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Tag: Nursing

  • [Solved] Create a discussion with the instructions bellow, at least 400 words. No AI use. References from 2020-2026

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    Executive Solution Overview

    Clinical setting: Pain management consult, shadowing nurse practitioners and providers: Dr. T and Dr. F This week's discussion has two components: 1) Advocating for patients comes in many forms. As a DNP leader, you will be in a position to influence the advocacy process within an organization. How …

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    Assignment Prompt & Instructions

    Clinical setting: Pain management consult, shadowing nurse practitioners and providers: Dr. T and Dr. F

    This week's discussion has two components:

    1) Advocating for patients comes in many forms. As a DNP leader, you will be in a position to influence the advocacy process within an organization. How are some ways a nursing leader can advocate for patients through the policies (organizations or government)?

    _2) As you shadow a leader in a clinical organization this week (it can be your workplace), share with your classmates your observations on the five nurse executive role-specific competencies from the AONL observed this week:_

    _- 1) Communication and relationship building_

    _- 2) Knowledge of the health care environment_

    _- 3) Leadership_

    _- 4) Professionalism_

    _- 5) Business Skills_

    _Please use your observations and the AONL Nurse Executives Competencies document to help you elaborate on each point (remember you also have access to the AONL website via your membership to the AONL)_

  • [Solved] Create a discussion of at least 400 words. No AI use, refernces from 2020-2026

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    While the need for ambulatory care and home health continues to expand, the need for reliable health information technology will continue to increase. Discuss ethical issues that may arise as a result of using technology in healthcare. **Participation Requirements** The student must answer the grade…

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    Assignment Prompt & Instructions

    While the need for ambulatory care and home health continues to expand, the need for reliable health information technology will continue to increase. Discuss ethical issues that may arise as a result of using technology in healthcare.

    **Participation Requirements**

    The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Wednesday, 11:59 p.m. Eastern Time of each week. Two scholarly sources references are required, unless stated otherwise by your professor.

    Please review the rubric before posting to ensure a maximum of points.

    Here are the categories of the new discussion rubric:

    **Initial Post** relevance to the topic of discussion, applicability, and insight. (20%)

    **Quality of Written Communication** Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%)

    **Inclusion of DNP essentials explored in the discussion as well as the role-specific competencies as applicable.**(10%)

    **Rigor, currency,  and relevance of the scholarly references.** (Use articles that are below 5 years). (20%)

    **Peer & Professor Responses.** The number of responses, quality of response posts. (20%)

    **Timeliness of the initial post and the answers to the peers. (10%)**

  • [Solved] BLOG: CRITIQUING SOURCES OF ERROR IN POPULATION RESEARCH TO ADDRESS GAPS IN NURSING PRACTICE

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    find attached work materia **files (3)** – ## wk6disc.docx – ## wk6epirubrics.docx – wk6discepiEBSCO-FullText-03_31_2026.html **## wk6disc.docx** As a DNP-educated nurse, part of your role will be to identify the differences, or gaps, between current knowledge and practice and opportunities for im…

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    Assignment Prompt & Instructions

    find attached work materia

    **files (3)**

    – ## wk6disc.docx

    – ## wk6epirubrics.docx

    – wk6discepiEBSCO-FullText-03_31_2026.html

    **## wk6disc.docx**

    As a DNP-educated nurse, part of your role will be to identify the differences, or gaps, between current knowledge and practice and opportunities for improvement leading to an ideal state of practice. Being able to recognize and evaluate sources of error in population research is an important skill that can lead to better implementation of evidence-based practice.

    In order to effectively critique and apply population research to practice, you should be familiar with the following types of error:

    **Selection Bias**

    Selection bias in epidemiological studies occurs when study participants do not accurately represent the population for whom results will be generalized, and this results in a measure of association that is distorted (i.e., not close to the truth). For example, if persons responding to a survey tend to be different (e.g., younger) than those who do not respond, then the study sample is not representative of the general population, and study results may be misleading if generalized.

    **Information Bias**

    Information bias results from errors made in the collection of information obtained in a study. For example, participants’ self-report of their diet may be inaccurate for many reasons. They may not remember what they ate, or they may want to portray themselves as making healthier choices than they typically make. Regardless of the reason, the information collected is not accurate and therefore introduces bias into the analysis.

    **Confounding**

    Confounding occurs when a third variable is really responsible for the association you think you see between two other variables. For example, suppose researchers detect a relationship between consumption of alcohol and occurrence of lung cancer. The results of the study seem to indicate that consuming alcohol leads to a higher risk of developing lung cancer. However, when researchers take into account that people who drink alcohol are much more likely to smoke than those who do not, it becomes clear that the real association is between smoking and lung cancer and the reason that those who consume alcohol had a higher risk of lung cancer was because they were also more likely to be smokers. In this example, smoking was a confounder of the alcohol-lung cancer relationship.

    **Random Error**

    The previous three types of errors all fall under the category of
    _systematic errors_ , which are reproducible errors having to do with flaws in study design, sampling, data collection, analysis, or interpretation.
    _Random errors_ , on the other hand, are fluctuations in results that arise from naturally occurring differences in variables or samples. While unavoidable to a small degree even under the most careful research parameters, these types of errors can still affect the validity of studies.

    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/215573/modules/items/9000116)

    TO PREPARE:

    · Review this week’s Learning Resources, focusing on how to recognize and distinguish selection bias, information bias, confounding, and random error in research studies.

    · Select a health issue and population relevant to your professional practice and a practice gap that may exist related to this issue.

    · Consider how each type of measurement error may influence data interpretation in epidemiologic literature and how you might apply the literature to address the identified practice gap.

    · Consider strategies you might use to recognize these errors and the implications they may have for addressing gaps in practice relevant to your selected issue.

    BY DAY 3 OF WEEK 6

    **Post** a cohesive scholarly response that addresses the following:

    · Describe your selected practice gap.

    · Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature.

    · Explain two strategies researchers can use to minimize these types of bias in studies, either through study design or analysis considerations.

    · Finally, explain the effects these biases could have on the interpretation of study results if not minimized.

    **## wk6epirubrics.docx**

    As a DNP-educated nurse, part of your role will be to identify the differences, or gaps, between current knowledge and practice and opportunities for improvement leading to an ideal state of practice. Being able to recognize and evaluate sources of error in population research is an important skill that can lead to better implementation of evidence-based practice.

    In order to effectively critique and apply population research to practice, you should be familiar with the following types of error:

    **Selection Bias**

    Selection bias in epidemiological studies occurs when study participants do not accurately represent the population for whom results will be generalized, and this results in a measure of association that is distorted (i.e., not close to the truth). For example, if persons responding to a survey tend to be different (e.g., younger) than those who do not respond, then the study sample is not representative of the general population, and study results may be misleading if generalized.

    **Information Bias**

    Information bias results from errors made in the collection of information obtained in a study. For example, participants’ self-report of their diet may be inaccurate for many reasons. They may not remember what they ate, or they may want to portray themselves as making healthier choices than they typically make. Regardless of the reason, the information collected is not accurate and therefore introduces bias into the analysis.

    **Confounding**

    Confounding occurs when a third variable is really responsible for the association you think you see between two other variables. For example, suppose researchers detect a relationship between consumption of alcohol and occurrence of lung cancer. The results of the study seem to indicate that consuming alcohol leads to a higher risk of developing lung cancer. However, when researchers take into account that people who drink alcohol are much more likely to smoke than those who do not, it becomes clear that the real association is between smoking and lung cancer and the reason that those who consume alcohol had a higher risk of lung cancer was because they were also more likely to be smokers. In this example, smoking was a confounder of the alcohol-lung cancer relationship.

    **Random Error**

    The previous three types of errors all fall under the category of
    _systematic errors_ , which are reproducible errors having to do with flaws in study design, sampling, data collection, analysis, or interpretation.
    _Random errors_ , on the other hand, are fluctuations in results that arise from naturally occurring differences in variables or samples. While unavoidable to a small degree even under the most careful research parameters, these types of errors can still affect the validity of studies.

    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/215573/modules/items/9000116)

    TO PREPARE:

    · Review this week’s Learning Resources, focusing on how to recognize and distinguish selection bias, information bias, confounding, and random error in research studies.

    · Select a health issue and population relevant to your professional practice and a practice gap that may exist related to this issue.

    · Consider how each type of measurement error may influence data interpretation in epidemiologic literature and how you might apply the literature to address the identified practice gap.

    · Consider strategies you might use to recognize these errors and the implications they may have for addressing gaps in practice relevant to your selected issue.

    BY DAY 3 OF WEEK 6

    **Post** a cohesive scholarly response that addresses the following:

    · Describe your selected practice gap.

    · Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature.

    · Explain two strategies researchers can use to minimize these types of bias in studies, either through study design or analysis considerations.

    · Finally, explain the effects these biases could have on the interpretation of study results if not minimized.

    **wk6discepiEBSCO-FullText-03_31_2026.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk6discepiebsco-fulltext-03-31-2026-html)

    **wk6discepiEBSCO-FullText-03_31_2026.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk6discepiebsco-fulltext-03-31-2026-html)

    **## wk6disc.docx**

    As a DNP-educated nurse, part of your role will be to identify the differences, or gaps, between current knowledge and practice and opportunities for improvement leading to an ideal state of practice. Being able to recognize and evaluate sources of error in population research is an important skill that can lead to better implementation of evidence-based practice.

    In order to effectively critique and apply population research to practice, you should be familiar with the following types of error:

    **Selection Bias**

    Selection bias in epidemiological studies occurs when study participants do not accurately represent the population for whom results will be generalized, and this results in a measure of association that is distorted (i.e., not close to the truth). For example, if persons responding to a survey tend to be different (e.g., younger) than those who do not respond, then the study sample is not representative of the general population, and study results may be misleading if generalized.

    **Information Bias**

    Information bias results from errors made in the collection of information obtained in a study. For example, participants’ self-report of their diet may be inaccurate for many reasons. They may not remember what they ate, or they may want to portray themselves as making healthier choices than they typically make. Regardless of the reason, the information collected is not accurate and therefore introduces bias into the analysis.

    **Confounding**

    Confounding occurs when a third variable is really responsible for the association you think you see between two other variables. For example, suppose researchers detect a relationship between consumption of alcohol and occurrence of lung cancer. The results of the study seem to indicate that consuming alcohol leads to a higher risk of developing lung cancer. However, when researchers take into account that people who drink alcohol are much more likely to smoke than those who do not, it becomes clear that the real association is between smoking and lung cancer and the reason that those who consume alcohol had a higher risk of lung cancer was because they were also more likely to be smokers. In this example, smoking was a confounder of the alcohol-lung cancer relationship.

    **Random Error**

    The previous three types of errors all fall under the category of
    _systematic errors_ , which are reproducible errors having to do with flaws in study design, sampling, data collection, analysis, or interpretation.
    _Random errors_ , on the other hand, are fluctuations in results that arise from naturally occurring differences in variables or samples. While unavoidable to a small degree even under the most careful research parameters, these types of errors can still affect the validity of studies.

    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/215573/modules/items/9000116)

    TO PREPARE:

    · Review this week’s Learning Resources, focusing on how to recognize and distinguish selection bias, information bias, confounding, and random error in research studies.

    · Select a health issue and population relevant to your professional practice and a practice gap that may exist related to this issue.

    · Consider how each type of measurement error may influence data interpretation in epidemiologic literature and how you might apply the literature to address the identified practice gap.

    · Consider strategies you might use to recognize these errors and the implications they may have for addressing gaps in practice relevant to your selected issue.

    BY DAY 3 OF WEEK 6

    **Post** a cohesive scholarly response that addresses the following:

    · Describe your selected practice gap.

    · Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature.

    · Explain two strategies researchers can use to minimize these types of bias in studies, either through study design or analysis considerations.

    · Finally, explain the effects these biases could have on the interpretation of study results if not minimized.

    **## wk6epirubrics.docx**

    As a DNP-educated nurse, part of your role will be to identify the differences, or gaps, between current knowledge and practice and opportunities for improvement leading to an ideal state of practice. Being able to recognize and evaluate sources of error in population research is an important skill that can lead to better implementation of evidence-based practice.

    In order to effectively critique and apply population research to practice, you should be familiar with the following types of error:

    **Selection Bias**

    Selection bias in epidemiological studies occurs when study participants do not accurately represent the population for whom results will be generalized, and this results in a measure of association that is distorted (i.e., not close to the truth). For example, if persons responding to a survey tend to be different (e.g., younger) than those who do not respond, then the study sample is not representative of the general population, and study results may be misleading if generalized.

    **Information Bias**

    Information bias results from errors made in the collection of information obtained in a study. For example, participants’ self-report of their diet may be inaccurate for many reasons. They may not remember what they ate, or they may want to portray themselves as making healthier choices than they typically make. Regardless of the reason, the information collected is not accurate and therefore introduces bias into the analysis.

    **Confounding**

    Confounding occurs when a third variable is really responsible for the association you think you see between two other variables. For example, suppose researchers detect a relationship between consumption of alcohol and occurrence of lung cancer. The results of the study seem to indicate that consuming alcohol leads to a higher risk of developing lung cancer. However, when researchers take into account that people who drink alcohol are much more likely to smoke than those who do not, it becomes clear that the real association is between smoking and lung cancer and the reason that those who consume alcohol had a higher risk of lung cancer was because they were also more likely to be smokers. In this example, smoking was a confounder of the alcohol-lung cancer relationship.

    **Random Error**

    The previous three types of errors all fall under the category of
    _systematic errors_ , which are reproducible errors having to do with flaws in study design, sampling, data collection, analysis, or interpretation.
    _Random errors_ , on the other hand, are fluctuations in results that arise from naturally occurring differences in variables or samples. While unavoidable to a small degree even under the most careful research parameters, these types of errors can still affect the validity of studies.

    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/215573/modules/items/9000116)

    TO PREPARE:

    · Review this week’s Learning Resources, focusing on how to recognize and distinguish selection bias, information bias, confounding, and random error in research studies.

    · Select a health issue and population relevant to your professional practice and a practice gap that may exist related to this issue.

    · Consider how each type of measurement error may influence data interpretation in epidemiologic literature and how you might apply the literature to address the identified practice gap.

    · Consider strategies you might use to recognize these errors and the implications they may have for addressing gaps in practice relevant to your selected issue.

    BY DAY 3 OF WEEK 6

    **Post** a cohesive scholarly response that addresses the following:

    · Describe your selected practice gap.

    · Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature.

    · Explain two strategies researchers can use to minimize these types of bias in studies, either through study design or analysis considerations.

    · Finally, explain the effects these biases could have on the interpretation of study results if not minimized.

    **wk6discepiEBSCO-FullText-03_31_2026.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk6discepiebsco-fulltext-03-31-2026-html)

    **## wk6disc.docx**

    As a DNP-educated nurse, part of your role will be to identify the differences, or gaps, between current knowledge and practice and opportunities for improvement leading to an ideal state of practice. Being able to recognize and evaluate sources of error in population research is an important skill that can lead to better implementation of evidence-based practice.

    In order to effectively critique and apply population research to practice, you should be familiar with the following types of error:

    **Selection Bias**

    Selection bias in epidemiological studies occurs when study participants do not accurately represent the population for whom results will be generalized, and this results in a measure of association that is distorted (i.e., not close to the truth). For example, if persons responding to a survey tend to be different (e.g., younger) than those who do not respond, then the study sample is not representative of the general population, and study results may be misleading if generalized.

    **Information Bias**

    Information bias results from errors made in the collection of information obtained in a study. For example, participants’ self-report of their diet may be inaccurate for many reasons. They may not remember what they ate, or they may want to portray themselves as making healthier choices than they typically make. Regardless of the reason, the information collected is not accurate and therefore introduces bias into the analysis.

    **Confounding**

    Confounding occurs when a third variable is really responsible for the association you think you see between two other variables. For example, suppose researchers detect a relationship between consumption of alcohol and occurrence of lung cancer. The results of the study seem to indicate that consuming alcohol leads to a higher risk of developing lung cancer. However, when researchers take into account that people who drink alcohol are much more likely to smoke than those who do not, it becomes clear that the real association is between smoking and lung cancer and the reason that those who consume alcohol had a higher risk of lung cancer was because they were also more likely to be smokers. In this example, smoking was a confounder of the alcohol-lung cancer relationship.

    **Random Error**

    The previous three types of errors all fall under the category of
    _systematic errors_ , which are reproducible errors having to do with flaws in study design, sampling, data collection, analysis, or interpretation.
    _Random errors_ , on the other hand, are fluctuations in results that arise from naturally occurring differences in variables or samples. While unavoidable to a small degree even under the most careful research parameters, these types of errors can still affect the validity of studies.

    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/215573/modules/items/9000116)

    TO PREPARE:

    · Review this week’s Learning Resources, focusing on how to recognize and distinguish selection bias, information bias, confounding, and random error in research studies.

    · Select a health issue and population relevant to your professional practice and a practice gap that may exist related to this issue.

    · Consider how each type of measurement error may influence data interpretation in epidemiologic literature and how you might apply the literature to address the identified practice gap.

    · Consider strategies you might use to recognize these errors and the implications they may have for addressing gaps in practice relevant to your selected issue.

    BY DAY 3 OF WEEK 6

    **Post** a cohesive scholarly response that addresses the following:

    · Describe your selected practice gap.

    · Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature.

    · Explain two strategies researchers can use to minimize these types of bias in studies, either through study design or analysis considerations.

    · Finally, explain the effects these biases could have on the interpretation of study results if not minimized.

    **## wk6epirubrics.docx**

    As a DNP-educated nurse, part of your role will be to identify the differences, or gaps, between current knowledge and practice and opportunities for improvement leading to an ideal state of practice. Being able to recognize and evaluate sources of error in population research is an important skill that can lead to better implementation of evidence-based practice.

    In order to effectively critique and apply population research to practice, you should be familiar with the following types of error:

    **Selection Bias**

    Selection bias in epidemiological studies occurs when study participants do not accurately represent the population for whom results will be generalized, and this results in a measure of association that is distorted (i.e., not close to the truth). For example, if persons responding to a survey tend to be different (e.g., younger) than those who do not respond, then the study sample is not representative of the general population, and study results may be misleading if generalized.

    **Information Bias**

    Information bias results from errors made in the collection of information obtained in a study. For example, participants’ self-report of their diet may be inaccurate for many reasons. They may not remember what they ate, or they may want to portray themselves as making healthier choices than they typically make. Regardless of the reason, the information collected is not accurate and therefore introduces bias into the analysis.

    **Confounding**

    Confounding occurs when a third variable is really responsible for the association you think you see between two other variables. For example, suppose researchers detect a relationship between consumption of alcohol and occurrence of lung cancer. The results of the study seem to indicate that consuming alcohol leads to a higher risk of developing lung cancer. However, when researchers take into account that people who drink alcohol are much more likely to smoke than those who do not, it becomes clear that the real association is between smoking and lung cancer and the reason that those who consume alcohol had a higher risk of lung cancer was because they were also more likely to be smokers. In this example, smoking was a confounder of the alcohol-lung cancer relationship.

    **Random Error**

    The previous three types of errors all fall under the category of
    _systematic errors_ , which are reproducible errors having to do with flaws in study design, sampling, data collection, analysis, or interpretation.
    _Random errors_ , on the other hand, are fluctuations in results that arise from naturally occurring differences in variables or samples. While unavoidable to a small degree even under the most careful research parameters, these types of errors can still affect the validity of studies.

    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/215573/modules/items/9000116)

    TO PREPARE:

    · Review this week’s Learning Resources, focusing on how to recognize and distinguish selection bias, information bias, confounding, and random error in research studies.

    · Select a health issue and population relevant to your professional practice and a practice gap that may exist related to this issue.

    · Consider how each type of measurement error may influence data interpretation in epidemiologic literature and how you might apply the literature to address the identified practice gap.

    · Consider strategies you might use to recognize these errors and the implications they may have for addressing gaps in practice relevant to your selected issue.

    BY DAY 3 OF WEEK 6

    **Post** a cohesive scholarly response that addresses the following:

    · Describe your selected practice gap.

    · Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature.

    · Explain two strategies researchers can use to minimize these types of bias in studies, either through study design or analysis considerations.

    · Finally, explain the effects these biases could have on the interpretation of study results if not minimized.

    **wk6discepiEBSCO-FullText-03_31_2026.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk6discepiebsco-fulltext-03-31-2026-html)

  • [Solved] Bj portfolio

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Bj portfolio ### **Introduction** As a part of the development of your DNP project, you have been critically appraising evidence to support your problem, intervention, and framework. In this assignment, you will submit a comprehensive Literature Portfolio that includes 2 completed literature matrice…

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Bj portfolio

    ### **Introduction**

    As a part of the development of your DNP project, you have been critically appraising evidence to support your problem, intervention, and framework. In this assignment, you will submit a comprehensive Literature Portfolio that includes 2 completed literature matrices, PDF copies of all articles that are included in those matrices, as well as any resources you have identified to support your chosen framework.

    ### **Instructions**

    Reflect upon and incorporate any feedback you have received on previous matrix table assignments. If you have collected any additional literary support, those articles should also be added to your matrix tables and included in your portfolio.

    As in previous matrix table assignments, you may want to submit as a OneDrive folder. Instructions on [how to create and submit a OneDrive folder may be found here](https://herzing.instructure.com/courses/51569/files/13243027?wrap=1 "Create and Share OneDrive Folder").

    – Note: This does not need to be a new folder. You can organize your folder as follows:
    – Master Folder: Last Name, First Name NU741
    – Sub Folders within the Master:

    – Unit 6: Problem Evidence Matrix
    – Matrix Table
    – Folder with all articles used
    – Unit 12: Intervention Evidence Matrix
    – Matrix Table
    – Folder with all articles used
    – Unit 13: Literature Evidence Portfolio
    – Updated/Edited Problem Evidence and Intervention Evidence Matrix Tables
    – Folder with all articles used for this portfolio

    ### **Submit**

    – Submit two matrix tables:
    – Problem
    – Intervention
    – Follow APA guidelines for all references and citations.
    – Upload all PDF files of all articles that are cited within the evidence table.

  • [Solved] PowerPoint presentation with speaker notes

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    This component of the Hallmark Assignment includes the objective: – Create a PowerPoint presentation reflective of a comprehensive teaching plan for a client newly diagnosed with preeclampsia. This week you will build on your previous research and simulation experience to now care for a client newly…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    This component of the Hallmark Assignment includes the objective:

    – Create a PowerPoint presentation reflective of a comprehensive teaching plan for a client newly diagnosed with preeclampsia.

    This week you will build on your previous research and simulation experience to now care for a client newly diagnosed with preeclampsia. Research, design, and submit a 'Client Teaching Assignment' PowerPoint presentation for client Amy based on the scenario and guidelines below. This assignment should also follow 7th edition APA guidelines including in-text citations and references.

    – _Amy is a healthy 28-year-old female, Gravida 2 Para 1001, who presents to the provider’s office at 33 weeks gestation complaining of a 3-day history of severe headaches and blurry vision. She reports normal fetal movement. Vital signs were assessed with BP measuring 160/100. Examination reveals a soft non-tender abdomen, 2+ DTRs, and absent clonus. Urinalysis shows 2+ proteinuria. Amy’s provider diagnoses her with preeclampsia and admits her to the hospital’s high-risk antepartum unit for further testing, fetal surveillance, and expectant management._

    **Assignment Instructions:**

    – Conduct thorough research to support your content and findings.
    – Ensure your information is presented clearly on the slides.
    – Speaker’s notes should elaborate on the key points mentioned in the slides.
    – Submit 10-15 PowerPoint slides including speaker notes.
    – Slides should include the following:
    – _Title page_
    – _Pathophysiology_: Provide an overview of the pathophysiology of preeclampsia.
    – _Recognize Cues_: Describe signs/symptoms, client statements, lab work, or assessment findings you would recognize as specific to a client with this disease process.
    – _Generate Solutions_: List at least 3 SMART goals for this client. At least one goal should be short-term; at least one goal should be long-term.
    – _Take Actions:_What nursing interventions would you implement for Amy? At a minimum, include the following topics with the rationale for each intervention.

    – Expectant management or serial assessments and testing
    – Pharmacology management (include at minimum labetalol, hydralazine, betamethasone, magnesium sulfate, and calcium gluconate)
    – Describe each medication use, desired effects, and adverse reactions. Are any pre-assessment required before administering each medication?
    – Activity level
    – _Evaluate Outcomes_: What signs will point to improving, declining, and unchanged status?
    – _Reference slide_
    – Slide Content

    – Key points: Utilize concise phrases (maximum 8 words, 5 lines) on each slide.
    – Visual Aids: Incorporate graphs, images, or diagrams to enhance understanding and engagement.

  • [Solved] Healthcare policy and Economics

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    **Summative:** **Advocacy for Equitable Healthcare: Comprehensive Analysis and Action Plan** **Competency:** This summative assessment synthesizes the competencies of analyzing healthcare policies, addressing barriers, and advocating for equitable healthcare. It prepares nurse leaders to take action…

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    Assignment Prompt & Instructions

    **Summative:**

    **Advocacy for Equitable Healthcare: Comprehensive Analysis and Action Plan**

    **Competency:**

    This summative assessment synthesizes the competencies of analyzing healthcare policies, addressing barriers, and advocating for equitable healthcare. It prepares nurse leaders to take actionable steps toward systemic change by integrating critical analysis, strategic planning, and advocacy communication which are the essential skills for promoting health equity and advancing social justice.

    **Overview:**

    This assignment involves analyzing a healthcare policy or issue impacting social justice and equitable healthcare access. Students will prepare a detailed policy analysis report, develop an actionable advocacy plan, and deliver a recorded presentation summarizing their findings and proposed solutions. This project emphasizes critical thinking, evidence-based problem-solving, and strategic communication, equipping nurse leaders to address systemic inequities and promote health equity through effective advocacy.

    **Instructions:**

    **Select a Policy or Healthcare Issue:**

    – Choose a specific healthcare policy or issue that impacts social justice or equitable access to care. Examples include addressing health disparities in maternal health, Medicaid expansion, or increasing access to care in underserved areas.

    **Develop a Comprehensive Advocacy Project:**

    – **Part 1: Policy Analysis Report (5 pages)**
    – Describe the policy or issue and its impact on social justice and healthcare access.
    – Critically assess barriers and gaps related to the policy or issue.
    – Evaluate the role of social determinants of health and their influence on the most affected populations.
    – Propose evidence-based policy solutions, supported by data and research.
    – Identify potential challenges to implementation and strategies to overcome them.
    – **Part 2: Advocacy Action Plan (1-page)**

    – Create a detailed advocacy action plan that includes:
    – Stakeholder engagement strategies.
    – Communication methods to persuade policymakers and the public.
    – A timeline for advocacy activities.
    – Metrics to measure the success of advocacy efforts.
    – **Part 3: Advocacy Presentation**
    – Prepare a 5-7-minute recorded presentation summarizing the issue, proposed solutions, and the advocacy plan.
    – Use visual aids, such as a PowerPoint or infographic, to enhance the presentation.

    #### **Document Type/Template & Rubric**

    – Word document and a recorded video presentation using the platform of your choice.

    – [\
    \
    C2-SummativeAssessmentRubric.pdf](https://www.sweetstudy.com/files/c2-summativeassessmentrubric-pdf-10525177 "C2-SummativeAssessmentRubric.pdf")

  • [Solved] Healthcare policy and Economics

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Competency:** This formative assessment builds essential advocacy skills that directly support mastery of promoting social justice and equitable healthcare access. By developing an actionable advocacy plan, students practice strategic thinking, evidence-based communication, and stakeholder engagem…

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    Assignment Prompt & Instructions

    **Competency:**

    This formative assessment builds essential advocacy skills that directly support mastery of promoting social justice and equitable healthcare access. By developing an actionable advocacy plan, students practice strategic thinking, evidence-based communication, and stakeholder engagement—key competencies for influencing policy changes. These skills prepare nurse leaders to address systemic inequities and drive meaningful improvements in healthcare systems, aligning with their future roles as advocates for health equity and social justice.

    **Description:**

    This assessment allows you to apply your understanding of advocacy strategies by creating a practical plan to address a healthcare issue. It emphasizes evidence-based approaches, stakeholder engagement, and effective communication, equipping students with essential advocacy skills for promoting health equity.

    **Instructions:**

    **Select a Healthcare Issue:**

    – Choose a specific healthcare issue related to social justice or equitable healthcare access. Examples include maternal health disparities, rural healthcare access, or addressing implicit bias in clinical settings.

    **Develop an Advocacy Plan:**

    – Identify the specific policy change needed to address the issue.
    – Gather evidence or data supporting the need for this change, including statistics, case studies, or research findings.
    – Identify key stakeholders and allies who could support the advocacy efforts, such as policymakers, community organizations, or healthcare professionals.
    – Outline the strategies to communicate the proposed policy change, such as meeting with legislators, presenting a policy brief, or launching a public awareness campaign.
    – Consider potential challenges or barriers to advocacy efforts and propose strategies to overcome them.

    **Deliverable:**

    – Create a one-page advocacy plan document summarizing the following:
    – The issue and proposed policy change.
    – Supporting evidence.
    – Stakeholder engagement strategy.
    – Communication approach.
    – Potential challenges and solutions.

    #### **Document Type/Template**

    – Word Document

  • [Solved] i need help

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    In-depth study guidance and analytical solution covering i need help.

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    Assignment Prompt & Instructions

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

  • [Solved] RESPONSE- BLOG: CRITIQUING SOURCES OF ERROR IN POPULATION RESEARCH TO ADDRESS GAPS IN NURSING PRACTICE

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    **Respond** to **at least two** colleagues **on two different days** in one or more of the following ways: – Ask a probing question, substantiated with additional background information, evidence, or research. – Share an insight from having read your colleagues’ postings, synthesizing the informatio…

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    Assignment Prompt & Instructions

    **Respond** to **at least two** colleagues **on two different days** in one or more of the following ways:

    – Ask a probing question, substantiated with additional background information, evidence, or research.
    – Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
    – Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
    – Validate an idea with your own experience and additional research.
    – Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
    – Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    – [\
    \
    RESPONSE-BLOG-CRITIQUINGSOURCESOFERRORINPOPULATIONRESEARCHTOADDRESSGAPSINNURSINGPRACTICE.docx](https://www.sweetstudy.com/files/response-blog-critiquingsourcesoferrorinpopulationresearchtoaddressgapsinnursingpractice-docx "RESPONSE-BLOG-CRITIQUINGSOURCESOFERRORINPOPULATIONRESEARCHTOADDRESSGAPSINNURSINGPRACTICE.docx")

  • [Solved] Nursing Week 6 Discussion Assignment

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    Your primary post should outline arguments both Pro and Con the medication class in the two patient cases below. The medication classes are Amphetamine and Non-stimulant. Need both Pro and Con for both. · What is the proposed mechanism of action of the medication(s)? Why might this be appropriate fo…

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    Assignment Prompt & Instructions

    Your primary post should outline arguments both Pro and Con the medication class in the two patient cases below.  The medication classes are Amphetamine and Non-stimulant.  Need both Pro and Con for both.

    · What is the proposed mechanism of action of the medication(s)? Why might this be appropriate for the patients?

    · What are the advantages or disadvantages to your class of medication (options for different administration, length of duration, etc.)?

    · What are the advantages or disadvantages to the other medication options?

    · What possible side effects or considerations need to be evaluated?

    · Provide one example for each consideration—legal, ethical, and social implications—for prescribing the medication category.

    Patient 1:

    Malcolm is a 9-year-old male in the 4th grade at the public elementary school. Malcolm has recently been diagnosed with ADHD, combined presentation. Malcolm struggles with being fidgety and hyperactive; he often gets into trouble at school for blurting out answers, getting out of his desk when he should not be, and hitting other children when

    upset. Malcolm also has a hard time focusing on anything other than video games at home. His parents report homework takes “all night” though it should only take 30 minutes. Malcolm has assigned chores but often gets distracted. For example, Malcolm was to take out the trash but got distracted in the driveway while taking out the trash and left the full bag in the driveway. He often misplaces the combination code for the lock on the house door.

    Patient 2:

    Jessica is a 32-year-old female that was recently diagnosed with ADHD. She was referred to your office by the psychologist that completed the ADHD assessment. Jessica has always struggled in school and jobs. She is often “written up” at her job for not completing tasks that are assigned to her. She becomes easily distracted by her other co-workers. She finds herself spending a lot of time conversing with colleagues. Her colleagues are frequently annoyed with her for constantly talking to them and interrupting their work and tasks. Jessica is here to discuss medication options to treat ADHD.