current scholarly sources dated from 2019 until current. Resources to assist students in conducting a policy analysis are provided throughout Blackboard and in course readings.

    **Introduction**

    This part of the assignment should introduce the topics the student will be discussing and provide a bit of context about the approach. This is specific to the student content to be presented and not general to the assignment itself.

    **Step 1:** Identify the Policy Problem/Issue & Provide Context

    The first thing the student needs identify is a healthcare issue that, in your opinion, is a problem that calls for a policy solution, so the first step is to determine the policy issue of interest.

    **Step 2:** Provide the Landscape

    Identify the key stakeholders/ and or key factors of previous efforts to address the policy issue These are the individuals and groups likely to affect or be affected by new policies taken in response to the policy issue under discussion. Identify key factors such as political, social, economic, practical, legal or quality-of-care factors.

    **Conclusion**

    The conclusion summarizes the findings and recommendations of the entire analysis. This focuses on the student’s paper outlining key points that have been learned and assessed throughout the paper in a comprehensive and succinct manner.

    Can't have more than 10% plagiarism this assignment will be submitted via turnitinn

    DUE DATE MARCH 31, 2026

  • [Solved] scholarship of Application

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    **files (2)** – ## ScholarshipofApplicationinstructions.docx – ## AddressingLowHandHygieneComplianceinanIntensiveCareUnit.docx **## ScholarshipofApplicationinstructions.docx** **Directions** For this assignment, you will be providing an overview of the strategy, or intervention if you will, that you…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## ScholarshipofApplicationinstructions.docx

    – ## AddressingLowHandHygieneComplianceinanIntensiveCareUnit.docx

    **## ScholarshipofApplicationinstructions.docx**

    **Directions**

    For this assignment, you will be providing an overview of the strategy, or intervention if you will, that you plan to implement to address the identified problem.

    You will develop a minimum of two measures that will be utilized to evaluate the project.

    The assignment will be structured in a presentation format, with in-text and reference citations formatted consistently according to 7th edition APA guidelines.

    **The presentation needs to include the following:**

    ·
    **Slide 1**- Title slide

    ·
    **Slide 2**- The Problem Statement and the Aim Statement from your Unit 2 paper assignment.

    ·
    **Slide 3**- An overview of the range of strategies/interventions that you located in the literature that may be reasonable to implement for addressing the problem (supported with references); OR a discussion about a dearth of literature for potential strategies/interventions (supported with references).

    ·
    **Slide 4**- An overview of the strategy/intervention you selected as the best fit for implementation in your practice setting.

    ·
    **_Please note that you will need four references focused on the strategy or intervention you have selected, which may be the same as those you included in your Unit 3 Matrix References, OR may be references not included in the Unit 3 Matrix if your Unit 4 Critical Appraisal assignment indicated any of those were not suitable to support the planned improvement project. These references will also support your rationale in slide 5._**

    ·
    **Slide 5**- Provide a brief rationale as to why you believe your selected strategy/intervention was the best fit for addressing the problem in your practice setting.

    ·
    **Slides 6**- Provide an overview of who would be involved in operationalizing the strategy/intervention (e.g., patients, providers, support staff, IT, the management team, etc.)

    ·
    **Slide 7**– Provide an overview of your Evaluative Measure #1, including the data/information that needs to be collected to support the evaluation process

    ·
    **Slide 8**- Provide an overview of your Evaluative Measure #2, including the data/information that needs to be collected to support the evaluation process

    ·
    **Slide 9**- Reference citations list

    ·
    **In addition to uploading the presentation file, the assignment requires that you upload a file of the full text resources utilized in your presentation.**

    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.

    **## AddressingLowHandHygieneComplianceinanIntensiveCareUnit.docx**

    1

    **Addressing Low Hand Hygiene Compliance in an Intensive Care Unit**

    Student’s Name

    Institutional Affiliation

    Course

    Instructor

    Date

    **Addressing Low Hand Hygiene Compliance in an Intensive Care Unit**

    Hospital-acquired infections (HAIs) have a pooled prevalence of 32% among adults in intensive care units globally, contributing to significant morbidity, mortality, and healthcare costs (Odoom et al., 2025). The adherence to hand hygiene in low-resource settings is extremely low, typically ranging between 30 and 40 percent in critical care settings, which increases the risk of infection (Alshagrawi and Alhodaithy, 2024). This is of special concern to intensive care units (ICUs), where vulnerable patients are at increased risk. The issue of hand hygiene compliance must be addressed as a method of enhancing patient safety and adhering to evidence-based recommendations. This paper is intended to outline a practice issue connected to the low rates of hand hygiene compliance in an ICU, develop a problem statement and AIM statement, and utilize the Theory of Planned Behavior as a framework to implement interventions.

    **Practice Setting**

    The problem was identified during observations in the ICU of an urban tertiary hospital in Orlando, Florida, a previous practice site. It is a 20-bed inpatient facility that operates in a resource-limited environment, serving a wide range of population members with critical care services to the medical and surgical patients. The ICU is a high-volume environment that has emergencies, recoveries after an operation, and chronic diseases, and staffing ratios are often above 1:4 nurses to patients. Basic handwashing stations with soap and alcohol-based sanitizers are also in place, although the supply chains are not consistent and the workload is high, which leads to the departure of best practices. This environment is reflective of what happens in most hospitals in the urban U.S., where the issue of overcrowding and limited resources increases the problem of infection control.

    **Population**

    The affected population is comprised of critically ill adults aged 18-85 years, with common diagnoses including sepsis, respiratory failure, trauma, and post-surgical complications. Cultural aspects are also at work, with patients of different ethnic backgrounds (e.g., Hispanic, African American) possibly having different health beliefs that affect their family involvement in the care. Language barriers exist, with English and Spanish predominant, but some patients require interpreters. Social economic inequalities come into play, where most of the low-income urban areas have an uphill struggle to get care. These attributes imply specific interventions since older patients (over 65, 40% of admissions) and patients with comorbidities are especially vulnerable to HAIs because of poor immunity and long-term use of ventilators.

    **Description of the Problem**

    The problem involves suboptimal hand hygiene compliance among healthcare workers (HCWs), leading to elevated HAI rates. Observations from the setting revealed compliance rates around 25-60%, far below recommended thresholds for effective infection prevention (Bredin et al., 2022). Data that led to this identification included infection surveillance reports of a 14-18% HAI incidence, mostly central line-associated bloodstream infections (CLABSIs) and ventilator-associated events (VAEs), which were negatively correlated with observed hand hygiene adherence (r = -0.42) (Chakma et al., 2024). The existing practices are not based on the guidelines of the WHO on My 5 Moments of Hand Hygiene, where HCWs frequently do not sanitize themselves after contact with a patient or the environment because of time constraints, insufficient supplies, and habitual omissions. This lack of alignment with evidence-based practices leads to avoidable infections, prolonged hospitalizations, and antimicrobial resistance.

    **Problem Statement**

    In the ICU of an urban tertiary hospital, critically ill adult patients experience elevated HAIs due to HCWs' low hand hygiene compliance (averaging 37%), deviating from guidelines that recommend high adherence to prevent up to 50% of avoidable infections, necessitating targeted behavioral interventions to improve practices and reduce infection rates (Alshagrawi & Alhodaithy, 2024).

    **AIM Statement**

    To improve hand hygiene compliance among all HCWs in the ICU from a baseline of 50% to 90% by implementing targeted education, reminders, and supply enhancements within six months, as measured by direct observation and product consumption tracking.

    **Framework**

    The Theory of Planned Behavior (TPB) serves as the guiding framework for addressing this problem. TPB assumes that the behavioral intentions depend on the three basic constructs, namely attitudes towards the behavior, subjective norms, and perceived behavioral control (Bulbul Maras and Kocacal, 2024). Here the attitudes are the beliefs of HCWs regarding the benefits of hand hygiene, including the reduction of HAIs; subjective norms include the perceived social pressures of their colleagues and leadership; and the perceived control consists of the barriers of resources availability and self-efficacy in high-stress settings.

    This framework is directly related to the components of the problem. An example of low compliance is usually a result of negative attitudes (e.g., thinking hand hygiene is time-wasting) and weak norms (e.g., no peer accountability), which TPB can help to overcome by using attitude-shifting education and norm-building campaigns (Bulbul Maras and Kocacal, 2024). Interventions to counter the issue involve surveys to measure the intentions at baseline, specific training to increase perceived control (e.g., practice in simulation), and leadership approvals to reinforce the norms. TPB promotes quantifiable changes since it predicts and affects intentions, which can be seen in research where TPB-based interventions have increased compliance by 20-30% (Sin et al., 2022). Compared to quality improvement models, TPB offers a psychological perspective of how to explain and change behaviors that cause the deviation of guidelines, making the change sustainable.

    **Conclusion**

    This paper outlined low hand hygiene compliance in an ICU as a critical practice problem, described the setting and population, and formulated a problem statement and AIM statement to drive change. The Theory of Planned Behavior offers a robust framework to correlate with problem elements and guide interventions, emphasizing behavioral predictors for improved outcomes. Addressing this issue is vital for enhancing patient safety and reducing HAIs in resource-limited settings.

    **References**

    Alshagrawi, S., & Alhodaithy, N. (2024). Determinants of hand hygiene compliance among healthcare workers in intensive care units: a qualitative study. BMC Public Health, 24, 2333.
    [https://doi.org/10.1186/s12889-024-19461-2](https://doi.org/10.1186/s12889-024-19461-2)

    Bredin, D., O'Doherty, A., Hannigan, A., & Kingston, P. (2022). Hand hygiene compliance by direct observation in physician and nurse hospital wards: a systematic review and meta-analysis. Journal of Hospital Infection, 130, 20-33.
    [https://doi.org/10.1016/j.jhin.2022.08.013](https://doi.org/10.1016/j.jhin.2022.08.013)

    Bülbül Maraş, G., & Kocaçal, E. (2024). Exploring determinants of hand hygiene among nursing students: A theory of planned behavior approach. BMC Nursing, 23, 406.
    [https://link.springer.com/article/10.1186/s12912-024-02062-0](https://link.springer.com/article/10.1186/s12912-024-02062-0)

    Chakma, S. K., Sadique, M. Z. A., Sing, A. K., Kabir, M. F., Islam, M. S., Islam, M. R., & Siddiqui, M. A. (2024). Effectiveness of a hand hygiene training intervention in improving knowledge and compliance rate among healthcare workers in a respiratory disease hospital. Heliyon, 10(5), e27286.
    [https://www.cell.com/heliyon/fulltext/S2405-8440(24)03317-6?uuid=uuid%3A116ac320-4fa6-45f4-86a0-3f82fc46ec24](https://www.cell.com/heliyon/fulltext/S2405-8440(24)03317-6?uuid=uuid%3A116ac320-4fa6-45f4-86a0-3f82fc46ec24)

    Odoom, A., & Donkor, E. S. (2025). Prevalence of Healthcare‐Acquired Infections Among Adults in Intensive Care Units: A Systematic Review and Meta‐Analysis.
    _Health Science Reports_,
    _8_(7), e70939.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC12239516](https://pmc.ncbi.nlm.nih.gov/articles/PMC12239516)

    Sin, C. S., Rocha, J. L., Lee, R. K. Y., Wong, L. W. Y., & Suen, L. K. P. (2022). Using the theory of planned behaviour to explain hand hygiene among nurses in Hong Kong during COVID-19. Journal of Hospital Infection, 123, 119-125.
    [https://doi.org/10.1016/j.jhin.2022.01.018](https://doi.org/10.1016/j.jhin.2022.01.018)

    **## AddressingLowHandHygieneComplianceinanIntensiveCareUnit.docx**

    1

    **Addressing Low Hand Hygiene Compliance in an Intensive Care Unit**

    Student’s Name

    Institutional Affiliation

    Course

    Instructor

    Date

    **Addressing Low Hand Hygiene Compliance in an Intensive Care Unit**

    Hospital-acquired infections (HAIs) have a pooled prevalence of 32% among adults in intensive care units globally, contributing to significant morbidity, mortality, and healthcare costs (Odoom et al., 2025). The adherence to hand hygiene in low-resource settings is extremely low, typically ranging between 30 and 40 percent in critical care settings, which increases the risk of infection (Alshagrawi and Alhodaithy, 2024). This is of special concern to intensive care units (ICUs), where vulnerable patients are at increased risk. The issue of hand hygiene compliance must be addressed as a method of enhancing patient safety and adhering to evidence-based recommendations. This paper is intended to outline a practice issue connected to the low rates of hand hygiene compliance in an ICU, develop a problem statement and AIM statement, and utilize the Theory of Planned Behavior as a framework to implement interventions.

    **Practice Setting**

    The problem was identified during observations in the ICU of an urban tertiary hospital in Orlando, Florida, a previous practice site. It is a 20-bed inpatient facility that operates in a resource-limited environment, serving a wide range of population members with critical care services to the medical and surgical patients. The ICU is a high-volume environment that has emergencies, recoveries after an operation, and chronic diseases, and staffing ratios are often above 1:4 nurses to patients. Basic handwashing stations with soap and alcohol-based sanitizers are also in place, although the supply chains are not consistent and the workload is high, which leads to the departure of best practices. This environment is reflective of what happens in most hospitals in the urban U.S., where the issue of overcrowding and limited resources increases the problem of infection control.

    **Population**

    The affected population is comprised of critically ill adults aged 18-85 years, with common diagnoses including sepsis, respiratory failure, trauma, and post-surgical complications. Cultural aspects are also at work, with patients of different ethnic backgrounds (e.g., Hispanic, African American) possibly having different health beliefs that affect their family involvement in the care. Language barriers exist, with English and Spanish predominant, but some patients require interpreters. Social economic inequalities come into play, where most of the low-income urban areas have an uphill struggle to get care. These attributes imply specific interventions since older patients (over 65, 40% of admissions) and patients with comorbidities are especially vulnerable to HAIs because of poor immunity and long-term use of ventilators.

    **Description of the Problem**

    The problem involves suboptimal hand hygiene compliance among healthcare workers (HCWs), leading to elevated HAI rates. Observations from the setting revealed compliance rates around 25-60%, far below recommended thresholds for effective infection prevention (Bredin et al., 2022). Data that led to this identification included infection surveillance reports of a 14-18% HAI incidence, mostly central line-associated bloodstream infections (CLABSIs) and ventilator-associated events (VAEs), which were negatively correlated with observed hand hygiene adherence (r = -0.42) (Chakma et al., 2024). The existing practices are not based on the guidelines of the WHO on My 5 Moments of Hand Hygiene, where HCWs frequently do not sanitize themselves after contact with a patient or the environment because of time constraints, insufficient supplies, and habitual omissions. This lack of alignment with evidence-based practices leads to avoidable infections, prolonged hospitalizations, and antimicrobial resistance.

    **Problem Statement**

    In the ICU of an urban tertiary hospital, critically ill adult patients experience elevated HAIs due to HCWs' low hand hygiene compliance (averaging 37%), deviating from guidelines that recommend high adherence to prevent up to 50% of avoidable infections, necessitating targeted behavioral interventions to improve practices and reduce infection rates (Alshagrawi & Alhodaithy, 2024).

    **AIM Statement**

    To improve hand hygiene compliance among all HCWs in the ICU from a baseline of 50% to 90% by implementing targeted education, reminders, and supply enhancements within six months, as measured by direct observation and product consumption tracking.

    **Framework**

    The Theory of Planned Behavior (TPB) serves as the guiding framework for addressing this problem. TPB assumes that the behavioral intentions depend on the three basic constructs, namely attitudes towards the behavior, subjective norms, and perceived behavioral control (Bulbul Maras and Kocacal, 2024). Here the attitudes are the beliefs of HCWs regarding the benefits of hand hygiene, including the reduction of HAIs; subjective norms include the perceived social pressures of their colleagues and leadership; and the perceived control consists of the barriers of resources availability and self-efficacy in high-stress settings.

    This framework is directly related to the components of the problem. An example of low compliance is usually a result of negative attitudes (e.g., thinking hand hygiene is time-wasting) and weak norms (e.g., no peer accountability), which TPB can help to overcome by using attitude-shifting education and norm-building campaigns (Bulbul Maras and Kocacal, 2024). Interventions to counter the issue involve surveys to measure the intentions at baseline, specific training to increase perceived control (e.g., practice in simulation), and leadership approvals to reinforce the norms. TPB promotes quantifiable changes since it predicts and affects intentions, which can be seen in research where TPB-based interventions have increased compliance by 20-30% (Sin et al., 2022). Compared to quality improvement models, TPB offers a psychological perspective of how to explain and change behaviors that cause the deviation of guidelines, making the change sustainable.

    **Conclusion**

    This paper outlined low hand hygiene compliance in an ICU as a critical practice problem, described the setting and population, and formulated a problem statement and AIM statement to drive change. The Theory of Planned Behavior offers a robust framework to correlate with problem elements and guide interventions, emphasizing behavioral predictors for improved outcomes. Addressing this issue is vital for enhancing patient safety and reducing HAIs in resource-limited settings.

    **References**

    Alshagrawi, S., & Alhodaithy, N. (2024). Determinants of hand hygiene compliance among healthcare workers in intensive care units: a qualitative study. BMC Public Health, 24, 2333.
    [https://doi.org/10.1186/s12889-024-19461-2](https://doi.org/10.1186/s12889-024-19461-2)

    Bredin, D., O'Doherty, A., Hannigan, A., & Kingston, P. (2022). Hand hygiene compliance by direct observation in physician and nurse hospital wards: a systematic review and meta-analysis. Journal of Hospital Infection, 130, 20-33.
    [https://doi.org/10.1016/j.jhin.2022.08.013](https://doi.org/10.1016/j.jhin.2022.08.013)

    Bülbül Maraş, G., & Kocaçal, E. (2024). Exploring determinants of hand hygiene among nursing students: A theory of planned behavior approach. BMC Nursing, 23, 406.
    [https://link.springer.com/article/10.1186/s12912-024-02062-0](https://link.springer.com/article/10.1186/s12912-024-02062-0)

    Chakma, S. K., Sadique, M. Z. A., Sing, A. K., Kabir, M. F., Islam, M. S., Islam, M. R., & Siddiqui, M. A. (2024). Effectiveness of a hand hygiene training intervention in improving knowledge and compliance rate among healthcare workers in a respiratory disease hospital. Heliyon, 10(5), e27286.
    [https://www.cell.com/heliyon/fulltext/S2405-8440(24)03317-6?uuid=uuid%3A116ac320-4fa6-45f4-86a0-3f82fc46ec24](https://www.cell.com/heliyon/fulltext/S2405-8440(24)03317-6?uuid=uuid%3A116ac320-4fa6-45f4-86a0-3f82fc46ec24)

    Odoom, A., & Donkor, E. S. (2025). Prevalence of Healthcare‐Acquired Infections Among Adults in Intensive Care Units: A Systematic Review and Meta‐Analysis.
    _Health Science Reports_,
    _8_(7), e70939.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC12239516](https://pmc.ncbi.nlm.nih.gov/articles/PMC12239516)

    Sin, C. S., Rocha, J. L., Lee, R. K. Y., Wong, L. W. Y., & Suen, L. K. P. (2022). Using the theory of planned behaviour to explain hand hygiene among nurses in Hong Kong during COVID-19. Journal of Hospital Infection, 123, 119-125.
    [https://doi.org/10.1016/j.jhin.2022.01.018](https://doi.org/10.1016/j.jhin.2022.01.018)

    **## ScholarshipofApplicationinstructions.docx**

    **Directions**

    For this assignment, you will be providing an overview of the strategy, or intervention if you will, that you plan to implement to address the identified problem.

    You will develop a minimum of two measures that will be utilized to evaluate the project.

    The assignment will be structured in a presentation format, with in-text and reference citations formatted consistently according to 7th edition APA guidelines.

    **The presentation needs to include the following:**

    ·
    **Slide 1**- Title slide

    ·
    **Slide 2**- The Problem Statement and the Aim Statement from your Unit 2 paper assignment.

    ·
    **Slide 3**- An overview of the range of strategies/interventions that you located in the literature that may be reasonable to implement for addressing the problem (supported with references); OR a discussion about a dearth of literature for potential strategies/interventions (supported with references).

    ·
    **Slide 4**- An overview of the strategy/intervention you selected as the best fit for implementation in your practice setting.

    ·
    **_Please note that you will need four references focused on the strategy or intervention you have selected, which may be the same as those you included in your Unit 3 Matrix References, OR may be references not included in the Unit 3 Matrix if your Unit 4 Critical Appraisal assignment indicated any of those were not suitable to support the planned improvement project. These references will also support your rationale in slide 5._**

    ·
    **Slide 5**- Provide a brief rationale as to why you believe your selected strategy/intervention was the best fit for addressing the problem in your practice setting.

    ·
    **Slides 6**- Provide an overview of who would be involved in operationalizing the strategy/intervention (e.g., patients, providers, support staff, IT, the management team, etc.)

    ·
    **Slide 7**– Provide an overview of your Evaluative Measure #1, including the data/information that needs to be collected to support the evaluation process

    ·
    **Slide 8**- Provide an overview of your Evaluative Measure #2, including the data/information that needs to be collected to support the evaluation process

    ·
    **Slide 9**- Reference citations list

    ·
    **In addition to uploading the presentation file, the assignment requires that you upload a file of the full text resources utilized in your presentation.**

    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.

    **## AddressingLowHandHygieneComplianceinanIntensiveCareUnit.docx**

    1

    **Addressing Low Hand Hygiene Compliance in an Intensive Care Unit**

    Student’s Name

    Institutional Affiliation

    Course

    Instructor

    Date

    **Addressing Low Hand Hygiene Compliance in an Intensive Care Unit**

    Hospital-acquired infections (HAIs) have a pooled prevalence of 32% among adults in intensive care units globally, contributing to significant morbidity, mortality, and healthcare costs (Odoom et al., 2025). The adherence to hand hygiene in low-resource settings is extremely low, typically ranging between 30 and 40 percent in critical care settings, which increases the risk of infection (Alshagrawi and Alhodaithy, 2024). This is of special concern to intensive care units (ICUs), where vulnerable patients are at increased risk. The issue of hand hygiene compliance must be addressed as a method of enhancing patient safety and adhering to evidence-based recommendations. This paper is intended to outline a practice issue connected to the low rates of hand hygiene compliance in an ICU, develop a problem statement and AIM statement, and utilize the Theory of Planned Behavior as a framework to implement interventions.

    **Practice Setting**

    The problem was identified during observations in the ICU of an urban tertiary hospital in Orlando, Florida, a previous practice site. It is a 20-bed inpatient facility that operates in a resource-limited environment, serving a wide range of population members with critical care services to the medical and surgical patients. The ICU is a high-volume environment that has emergencies, recoveries after an operation, and chronic diseases, and staffing ratios are often above 1:4 nurses to patients. Basic handwashing stations with soap and alcohol-based sanitizers are also in place, although the supply chains are not consistent and the workload is high, which leads to the departure of best practices. This environment is reflective of what happens in most hospitals in the urban U.S., where the issue of overcrowding and limited resources increases the problem of infection control.

    **Population**

    The affected population is comprised of critically ill adults aged 18-85 years, with common diagnoses including sepsis, respiratory failure, trauma, and post-surgical complications. Cultural aspects are also at work, with patients of different ethnic backgrounds (e.g., Hispanic, African American) possibly having different health beliefs that affect their family involvement in the care. Language barriers exist, with English and Spanish predominant, but some patients require interpreters. Social economic inequalities come into play, where most of the low-income urban areas have an uphill struggle to get care. These attributes imply specific interventions since older patients (over 65, 40% of admissions) and patients with comorbidities are especially vulnerable to HAIs because of poor immunity and long-term use of ventilators.

    **Description of the Problem**

    The problem involves suboptimal hand hygiene compliance among healthcare workers (HCWs), leading to elevated HAI rates. Observations from the setting revealed compliance rates around 25-60%, far below recommended thresholds for effective infection prevention (Bredin et al., 2022). Data that led to this identification included infection surveillance reports of a 14-18% HAI incidence, mostly central line-associated bloodstream infections (CLABSIs) and ventilator-associated events (VAEs), which were negatively correlated with observed hand hygiene adherence (r = -0.42) (Chakma et al., 2024). The existing practices are not based on the guidelines of the WHO on My 5 Moments of Hand Hygiene, where HCWs frequently do not sanitize themselves after contact with a patient or the environment because of time constraints, insufficient supplies, and habitual omissions. This lack of alignment with evidence-based practices leads to avoidable infections, prolonged hospitalizations, and antimicrobial resistance.

    **Problem Statement**

    In the ICU of an urban tertiary hospital, critically ill adult patients experience elevated HAIs due to HCWs' low hand hygiene compliance (averaging 37%), deviating from guidelines that recommend high adherence to prevent up to 50% of avoidable infections, necessitating targeted behavioral interventions to improve practices and reduce infection rates (Alshagrawi & Alhodaithy, 2024).

    **AIM Statement**

    To improve hand hygiene compliance among all HCWs in the ICU from a baseline of 50% to 90% by implementing targeted education, reminders, and supply enhancements within six months, as measured by direct observation and product consumption tracking.

    **Framework**

    The Theory of Planned Behavior (TPB) serves as the guiding framework for addressing this problem. TPB assumes that the behavioral intentions depend on the three basic constructs, namely attitudes towards the behavior, subjective norms, and perceived behavioral control (Bulbul Maras and Kocacal, 2024). Here the attitudes are the beliefs of HCWs regarding the benefits of hand hygiene, including the reduction of HAIs; subjective norms include the perceived social pressures of their colleagues and leadership; and the perceived control consists of the barriers of resources availability and self-efficacy in high-stress settings.

    This framework is directly related to the components of the problem. An example of low compliance is usually a result of negative attitudes (e.g., thinking hand hygiene is time-wasting) and weak norms (e.g., no peer accountability), which TPB can help to overcome by using attitude-shifting education and norm-building campaigns (Bulbul Maras and Kocacal, 2024). Interventions to counter the issue involve surveys to measure the intentions at baseline, specific training to increase perceived control (e.g., practice in simulation), and leadership approvals to reinforce the norms. TPB promotes quantifiable changes since it predicts and affects intentions, which can be seen in research where TPB-based interventions have increased compliance by 20-30% (Sin et al., 2022). Compared to quality improvement models, TPB offers a psychological perspective of how to explain and change behaviors that cause the deviation of guidelines, making the change sustainable.

    **Conclusion**

    This paper outlined low hand hygiene compliance in an ICU as a critical practice problem, described the setting and population, and formulated a problem statement and AIM statement to drive change. The Theory of Planned Behavior offers a robust framework to correlate with problem elements and guide interventions, emphasizing behavioral predictors for improved outcomes. Addressing this issue is vital for enhancing patient safety and reducing HAIs in resource-limited settings.

    **References**

    Alshagrawi, S., & Alhodaithy, N. (2024). Determinants of hand hygiene compliance among healthcare workers in intensive care units: a qualitative study. BMC Public Health, 24, 2333.
    [https://doi.org/10.1186/s12889-024-19461-2](https://doi.org/10.1186/s12889-024-19461-2)

    Bredin, D., O'Doherty, A., Hannigan, A., & Kingston, P. (2022). Hand hygiene compliance by direct observation in physician and nurse hospital wards: a systematic review and meta-analysis. Journal of Hospital Infection, 130, 20-33.
    [https://doi.org/10.1016/j.jhin.2022.08.013](https://doi.org/10.1016/j.jhin.2022.08.013)

    Bülbül Maraş, G., & Kocaçal, E. (2024). Exploring determinants of hand hygiene among nursing students: A theory of planned behavior approach. BMC Nursing, 23, 406.
    [https://link.springer.com/article/10.1186/s12912-024-02062-0](https://link.springer.com/article/10.1186/s12912-024-02062-0)

    Chakma, S. K., Sadique, M. Z. A., Sing, A. K., Kabir, M. F., Islam, M. S., Islam, M. R., & Siddiqui, M. A. (2024). Effectiveness of a hand hygiene training intervention in improving knowledge and compliance rate among healthcare workers in a respiratory disease hospital. Heliyon, 10(5), e27286.
    [https://www.cell.com/heliyon/fulltext/S2405-8440(24)03317-6?uuid=uuid%3A116ac320-4fa6-45f4-86a0-3f82fc46ec24](https://www.cell.com/heliyon/fulltext/S2405-8440(24)03317-6?uuid=uuid%3A116ac320-4fa6-45f4-86a0-3f82fc46ec24)

    Odoom, A., & Donkor, E. S. (2025). Prevalence of Healthcare‐Acquired Infections Among Adults in Intensive Care Units: A Systematic Review and Meta‐Analysis.
    _Health Science Reports_,
    _8_(7), e70939.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC12239516](https://pmc.ncbi.nlm.nih.gov/articles/PMC12239516)

    Sin, C. S., Rocha, J. L., Lee, R. K. Y., Wong, L. W. Y., & Suen, L. K. P. (2022). Using the theory of planned behaviour to explain hand hygiene among nurses in Hong Kong during COVID-19. Journal of Hospital Infection, 123, 119-125.
    [https://doi.org/10.1016/j.jhin.2022.01.018](https://doi.org/10.1016/j.jhin.2022.01.018)

    **## ScholarshipofApplicationinstructions.docx**

    **Directions**

    For this assignment, you will be providing an overview of the strategy, or intervention if you will, that you plan to implement to address the identified problem.

    You will develop a minimum of two measures that will be utilized to evaluate the project.

    The assignment will be structured in a presentation format, with in-text and reference citations formatted consistently according to 7th edition APA guidelines.

    **The presentation needs to include the following:**

    ·
    **Slide 1**- Title slide

    ·
    **Slide 2**- The Problem Statement and the Aim Statement from your Unit 2 paper assignment.

    ·
    **Slide 3**- An overview of the range of strategies/interventions that you located in the literature that may be reasonable to implement for addressing the problem (supported with references); OR a discussion about a dearth of literature for potential strategies/interventions (supported with references).

    ·
    **Slide 4**- An overview of the strategy/intervention you selected as the best fit for implementation in your practice setting.

    ·
    **_Please note that you will need four references focused on the strategy or intervention you have selected, which may be the same as those you included in your Unit 3 Matrix References, OR may be references not included in the Unit 3 Matrix if your Unit 4 Critical Appraisal assignment indicated any of those were not suitable to support the planned improvement project. These references will also support your rationale in slide 5._**

    ·
    **Slide 5**- Provide a brief rationale as to why you believe your selected strategy/intervention was the best fit for addressing the problem in your practice setting.

    ·
    **Slides 6**- Provide an overview of who would be involved in operationalizing the strategy/intervention (e.g., patients, providers, support staff, IT, the management team, etc.)

    ·
    **Slide 7**– Provide an overview of your Evaluative Measure #1, including the data/information that needs to be collected to support the evaluation process

    ·
    **Slide 8**- Provide an overview of your Evaluative Measure #2, including the data/information that needs to be collected to support the evaluation process

    ·
    **Slide 9**- Reference citations list

    ·
    **In addition to uploading the presentation file, the assignment requires that you upload a file of the full text resources utilized in your presentation.**

    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.

    **## AddressingLowHandHygieneComplianceinanIntensiveCareUnit.docx**

    1

    **Addressing Low Hand Hygiene Compliance in an Intensive Care Unit**

    Student’s Name

    Institutional Affiliation

    Course

    Instructor

    Date

    **Addressing Low Hand Hygiene Compliance in an Intensive Care Unit**

    Hospital-acquired infections (HAIs) have a pooled prevalence of 32% among adults in intensive care units globally, contributing to significant morbidity, mortality, and healthcare costs (Odoom et al., 2025). The adherence to hand hygiene in low-resource settings is extremely low, typically ranging between 30 and 40 percent in critical care settings, which increases the risk of infection (Alshagrawi and Alhodaithy, 2024). This is of special concern to intensive care units (ICUs), where vulnerable patients are at increased risk. The issue of hand hygiene compliance must be addressed as a method of enhancing patient safety and adhering to evidence-based recommendations. This paper is intended to outline a practice issue connected to the low rates of hand hygiene compliance in an ICU, develop a problem statement and AIM statement, and utilize the Theory of Planned Behavior as a framework to implement interventions.

    **Practice Setting**

    The problem was identified during observations in the ICU of an urban tertiary hospital in Orlando, Florida, a previous practice site. It is a 20-bed inpatient facility that operates in a resource-limited environment, serving a wide range of population members with critical care services to the medical and surgical patients. The ICU is a high-volume environment that has emergencies, recoveries after an operation, and chronic diseases, and staffing ratios are often above 1:4 nurses to patients. Basic handwashing stations with soap and alcohol-based sanitizers are also in place, although the supply chains are not consistent and the workload is high, which leads to the departure of best practices. This environment is reflective of what happens in most hospitals in the urban U.S., where the issue of overcrowding and limited resources increases the problem of infection control.

    **Population**

    The affected population is comprised of critically ill adults aged 18-85 years, with common diagnoses including sepsis, respiratory failure, trauma, and post-surgical complications. Cultural aspects are also at work, with patients of different ethnic backgrounds (e.g., Hispanic, African American) possibly having different health beliefs that affect their family involvement in the care. Language barriers exist, with English and Spanish predominant, but some patients require interpreters. Social economic inequalities come into play, where most of the low-income urban areas have an uphill struggle to get care. These attributes imply specific interventions since older patients (over 65, 40% of admissions) and patients with comorbidities are especially vulnerable to HAIs because of poor immunity and long-term use of ventilators.

    **Description of the Problem**

    The problem involves suboptimal hand hygiene compliance among healthcare workers (HCWs), leading to elevated HAI rates. Observations from the setting revealed compliance rates around 25-60%, far below recommended thresholds for effective infection prevention (Bredin et al., 2022). Data that led to this identification included infection surveillance reports of a 14-18% HAI incidence, mostly central line-associated bloodstream infections (CLABSIs) and ventilator-associated events (VAEs), which were negatively correlated with observed hand hygiene adherence (r = -0.42) (Chakma et al., 2024). The existing practices are not based on the guidelines of the WHO on My 5 Moments of Hand Hygiene, where HCWs frequently do not sanitize themselves after contact with a patient or the environment because of time constraints, insufficient supplies, and habitual omissions. This lack of alignment with evidence-based practices leads to avoidable infections, prolonged hospitalizations, and antimicrobial resistance.

    **Problem Statement**

    In the ICU of an urban tertiary hospital, critically ill adult patients experience elevated HAIs due to HCWs' low hand hygiene compliance (averaging 37%), deviating from guidelines that recommend high adherence to prevent up to 50% of avoidable infections, necessitating targeted behavioral interventions to improve practices and reduce infection rates (Alshagrawi & Alhodaithy, 2024).

    **AIM Statement**

    To improve hand hygiene compliance among all HCWs in the ICU from a baseline of 50% to 90% by implementing targeted education, reminders, and supply enhancements within six months, as measured by direct observation and product consumption tracking.

    **Framework**

    The Theory of Planned Behavior (TPB) serves as the guiding framework for addressing this problem. TPB assumes that the behavioral intentions depend on the three basic constructs, namely attitudes towards the behavior, subjective norms, and perceived behavioral control (Bulbul Maras and Kocacal, 2024). Here the attitudes are the beliefs of HCWs regarding the benefits of hand hygiene, including the reduction of HAIs; subjective norms include the perceived social pressures of their colleagues and leadership; and the perceived control consists of the barriers of resources availability and self-efficacy in high-stress settings.

    This framework is directly related to the components of the problem. An example of low compliance is usually a result of negative attitudes (e.g., thinking hand hygiene is time-wasting) and weak norms (e.g., no peer accountability), which TPB can help to overcome by using attitude-shifting education and norm-building campaigns (Bulbul Maras and Kocacal, 2024). Interventions to counter the issue involve surveys to measure the intentions at baseline, specific training to increase perceived control (e.g., practice in simulation), and leadership approvals to reinforce the norms. TPB promotes quantifiable changes since it predicts and affects intentions, which can be seen in research where TPB-based interventions have increased compliance by 20-30% (Sin et al., 2022). Compared to quality improvement models, TPB offers a psychological perspective of how to explain and change behaviors that cause the deviation of guidelines, making the change sustainable.

    **Conclusion**

    This paper outlined low hand hygiene compliance in an ICU as a critical practice problem, described the setting and population, and formulated a problem statement and AIM statement to drive change. The Theory of Planned Behavior offers a robust framework to correlate with problem elements and guide interventions, emphasizing behavioral predictors for improved outcomes. Addressing this issue is vital for enhancing patient safety and reducing HAIs in resource-limited settings.

    **References**

    Alshagrawi, S., & Alhodaithy, N. (2024). Determinants of hand hygiene compliance among healthcare workers in intensive care units: a qualitative study. BMC Public Health, 24, 2333.
    [https://doi.org/10.1186/s12889-024-19461-2](https://doi.org/10.1186/s12889-024-19461-2)

    Bredin, D., O'Doherty, A., Hannigan, A., & Kingston, P. (2022). Hand hygiene compliance by direct observation in physician and nurse hospital wards: a systematic review and meta-analysis. Journal of Hospital Infection, 130, 20-33.
    [https://doi.org/10.1016/j.jhin.2022.08.013](https://doi.org/10.1016/j.jhin.2022.08.013)

    Bülbül Maraş, G., & Kocaçal, E. (2024). Exploring determinants of hand hygiene among nursing students: A theory of planned behavior approach. BMC Nursing, 23, 406.
    [https://link.springer.com/article/10.1186/s12912-024-02062-0](https://link.springer.com/article/10.1186/s12912-024-02062-0)

    Chakma, S. K., Sadique, M. Z. A., Sing, A. K., Kabir, M. F., Islam, M. S., Islam, M. R., & Siddiqui, M. A. (2024). Effectiveness of a hand hygiene training intervention in improving knowledge and compliance rate among healthcare workers in a respiratory disease hospital. Heliyon, 10(5), e27286.
    [https://www.cell.com/heliyon/fulltext/S2405-8440(24)03317-6?uuid=uuid%3A116ac320-4fa6-45f4-86a0-3f82fc46ec24](https://www.cell.com/heliyon/fulltext/S2405-8440(24)03317-6?uuid=uuid%3A116ac320-4fa6-45f4-86a0-3f82fc46ec24)

    Odoom, A., & Donkor, E. S. (2025). Prevalence of Healthcare‐Acquired Infections Among Adults in Intensive Care Units: A Systematic Review and Meta‐Analysis.
    _Health Science Reports_,
    _8_(7), e70939.
    [https://pmc.ncbi.nlm.nih.gov/articles/PMC12239516](https://pmc.ncbi.nlm.nih.gov/articles/PMC12239516)

    Sin, C. S., Rocha, J. L., Lee, R. K. Y., Wong, L. W. Y., & Suen, L. K. P. (2022). Using the theory of planned behaviour to explain hand hygiene among nurses in Hong Kong during COVID-19. Journal of Hospital Infection, 123, 119-125.
    [https://doi.org/10.1016/j.jhin.2022.01.018](https://doi.org/10.1016/j.jhin.2022.01.018)

  • [Solved] Persuasive P.. on Policy

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## PersuasivePaperonPolicy..docx **## PersuasivePaperonPolicy..docx** **_Persuasive Paper on Policy_** Select any state in the US and a policy reform that has been updated, revised, or reformed in the past five years. Discuss why the policy you selected is important and why it is imp…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## PersuasivePaperonPolicy..docx

    **## PersuasivePaperonPolicy..docx**

    **_Persuasive Paper on Policy_**

    Select any state in the US and a policy reform that has been updated, revised, or reformed in the past five years. Discuss why the policy you selected is important and why it is important to you as a person and as a professional.

    Create this professional paper using a persuasive voice – Convince your reader(s) why this reform was necessary to the State and to the nursing profession.

    **Submission Instructions:**

    · The paper should be a minimum of 750 words.

    · This assignment will be assessed through Turnitin.

    ![null](https://www.sweetstudy.com/questions/persuasive-p-on-policy)

    **Grading Rubric**

    Your assignment will be graded according to the grading rubric.

    **Essay/Paper Rubric**

    | | | |
    | — | — | — |
    | Essay/Paper Rubric |
    | **Criteria** | **Ratings** | **Points** |
    | **Identification of Main Issues/Problems** | **Distinguished**<br>Identifies and demonstrates a sophisticated understanding of the issues/problems.<br>**4 to >3 pts**<br>**Excellent**<br>Identifies and demonstrates an accomplished understanding of most issues/problems.<br>**3 to >2 pts**<br>**Fair**<br>Identifies and demonstrates an acceptable understanding of most issues/problems.<br>**2 to >0 pts**<br>**Poor**<br>Identifies and demonstrates an unacceptable understanding of most issues/problems. Or nothing was submitted.<br>**0 pts** | /4 pts |
    | **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 to >3 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 to >2 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 to >0 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems. Or nothing was submitted.<br>**0 pts** | /4 pts |
    | **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides thorough, competent, and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 to >3 pts**<br>**Excellent**<br>Provides competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 to >2 pts**<br>**Fair**<br>Provides competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 to >0 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding. Or nothing was submitted.<br>**0 pts** | /4 pts |
    | **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 to >3 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 to >2 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 to >0 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. Unacceptable use of citations and extended referencing. Or nothing was submitted.<br>**0 pts** | /4 pts |
    | **Writing Mechanics and APA Formatting Guidelines** | **Full Marks**<br>Demonstrates a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 to >3 pts**<br>**Excellent**<br>Demonstrates a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 to >2 pts**<br>**Fair**<br>Demonstrates a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 to >0 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention. Or nothing was submitted.<br>**0 pts** | /4 pts |

    ‌

    ## image1.png

    **## PersuasivePaperonPolicy..docx**

    **_Persuasive Paper on Policy_**

    Select any state in the US and a policy reform that has been updated, revised, or reformed in the past five years. Discuss why the policy you selected is important and why it is important to you as a person and as a professional.

    Create this professional paper using a persuasive voice – Convince your reader(s) why this reform was necessary to the State and to the nursing profession.

    **Submission Instructions:**

    · The paper should be a minimum of 750 words.

    · This assignment will be assessed through Turnitin.

    ![null](https://www.sweetstudy.com/questions/persuasive-p-on-policy)

    **Grading Rubric**

    Your assignment will be graded according to the grading rubric.

    **Essay/Paper Rubric**

    | | | |
    | — | — | — |
    | Essay/Paper Rubric |
    | **Criteria** | **Ratings** | **Points** |
    | **Identification of Main Issues/Problems** | **Distinguished**<br>Identifies and demonstrates a sophisticated understanding of the issues/problems.<br>**4 to >3 pts**<br>**Excellent**<br>Identifies and demonstrates an accomplished understanding of most issues/problems.<br>**3 to >2 pts**<br>**Fair**<br>Identifies and demonstrates an acceptable understanding of most issues/problems.<br>**2 to >0 pts**<br>**Poor**<br>Identifies and demonstrates an unacceptable understanding of most issues/problems. Or nothing was submitted.<br>**0 pts** | /4 pts |
    | **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 to >3 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 to >2 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 to >0 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems. Or nothing was submitted.<br>**0 pts** | /4 pts |
    | **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides thorough, competent, and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 to >3 pts**<br>**Excellent**<br>Provides competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 to >2 pts**<br>**Fair**<br>Provides competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 to >0 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding. Or nothing was submitted.<br>**0 pts** | /4 pts |
    | **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 to >3 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 to >2 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 to >0 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. Unacceptable use of citations and extended referencing. Or nothing was submitted.<br>**0 pts** | /4 pts |
    | **Writing Mechanics and APA Formatting Guidelines** | **Full Marks**<br>Demonstrates a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 to >3 pts**<br>**Excellent**<br>Demonstrates a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 to >2 pts**<br>**Fair**<br>Demonstrates a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 to >0 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention. Or nothing was submitted.<br>**0 pts** | /4 pts |

    ‌

    ## image1.png

  • [Solved] Nursing DUNI- Policy Analysis ASSIGNMENT

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Assignment Instructions:** Students are to submit an assignment between 5-6 pages excluding title page and reference pages. Assignment must be organized according to the guidelines provided below (remember to follow the grading rubric) and need to include all the identified sections and informatio…

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    Assignment Prompt & Instructions

    **Assignment Instructions:**

    Students are to submit an assignment between 5-6 pages excluding title page and reference pages. Assignment must be organized according to the guidelines provided below (remember to follow the grading rubric) and need to include all the identified sections and information as it is outlined in the grading rubric and assignment instructions. Must be completed in APA format and contain current scholarly sources dated from 2019 until current. Resources to assist students in conducting a policy analysis are provided throughout Blackboard and in course readings.

    **Introduction**

    This part of the assignment should introduce the topics the student will be discussing and provide a bit of context about the approach. This is specific to the student content to be presented and not general to the assignment itself.

    **Step 1:** Identify the Policy Problem/Issue & Provide Context

    The first thing the student needs identify is a healthcare issue that, in your opinion, is a problem that calls for a policy solution, so the first step is to determine the policy issue of interest.

    **Step 2:** Provide the Landscape

    Identify the key stakeholders/ and or key factors of previous efforts to address the policy issue These are the individuals and groups likely to affect or be affected by new policies taken in response to the policy issue under discussion. Identify key factors such as political, social, economic, practical, legal or quality-of-care factors.

    **Conclusion**

    The conclusion summarizes the findings and recommendations of the entire analysis. This focuses on the student’s paper outlining key points that have been learned and assessed throughout the paper in a comprehensive and succinct manner.

    Can't have more than 10% plagiarism this assignment will be submitted via turnitinn

    DUE DATE MARCH 31, 2026

  • [Solved] nursing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see file **files (1)** – ## as1_spring26.docx **## as1_spring26.docx** Prepare an analysis (5-7 pages) of an adverse event or a near miss from your professional nursing experience and outline a QI initiative that would address it. Adverse event scenario: Patient began having reaction to blood tran…

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    Assignment Prompt & Instructions

    see file

    **files (1)**

    – ## as1_spring26.docx

    **## as1_spring26.docx**

    Prepare an analysis (5-7 pages) of an adverse event or a near miss from your professional nursing experience and outline a QI initiative that would address it.

    Adverse event scenario: Patient began having reaction to blood transfusion. Orders for transfusion reaction included epinephrine IM (intramuscular). The bedside nurse administered the Epinephrine intravenously by mistake, not realizing the order said to be administered intramuscular. Patient began to feel physical symptoms such as chest pain from Intravenous epinephrine. EKG showed changes requiring cardiology evaluation to rule out heart attack caused by the epinephrine being administered intravenously.

    Prepare a comprehensive analysis of an adverse event or a near miss from your professional nursing experience that you or a peer experienced. Provide an analysis of the impact of the same type of adverse event or near miss in other facilities. How was it managed, who was involved, and how was it resolved? Be sure to:

    · Analyze the implications of the adverse event or near miss for all stakeholders.

    · Analyze the sequence of events, missed steps, or protocol deviations related to the adverse event or near miss using a root cause analysis.

    · Evaluate QI actions or technologies related to the event that are required to reduce risk and increase patient safety.

    · Evaluate how other institutions integrated solutions to prevent these types of events.

    · Incorporate relevant metrics of the adverse event or near miss to support need for improvement.

    · Outline a QI initiative to prevent a future adverse event or near miss.

    · Ensure your analysis conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards

    Your assessment should also meet the following requirements:

    ·
    **Length of submission**: A minimum of five but no more than seven double-spaced, typed pages, not including the title page or References section.

    ·
    **Number of references**: Cite a minimum of three sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.

    · Resources and citations are formatted according to current APA style

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

    · Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.

    · Analyze the implications of an adverse event or a near miss for all stakeholders.

    · Analyze the sequence of events, missed steps, or protocol deviations related to an adverse event or a near miss using a root cause analysis.

    · Outline a quality improvement initiative to prevent a future adverse event or near miss based on research and evidence-based practices.

    · Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.

    · Evaluate and identify quality improvement actions or technologies related to an event that are required to reduce risk and increase patient safety.

    · Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.

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

    ## Guiding Questions

    ### Adverse Event or Near Miss Analysis

    This document is designed to give you questions to consider and additional guidance to help you successfully complete the Adverse Event or Near Miss Analysis assessment. You may find it useful to use this document as a prewriting exercise, an outlining tool, or a final check to ensure you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment.
    **Do not** turn in this document as your assessment submission.

    For examples of adverse events or near misses, visit:

    ###### Agency for Healthcare Research and Quality. (2021). [WebM&M cases & commentaries](https://psnet.ahrq.gov/webmm). https://psnet.ahrq.gov/webmm

    **Analyze the implications of the adverse event or near miss for all stakeholders.**

    · What are the possible short-term and long-term effects on the stakeholders (patient, family, interprofessional team, facility, community, et cetera)?

    · What are the responsibilities and actions of the interprofessional team related to the adverse event or near miss?

    · What measures should have been taken? Who are the responsible parties or roles?

    · How did the incident impact the stakeholders? Did it change how they do their work, or how or what they report?

    **Analyze the sequence of events, missed steps, or protocol deviations related to the adverse event or near miss using a root cause analysis.**

    · How did the event result from a patient's medical management rather than from the underlying condition?

    · What were the missed steps or protocol deviations that led to the adverse event or near miss? What was overlooked? Why?

    · What kind of interprofessional communications could have prevented this event?

    · To what extent was the adverse event or near miss preventable?

    **Evaluate quality improvement actions or technologies related to the event that are required to reduce risk and increase patient safety.**

    · What quality improvement technologies are in place to increase patient safety and reduce risks that pertain to this adverse event? What would prevent it from happening in the future?

    · Are those technologies being utilized appropriately? How could they be more usefully employed?

    · How do other institutions prevent these types of events from occurring?

    · What data are generated from the facility’s dashboard related to the selected incident? (By dashboard, we mean the data that are generated from the information technology platform that provides integrated operational, financial, clinical, and patient safety data for health care management. This is not something you will find online or in the Capella library.)

    · What data are associated with the adverse event or near miss? What do the relevant metrics show? (Patient satisfaction and readmission rates are important metrics. Look at trending data and compare to see where relevant metrics are headed.)

    · What research or data related to the adverse event or near miss is available outside of your institution?

    · Compare internal data to external data. What do you find?

    **Outline a quality improvement initiative to prevent a future adverse event or near miss based on research and evidence-based practices.**

    · How was the incident managed and monitored in the selected institution?

    · What quality improvement initiatives have been shown to work? Why are they successful? What is the evidence?

    · What elements can be applied to prevent future adverse events or near misses?

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

    · Is your analysis logically structured?

    · Is your analysis 5–7 double-spaced pages (not including title page and reference list)?

    · Is your writing clear and free from errors?

    · Does your analysis include both a title page and reference list?

    · Did you use a minimum of three sources? Were they published within the last five years?

    · Are they cited in current APA format throughout the plan?

    ****NO USE OF AI. PLEASE USE APPROPRIATE APA IN TEXT CITATION****

    **## as1_spring26.docx**

    Prepare an analysis (5-7 pages) of an adverse event or a near miss from your professional nursing experience and outline a QI initiative that would address it.

    Adverse event scenario: Patient began having reaction to blood transfusion. Orders for transfusion reaction included epinephrine IM (intramuscular). The bedside nurse administered the Epinephrine intravenously by mistake, not realizing the order said to be administered intramuscular. Patient began to feel physical symptoms such as chest pain from Intravenous epinephrine. EKG showed changes requiring cardiology evaluation to rule out heart attack caused by the epinephrine being administered intravenously.

    Prepare a comprehensive analysis of an adverse event or a near miss from your professional nursing experience that you or a peer experienced. Provide an analysis of the impact of the same type of adverse event or near miss in other facilities. How was it managed, who was involved, and how was it resolved? Be sure to:

    · Analyze the implications of the adverse event or near miss for all stakeholders.

    · Analyze the sequence of events, missed steps, or protocol deviations related to the adverse event or near miss using a root cause analysis.

    · Evaluate QI actions or technologies related to the event that are required to reduce risk and increase patient safety.

    · Evaluate how other institutions integrated solutions to prevent these types of events.

    · Incorporate relevant metrics of the adverse event or near miss to support need for improvement.

    · Outline a QI initiative to prevent a future adverse event or near miss.

    · Ensure your analysis conveys purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards

    Your assessment should also meet the following requirements:

    ·
    **Length of submission**: A minimum of five but no more than seven double-spaced, typed pages, not including the title page or References section.

    ·
    **Number of references**: Cite a minimum of three sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.

    · Resources and citations are formatted according to current APA style

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

    · Competency 1: Plan quality improvement initiatives in response to adverse events and near-miss analyses.

    · Analyze the implications of an adverse event or a near miss for all stakeholders.

    · Analyze the sequence of events, missed steps, or protocol deviations related to an adverse event or a near miss using a root cause analysis.

    · Outline a quality improvement initiative to prevent a future adverse event or near miss based on research and evidence-based practices.

    · Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.

    · Evaluate and identify quality improvement actions or technologies related to an event that are required to reduce risk and increase patient safety.

    · Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.

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

    ## Guiding Questions

    ### Adverse Event or Near Miss Analysis

    This document is designed to give you questions to consider and additional guidance to help you successfully complete the Adverse Event or Near Miss Analysis assessment. You may find it useful to use this document as a prewriting exercise, an outlining tool, or a final check to ensure you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment.
    **Do not** turn in this document as your assessment submission.

    For examples of adverse events or near misses, visit:

    ###### Agency for Healthcare Research and Quality. (2021). [WebM&M cases & commentaries](https://psnet.ahrq.gov/webmm). https://psnet.ahrq.gov/webmm

    **Analyze the implications of the adverse event or near miss for all stakeholders.**

    · What are the possible short-term and long-term effects on the stakeholders (patient, family, interprofessional team, facility, community, et cetera)?

    · What are the responsibilities and actions of the interprofessional team related to the adverse event or near miss?

    · What measures should have been taken? Who are the responsible parties or roles?

    · How did the incident impact the stakeholders? Did it change how they do their work, or how or what they report?

    **Analyze the sequence of events, missed steps, or protocol deviations related to the adverse event or near miss using a root cause analysis.**

    · How did the event result from a patient's medical management rather than from the underlying condition?

    · What were the missed steps or protocol deviations that led to the adverse event or near miss? What was overlooked? Why?

    · What kind of interprofessional communications could have prevented this event?

    · To what extent was the adverse event or near miss preventable?

    **Evaluate quality improvement actions or technologies related to the event that are required to reduce risk and increase patient safety.**

    · What quality improvement technologies are in place to increase patient safety and reduce risks that pertain to this adverse event? What would prevent it from happening in the future?

    · Are those technologies being utilized appropriately? How could they be more usefully employed?

    · How do other institutions prevent these types of events from occurring?

    · What data are generated from the facility’s dashboard related to the selected incident? (By dashboard, we mean the data that are generated from the information technology platform that provides integrated operational, financial, clinical, and patient safety data for health care management. This is not something you will find online or in the Capella library.)

    · What data are associated with the adverse event or near miss? What do the relevant metrics show? (Patient satisfaction and readmission rates are important metrics. Look at trending data and compare to see where relevant metrics are headed.)

    · What research or data related to the adverse event or near miss is available outside of your institution?

    · Compare internal data to external data. What do you find?

    **Outline a quality improvement initiative to prevent a future adverse event or near miss based on research and evidence-based practices.**

    · How was the incident managed and monitored in the selected institution?

    · What quality improvement initiatives have been shown to work? Why are they successful? What is the evidence?

    · What elements can be applied to prevent future adverse events or near misses?

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

    · Is your analysis logically structured?

    · Is your analysis 5–7 double-spaced pages (not including title page and reference list)?

    · Is your writing clear and free from errors?

    · Does your analysis include both a title page and reference list?

    · Did you use a minimum of three sources? Were they published within the last five years?

    · Are they cited in current APA format throughout the plan?

    ****NO USE OF AI. PLEASE USE APPROPRIATE APA IN TEXT CITATION****

  • [Solved] Nursing Cultural Interview Assignment

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

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    Assignment Prompt & Instructions

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

  • [Solved] Nursing

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    Executive Solution Overview

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  • [Solved] Nursing Week 3 – Assignment

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    The CDC WONDER program can help public health workers manage trends by organizing data to make it consumable for program planning. #### **Part 1: Patient Population Data** **Consider** the problem and the patient population you identified in your Week 2 – Summative Assessment: Advocacy, Patients, an…

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    Assignment Prompt & Instructions

    The CDC WONDER program can help public health workers manage trends by organizing data to make it consumable for program planning.

    #### **Part 1: Patient Population Data**

    **Consider** the problem and the patient population you identified in your Week 2 – Summative Assessment: Advocacy, Patients, and the Community.

    **Review** the statistics that relate to the prevention of a particular communicable disease in your selected patient population.

    Thinking about the SWOT analysis you conducted in Part 2a of your Week 2 – Summative Assessment: Advocacy, Patients, and the Community, **identify** the same communicable disease that applies to your patient population.

    **Follow** these steps to help plan for health promotion and disease prevention for the previously identified communicable disease or a chronic health issue:

    1. Access and explore the [**CDC WONDER**](https://wonder.cdc.gov/) **website** to understand what data is available in relation to your topic (e.g., trends in spreading, who is being infected, available treatments).
    2. On the homepage, select the **Topics tab**.
    3. From the information that populates on the Topics tab, click on a **topic** you would like to prevent with your Weeks 4 and 5 teaching project and presentation.
    4. Click into your **statistic of interest** (e.g., TB Annual Surveillance Reports) statistics.
    5. As you research your topic, review available **state-specific information** within your topic’s statistics (e.g., United States Statistics: Data Visualizations).
    6. On the map, click on your **state**.
    7. Below the map, review and compare the **rate and number of deaths** for your chosen condition in your local community, state, and nation, if applicable.

    Using the nursing process and the assessment you conducted with your patient population in your Week 2 summative assessment (Part 2a), **diagnose** actual or potential health problems. To do this, **create a list of problems** you have identified and prioritize them (e.g., deficient of knowledge: TB transmission related to…).

    **Write** a 350-word summary of how you will use CDC WONDER data and the assessments you have made to develop and plan for your teaching project in the Week 4 summative assessment. This teaching project relates to the problem you identified in your patient population. Include the following in your summary:

    – Incidence rate in your state (if available)
    – Prevalence rate in your state
    – Age-adjusted rates
    – Qualitative data from your population assessments (e.g., Three of the five people I talked to at the food bank told me that access to fresh fruits and vegetables was an ongoing problem.)
    – Nursing diagnosis or priority problem
    – Discussion how you might use this information to develop your teaching project

    **Format** citations and references for any sources used in your summary according to APA guidelines.

    #### **Part 2: Clinical Activities – Health Promotion and Disease Prevention**

    Using your findings from Part 1 of this assignment, **continue** (or start a new) conversation with your patient population during which you:

    – Provide feedback on the status of the selected health issue at the local, state, and national level.
    – Teach your patient population about ways to prevent the occurrence or the exacerbation of the health issue. (Intervene)
    – Evaluate the effectiveness of your teaching by asking at least 5 clients from the patient population (individual, family, or group) to describe 1 or more activities they will implement to prevent or alleviate symptoms of the disease and to prevent exacerbations (i.e., disease worsening). (Evaluate)

    **Write** a 250-word summary of your interactions with the patient populations. As you write your summary, ensure that you reflect on the clinical objective(s) for the week and discuss how you met the objective(s).

    **Cite** a minimum of 3 peer-reviewed, scholarly sources to support your assignment.

    **Format** your assignment according to APA guidelines.