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  • [Solved] Nursing Assignment2_440

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    Collaboration for Improving Outcomes– Evidence-Based Practice and Case Management Instructions In this assignment, you will be exploring the use of evidence-based practice and how it is incorporated into case management patient care guidelines, and pathways based on your chosen chronic illness (Type…

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    Assignment Prompt & Instructions

    Collaboration for Improving Outcomes– Evidence-Based Practice and Case Management

    Instructions

    In this assignment, you will be exploring the use of evidence-based practice and how it is

    incorporated into case management patient care guidelines, and pathways based on your chosen

    chronic illness (Type 2 Diabetes Mellitus) from assignment one. You will identify and discuss current best practices,

    recommended published guidelines for treating or addressing the illness, and describe how clinical

    pathways help to address the importance of basing case management on current practice.

    Additional Instructions:

    1. All submissions should be 2-3 pages with a title page and reference page.

    2. Utilize a minimum of three scholarly resources.

    3. Adhere to grammar, spelling and punctuation criteria.

    4. Adhere to APA compliance guidelines.

    RUBRIC:

    1. Identify and discuss best evidence-based practices.

    2. Evaluates published guidelines for chosen illness.

    3. Appraises clinical pathways and influence on chosen illness.

    4. Three scholarly resources are utilized All criteria were met.

  • [Solved] Mr 2 soaps

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    Mr 2 soaps **files (1)** – ## 2SOAPNoteTemplate-Final1_12417645412.pdf **## 2SOAPNoteTemplate-Final1_12417645412.pdf** SOAP Note NU : Herzing University Name: Typhon Encounter #: Comprehensive: Focused: S: SUBJECTIVE DATA CC: I experience chest pressure on walking or by physical activity. HPI: Ons…

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    Mr 2 soaps

    **files (1)**

    – ## 2SOAPNoteTemplate-Final1_12417645412.pdf

    **## 2SOAPNoteTemplate-Final1_12417645412.pdf**

    SOAP Note
    NU :

    Herzing University

    Name:
    Typhon Encounter #:

    Comprehensive: Focused:

    S: SUBJECTIVE DATA
    CC: I experience chest pressure on walking or by physical activity.

    HPI: Onset: Several weeks ago, the patient started having symptoms.

    Location: Central chest area.

    Duration: Happens occasionally when exercising.

    Characteristics: is characterized by pressure or tightness.

    related Factors: Episodes of mild shortness of breath.

    Relievers: Factors Factors are relieved by a Rest.

    Treatment: No known past medications before visit.

    History: 74-year-old man with pressure in the chest on exertion alleviated by rest.

    PMH: Hyperlipidemia and hypertension.

    ALLERGIES NKDA.

    MEDICATIONS Nitroglycerin PRN sublingual in case of discomfort in the chest.

    SH Former smoker (quit 10 years ago). Occasional alcohol use. Retired mechanic.

    FH Father was 70 years of age and died due to coronary artery disease. Mother with

    hypertension.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Patient denies excessive activity but has been limited in the recent past because of

    the symptoms. Diet moderate in fat.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional Denies fever.

    Head N/A.

    Eyes N/A.

    Ears, Nose, Mouth, Throat N/A.

    Neck N/A.

    Cardiovascular/Peripheral

    Vascular

    Denies dyspnea.

    Respiratory Mild dyspnea on episodes.

    Breast

    Gastrointestinal Negative of nausea/vomiting.

    SOAP Note
    NU :

    Herzing University

    Name:
    Typhon Encounter #:

    Comprehensive: Focused:

    Genitourinary N/A.

    Musculoskeletal N/A.

    Integumentary N/A.

    Neurological No syncope and dizziness.

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    N/A.

    Endocrine N/A.

    Hematologic/Lymphatic N/A.

    Allergic/Immunologic N/A.

    Other N/A.

    O: OBJECTIVE DATA
    VITALS: HR: 82 RR:18 BP: 140/84 Temp: 98.2°F

    SpO2%: 97% Ht: 5’9’ Wt: 185 lb BMI: 27.3

    Age: 74 LMP: PAIN: 3/10

    during exertion

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance Security, obedient.

    Head Normocephalic.

    Eyes PERRLA.

    ENT, Mouth N/A

    Neck No JVD.

    Cardiovascular/Peripheral Vascular Normally timed heartbeat, no murmur.

    Respiratory lungs clear bilaterally.

    Breast N/A

    Gastrointestinal Soft abdomen

    Genitourinary Male

    • External Exam N/A

    • Internal Exam N/A

    Genitourinary Female

    • External Exam N/A

    • Internal Exam N/A

    Musculoskeletal Range of motion normal.

    Integumentary N/A

    Neurological Aware and oriented.

    Psychiatric Appropriate mood.

    Endocrine N/A

    Hematologic/Lymphatic N/A

    SOAP Note
    NU :

    Herzing University

    Name:
    Typhon Encounter #:

    Comprehensive: Focused:

    Allergic/Immunologic N/A

    Other N/A

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1. Angina pectoris ICD-10: I20.9

    2.

    3.

    VISIT CODES CPT BILLING CODES CPT-9: 99214

    CPT-10: 99204

    DIAGNOSTICS POC TESTING ECG, cardiac stress test ordered.

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1.

    Diagnosis: Stable Angina

    Diagnostics Order:

    Cardiac stress test and electrocardiogram.

    Therapeutic:

    Nifedipine 0.4 mg SL tablet-at-onset of-chest-pain, #25 pills, 1 renewal.

    Education:

    Patient instructed to take a rest in between periods and take medicine as

    advised. Directed to get emergency treatment in case of continuing chest

    pain despite taking medication. Change in lifestyle was talked about such as

    diet and exercise.

    Consultation/Collaboration:

    Further examination in cardiology.

    SOAP Note
    NU :

    Herzing University

    Name:
    Typhon Encounter #:

    Comprehensive: Focused:

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    FOLLOW UP In 1-2 weeks, cardiology appointment. Emergency treatment in case of

    aggravation of symptoms.

    **## 2SOAPNoteTemplate-Final1_12417645412.pdf**

    SOAP Note
    NU :

    Herzing University

    Name:
    Typhon Encounter #:

    Comprehensive: Focused:

    S: SUBJECTIVE DATA
    CC: I experience chest pressure on walking or by physical activity.

    HPI: Onset: Several weeks ago, the patient started having symptoms.

    Location: Central chest area.

    Duration: Happens occasionally when exercising.

    Characteristics: is characterized by pressure or tightness.

    related Factors: Episodes of mild shortness of breath.

    Relievers: Factors Factors are relieved by a Rest.

    Treatment: No known past medications before visit.

    History: 74-year-old man with pressure in the chest on exertion alleviated by rest.

    PMH: Hyperlipidemia and hypertension.

    ALLERGIES NKDA.

    MEDICATIONS Nitroglycerin PRN sublingual in case of discomfort in the chest.

    SH Former smoker (quit 10 years ago). Occasional alcohol use. Retired mechanic.

    FH Father was 70 years of age and died due to coronary artery disease. Mother with

    hypertension.

    HEALTH

    PROMOTION &

    MAINTENANCE

    Patient denies excessive activity but has been limited in the recent past because of

    the symptoms. Diet moderate in fat.

    ROS

    (put N/A in sections

    not completed day of

    exam)

    Constitutional Denies fever.

    Head N/A.

    Eyes N/A.

    Ears, Nose, Mouth, Throat N/A.

    Neck N/A.

    Cardiovascular/Peripheral

    Vascular

    Denies dyspnea.

    Respiratory Mild dyspnea on episodes.

    Breast

    Gastrointestinal Negative of nausea/vomiting.

    SOAP Note
    NU :

    Herzing University

    Name:
    Typhon Encounter #:

    Comprehensive: Focused:

    Genitourinary N/A.

    Musculoskeletal N/A.

    Integumentary N/A.

    Neurological No syncope and dizziness.

    Psychiatric (screening tools: Ex:

    PHQ-9, MMSE, GAD-7)

    N/A.

    Endocrine N/A.

    Hematologic/Lymphatic N/A.

    Allergic/Immunologic N/A.

    Other N/A.

    O: OBJECTIVE DATA
    VITALS: HR: 82 RR:18 BP: 140/84 Temp: 98.2°F

    SpO2%: 97% Ht: 5’9’ Wt: 185 lb BMI: 27.3

    Age: 74 LMP: PAIN: 3/10

    during exertion

    PHYSICAL

    EXAM

    (Pertinent data

    related to

    presenting

    problem or

    visit type. Put

    N/A in sections

    not completed

    day of exam)

    General Appearance Security, obedient.

    Head Normocephalic.

    Eyes PERRLA.

    ENT, Mouth N/A

    Neck No JVD.

    Cardiovascular/Peripheral Vascular Normally timed heartbeat, no murmur.

    Respiratory lungs clear bilaterally.

    Breast N/A

    Gastrointestinal Soft abdomen

    Genitourinary Male

    • External Exam N/A

    • Internal Exam N/A

    Genitourinary Female

    • External Exam N/A

    • Internal Exam N/A

    Musculoskeletal Range of motion normal.

    Integumentary N/A

    Neurological Aware and oriented.

    Psychiatric Appropriate mood.

    Endocrine N/A

    Hematologic/Lymphatic N/A

    SOAP Note
    NU :

    Herzing University

    Name:
    Typhon Encounter #:

    Comprehensive: Focused:

    Allergic/Immunologic N/A

    Other N/A

    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES

    PRIORITIZE
    DIAGNOSIS

    1. Angina pectoris ICD-10: I20.9

    2.

    3.

    VISIT CODES CPT BILLING CODES CPT-9: 99214

    CPT-10: 99204

    DIAGNOSTICS POC TESTING ECG, cardiac stress test ordered.

    TESTS REVIEWED

    P: PLAN
    ACTIONS 1.

    Diagnosis: Stable Angina

    Diagnostics Order:

    Cardiac stress test and electrocardiogram.

    Therapeutic:

    Nifedipine 0.4 mg SL tablet-at-onset of-chest-pain, #25 pills, 1 renewal.

    Education:

    Patient instructed to take a rest in between periods and take medicine as

    advised. Directed to get emergency treatment in case of continuing chest

    pain despite taking medication. Change in lifestyle was talked about such as

    diet and exercise.

    Consultation/Collaboration:

    Further examination in cardiology.

    SOAP Note
    NU :

    Herzing University

    Name:
    Typhon Encounter #:

    Comprehensive: Focused:

    2. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    3. Diagnosis:

    Diagnostics Order:

    Therapeutic:

    Education:

    Consultation/Collaboration:

    PREVENTITIVE

    (Used for

    comprehensive exams)

    FOLLOW UP In 1-2 weeks, cardiology appointment. Emergency treatment in case of

    aggravation of symptoms.

  • [Solved] Nurse

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Nurse.

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    Assignment Prompt & Instructions

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

  • [Solved] Module Four Journal People, Planet and Profit

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) see attachment **files (1)** – ## ModuleFourJournalGuidelinesandRubric.html1.zip **## ModuleFourJournalGuidelinesandRubric.html1.zip** ## Module Four Journal Guidelines and Rubric.html ## QSO 321 Module Four J…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    see attachment

    **files (1)**

    – ## ModuleFourJournalGuidelinesandRubric.html1.zip

    **## ModuleFourJournalGuidelinesandRubric.html1.zip**

    ## Module Four Journal Guidelines and Rubric.html

    ## QSO 321 Module Four Journal Guidelines and Rubric

    ### Scenario

    You are the chief operating officer (COO) of a local supermarket chain that has 10 stores within a 100-mile radius. The farm-to-table movement has been gaining momentum locally, and now it is a consumer demand and a good practice. This movement supports the use of local suppliers to limit the environmental impact caused by the long-distance transportation of food. It also supports small family farms that use sustainable practices, such as avoiding genetically modified organisms and pesticides or using organic fertilizers. The chief executive officer (CEO) of the supermarket chain has asked you to see if the supermarket can apply some of the farm-to-table principles to how it selects produce suppliers. Before moving too far in that direction, both you and the CEO agree that the inventory management implications need to be understood.

    Keep in mind that supermarket customers want a wide range of produce all year long—even produce that does not grow locally during parts of the year. For example, oranges cannot survive very cold weather, but local customers expect to be able to buy them even during snowstorms in the winter.

    ### Directions

    For this journal, address the following rubric criteria:

    – Incorporated Farm-to-Table Principles: Identify different ways the supermarket chain could incorporate farm-to-table principles into its operations while still meeting consumer demands.
    – Benefits and Risks: Explain the benefits and risks associated with incorporating farm-to-table principles into the grocery chain’s supply chain.
    – Data and Communication: Describe how data and communication with the local farms are necessary for the supermarket to implement this endeavor.
    – Factors or Metrics: Identify factors or metrics that will determine whether you, as the COO, will support applying farm-to-table principles to the supermarket and explain why.

    ### What to Submit

    Submit your assignment as a Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow
    [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
    [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module Four Journal Rubric

    | Criteria | Exceeds Expectations | Meets Expectations | Partially Meets Expectations | Does Not Meet Expectations | Value |
    | — | — | — | — | — | — |
    | Incorporated Farm-to-Table Practices | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner by providing examples of different ways the supermarket chain could incorporate farm-to-table principles into its operations while still meeting consumer demands | Identifies different ways the supermarket chain could incorporate farm-to-table principles into its operations while still meeting consumer demands | Identifies different ways the supermarket chain could incorporate farm-to-table principles with limited relevant personal experience, previous learning, or logical thought process | Does not attempt to describe different ways the supermarket chain could incorporate farm-to-table principles | 20 |
    | Benefits and Risks | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner by providing examples of benefits and risks associated with incorporating farm-to-table principles into the grocery chain’s supply chain | Explains the benefits and risks associated with incorporating farm-to-table principles into the grocery chain’s supply chain | Explains while showing limited depth of knowledge, indicating a need to explore the module’s content further | Does not attempt to address prompts, reflecting that the module’s content was not read | 20 |
    | Data and Communication | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner by providing examples of how data and communication with the local farms are necessary for the supermarket to implement this endeavor | Describes how data and communication with the local farms are necessary for the supermarket to implement this endeavor | Describes some means of communication with limited detail, demonstrating limited incorporation of the module’s content | Does not attempt to explain the means of communication | 20 |
    | Factors or Metrics | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner by providing examples of factors or metrics that will determine support for applying farm-to-table principles to the supermarket while explaining why | Identifies factors or metrics that will determine support for applying farm-to-table principles to the supermarket and explains why | Identifies some factors or metrics with limited detail demonstrating limited incorporation of the module’s content | Does not attempt to identify factors or metrics | 20 |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 20 |
    | Total: | 100% |

    **## ModuleFourJournalGuidelinesandRubric.html1.zip**

    ## Module Four Journal Guidelines and Rubric.html

    ## QSO 321 Module Four Journal Guidelines and Rubric

    ### Scenario

    You are the chief operating officer (COO) of a local supermarket chain that has 10 stores within a 100-mile radius. The farm-to-table movement has been gaining momentum locally, and now it is a consumer demand and a good practice. This movement supports the use of local suppliers to limit the environmental impact caused by the long-distance transportation of food. It also supports small family farms that use sustainable practices, such as avoiding genetically modified organisms and pesticides or using organic fertilizers. The chief executive officer (CEO) of the supermarket chain has asked you to see if the supermarket can apply some of the farm-to-table principles to how it selects produce suppliers. Before moving too far in that direction, both you and the CEO agree that the inventory management implications need to be understood.

    Keep in mind that supermarket customers want a wide range of produce all year long—even produce that does not grow locally during parts of the year. For example, oranges cannot survive very cold weather, but local customers expect to be able to buy them even during snowstorms in the winter.

    ### Directions

    For this journal, address the following rubric criteria:

    – Incorporated Farm-to-Table Principles: Identify different ways the supermarket chain could incorporate farm-to-table principles into its operations while still meeting consumer demands.
    – Benefits and Risks: Explain the benefits and risks associated with incorporating farm-to-table principles into the grocery chain’s supply chain.
    – Data and Communication: Describe how data and communication with the local farms are necessary for the supermarket to implement this endeavor.
    – Factors or Metrics: Identify factors or metrics that will determine whether you, as the COO, will support applying farm-to-table principles to the supermarket and explain why.

    ### What to Submit

    Submit your assignment as a Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

    ### AI Usage

    If you use gen AI tools to support your work on this assignment, be sure to follow
    [these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
    [this Shapiro Library guide](https://snhu.ink/CitationAndAI).

    ### Module Four Journal Rubric

    | Criteria | Exceeds Expectations | Meets Expectations | Partially Meets Expectations | Does Not Meet Expectations | Value |
    | — | — | — | — | — | — |
    | Incorporated Farm-to-Table Practices | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner by providing examples of different ways the supermarket chain could incorporate farm-to-table principles into its operations while still meeting consumer demands | Identifies different ways the supermarket chain could incorporate farm-to-table principles into its operations while still meeting consumer demands | Identifies different ways the supermarket chain could incorporate farm-to-table principles with limited relevant personal experience, previous learning, or logical thought process | Does not attempt to describe different ways the supermarket chain could incorporate farm-to-table principles | 20 |
    | Benefits and Risks | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner by providing examples of benefits and risks associated with incorporating farm-to-table principles into the grocery chain’s supply chain | Explains the benefits and risks associated with incorporating farm-to-table principles into the grocery chain’s supply chain | Explains while showing limited depth of knowledge, indicating a need to explore the module’s content further | Does not attempt to address prompts, reflecting that the module’s content was not read | 20 |
    | Data and Communication | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner by providing examples of how data and communication with the local farms are necessary for the supermarket to implement this endeavor | Describes how data and communication with the local farms are necessary for the supermarket to implement this endeavor | Describes some means of communication with limited detail, demonstrating limited incorporation of the module’s content | Does not attempt to explain the means of communication | 20 |
    | Factors or Metrics | Exceeds proficiency in an exceptionally clear, insightful, sophisticated, or creative manner by providing examples of factors or metrics that will determine support for applying farm-to-table principles to the supermarket while explaining why | Identifies factors or metrics that will determine support for applying farm-to-table principles to the supermarket and explains why | Identifies some factors or metrics with limited detail demonstrating limited incorporation of the module’s content | Does not attempt to identify factors or metrics | 20 |
    | Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 20 |
    | Total: | 100% |

  • [Solved] MBA 530 Milestone Two

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Submit a 3- to 4-page Word document using 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style. Consult the [Shapiro Library APA Style Guide](https://libguides.snhu.edu/apa) for more information on citations.

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    Assignment Prompt & Instructions

    Submit a 3- to 4-page Word document using 12-point Times New Roman font, double spacing, and one-inch margins. Sources should be cited according to APA style. Consult the [Shapiro Library APA Style Guide](https://libguides.snhu.edu/apa) for more information on citations.

  • [Solved] Module 3: Discussion Question Chapter 6

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    Executive Solution Overview

    What other socializing agents can you think of besides those discussed in the chapter? Textbook Title: Child, family, and community: Family-Centered Early Care and Education Author(s)/Editor(s): Gonzalez-Mena, J. (2017) Publisher: Pearson Edition: 7th ISBN: 97034289984

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    Assignment Prompt & Instructions

    What other socializing agents can you think of besides those discussed in the chapter?

    Textbook Title: Child, family, and community: Family-Centered Early Care and Education

    Author(s)/Editor(s): Gonzalez-Mena, J. (2017)

    Publisher: Pearson

    Edition: 7th

    ISBN: 97034289984

  • [Solved] Community Health Teaching

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Part 1 – Goals **Objective:** Define your educational objectives regarding the knowledge, skills, values, beliefs, and practices you want the target group to adopt to achieve the goal. **Example**: "My goal this semester is to develop an educational project to assist newly diagnosed diabetic patient…

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    Assignment Prompt & Instructions

    Part 1 – Goals

    **Objective:**

    Define your educational objectives regarding the knowledge, skills, values, beliefs, and practices you want the target group to adopt to achieve the goal. **Example**: "My goal this semester is to develop an educational project to assist newly diagnosed diabetic patients in managing their nutrition and glucose monitoring." See the example attached for your reference.

    At the end of the project, participants will:

    §  Verbalize increased knowledge and understanding of the diabetes disease process.

    §  Be able to identify the signs and symptoms of hyper and hypoglycemia.

    §  Be able to identify solutions to the environmental impacts.

    §  Develop an appreciation for a glycemic diet and the importance of monitoring blood glucose.

    §  Use of the American Diabetes Association guidelines for blood glucose control.

    **Instructions:**

    1.  Topic: “Improving Access and Utilization of Campus Food Pantry Resources to Reduce Student Food Insecurity and Stress”

    2.  Follow the steps below to develop your goals:

    ·  The goal or aim of your project is a broad statement of what you want to achieve.

    ·  Analyze the problem or the issue.

    ·  Find out what is causing concern and break the issue into its components:

    ·  Identified the Stakeholders

    ·  Know your target group

    ·  Understand the characteristics of your target group

    ·  Determine the result you want from your community education project. Define this regarding a goal, educational objectives, and desired outcomes.

    3.  Read the following article, ( [Goal Setting and Action Planning for Health Behavior Change)](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6796229)

    4.  Please review the "Grading Rubric" below before you begin working on this part of the project to ensure that you are aware of all the requirements.

    **Design your Educational Project (based on evidence)**

    1.  Make an action plan and implement it.

    2.  Evaluate the objectives by testing or surveying the knowledge and attitudes of the participants concerning the purposes.

    o  Consider **the** SMART model:

    ·  **Specific:** Clearly state the issue, the target group, and the time and place of the activity.

    ·  **Measurable**: Be clear about what will be changed and by how much. Setting this clearly at the start makes it easier to evaluate. Example of a measurable goal: "Within the next six weeks, I will develop a health literacy program for at-risk of amputation diabetic patients in the community. I will survey at the end of the program. 80% of participants will answer at least five questions correctly in the survey."

    ·  **Achievable:** Be realistic about what the project achieves regarding the scale/scope of what is being done, time, and resources available.

    ·  **Relevant:** Objectives need to relate to and be relevant to the goals. Remember, objectives are the building blocks/steps toward meeting the goals.

    ·  **Time Specific:** Be clear in the objectives about the timeframe in which the program/activities, as well as expected changes, will take place

    Remember that the rest of the course will be used to accomplish your goal, so set a clear one.

    ·  Goal statements "identify" the specific target group and provide the "what" information as distinct from the "how" the goal will be achieved or when it will come about.

    ·  Objectives are the building blocks or steps toward achieving a program's goals. Objectives are specific and concise statements stating who will make what change, by how much, where, and when.

    Part 2 – Outline

    **Objective:**

    After you have completed Part 1 – Goals for the teaching project, the next step is to outline a Community Health Plan and Health Education Lesson Plan for his/her community and implement this in his/her community. See the example [Sample Community Health Project Outline](https://mdc.instructure.com/courses/145212/files/59619559?wrap=1 "Sample Community Health Project Outline.docx") for your reference.

    **Instructions:**

    1.  This part could be presented as a written assignment or PowerPoint presentation.

    2.  Within your assignment or PowerPoint, the following questions must be answered:

    a.  Assess a targeted population in your community to see what needs to exist. This is done by researching health data for your population. Make sure you select and define your community by noting its history.

    b.  Capture a picture of your selected community. What are the vital statistics of your community? Think about socioeconomic statistics. What illnesses or diseases are present in your community? Do citizens in your community have easy access to primary care? What are the most prevalent health problems in your community?

    c.  Formulate a community health nursing diagnosis related to this health need. Based on this data, what are the strengths and needs of your community?

    d.  Plan community intervention. Ask yourself if this will have a positive health impact on the designated population. How do you know?

    e.  Propose an educational presentation that will address the most important needs of your population. The presentation must be arranged with your instructor. The instructor will attend your presentation virtually or in person.

    f.  Propose an Evaluation Plan: How would you evaluate your intervention?

    3.  See the examples below for this Part 2 – Outline.

    **Examples for the Project:**

    o  Assessing client satisfaction with public health services

    o  Chip (Community Health Improvement Plan)

    o  Depression screening of college students

    o  Design and after-school program for at-risk students

    o  Develop a disaster plan

    o  Get a sidewalk or a gym, or a recreational center built

    o  Health education

    o  Health screening

    o  Increase immunization rates in school-age children

    o  Intervene in a communicable disease outbreak situation

    o  Marketing prenatal care

    o  Obesity prevention, nutrition programs

    o  Organize a home visitation for at-risk teen moms

    o  Physical fitness programs

    o  Provide car seats for children in poverty areas

    o  Provide training to inmates or correctional facility staff on infection control

    o  Safety (texting while driving)(car seats)(firearm)(summer)

    o  STD/HIV reduction rate program in a specific population

    o  Teaching nutritional cooking to moms receiving WIC

    o  Teaching parents alternative discipline methods

    o  Tobacco cessation, etc.

    Part 3 – Presentation

    **Objective:**

    Each student will present a population-level, evidence-based practice teaching intervention. The presentation should be 15 to 20 minutes at maximum.

    **Instructions:**

    1.  Once your outline (Part 2)  is approved, plan your final presentation with your instructor.

    2.  It is preferable to present your final presentation in a clinical setting. However, the instructor can hold it at the MDC Medical campus.

    3.  You will also present your final Community Health Teaching projects to your preceptor.

    4.  Below are the items to include in your presentation.

    **Information to include in the presentation:**

    1.  Title of the project.

    2.  Introduction (what is essential to learn about this issue). You may present statistics such as mortality, morbidity, incidence, and prevalence.

    3.  Findings of your assessment:

    ·  Why do you believe the topic is essential for the audience?

    ·  Please indicate the learning objectives. After the presentation, the participant will:

    4.  Include barriers and assets for your specific population.

    ·  What can you teach to empower the population to take a proactive stand for wellness?

    5.  The presentation should be age, culturally, and health literacy appropriate.

    6.  The health teaching presentation should provide accurate, evidence-based information to the participant.

    7.  The teaching presentation should have examples of outcomes.

    ·  What happens if I change….?,  if I don't?

    8.  The presentation should have examples of how to do the intended behavior.

    9.  The presentation should have time for participants to ask questions and make comments.

    10. The presentation should have a section that evaluates the audience's attainment of the education objectives.

    Please submit separately as part 1, part 2 and part 3

    Follow grading rubric attached for part 1, part 2 and part 3

    – [\
    \
    SampleGoalsandObjectivesforTeachingProject-1.docx](https://www.sweetstudy.com/files/samplegoalsandobjectivesforteachingproject-1-docx-10521147 "SampleGoalsandObjectivesforTeachingProject-1.docx")
    – [\
    \
    Springs2026ScholarsPantrySurvey.pdf](https://www.sweetstudy.com/files/springs2026scholarspantrysurvey-pdf "Springs2026ScholarsPantrySurvey.pdf")
    – [\
    \
    GoalSettingandActionPlanningforHealthBehaviorChange-PMC.pdf](https://www.sweetstudy.com/files/goalsettingandactionplanningforhealthbehaviorchange-pmc-pdf "GoalSettingandActionPlanningforHealthBehaviorChange-PMC.pdf")
    – [\
    \
    SampleCommunityHealthProjectOutline-1.docx](https://www.sweetstudy.com/files/samplecommunityhealthprojectoutline-1-docx-10521159 "SampleCommunityHealthProjectOutline-1.docx")
    – [\
    \
    Part2gradingrubric.pdf](https://www.sweetstudy.com/files/part2gradingrubric-pdf "Part2gradingrubric.pdf")
    – [\
    \
    Part1gradingrubric.pdf](https://www.sweetstudy.com/files/part1gradingrubric-pdf "Part1gradingrubric.pdf")
    – [\
    \
    Part3gradingrubric.pdf](https://www.sweetstudy.com/files/part3gradingrubric-pdf "Part3gradingrubric.pdf")

  • [Solved] s #1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## SOAPNoteTemplate-14.docx **## SOAPNoteTemplate-14.docx** | | | | — | — | | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance | | _Demographics_ | | | _Chief Complaint (Reason for seeking health care)_ | | | _History of Present Illness (HPI)_ | | | _Allergies_ | | | _Re…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## SOAPNoteTemplate-14.docx

    **## SOAPNoteTemplate-14.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **## SOAPNoteTemplate-14.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

  • [Solved] RUA

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Priority topic concep is communication **files (2)** – ## NR452RUACapstoneEvidence-BasedPaperJuly2025sw1.docx – guidelinesRUA.pdf **## NR452RUACapstoneEvidence-BasedPaperJuly2025sw1.docx** 1 2 **RUA-Capstone Evidence-Based Paper** Your Name (without credentials) Chamberlain University College of Nur…

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    Assignment Prompt & Instructions

    Priority topic concep is communication

    **files (2)**

    – ## NR452RUACapstoneEvidence-BasedPaperJuly2025sw1.docx

    – guidelinesRUA.pdf

    **## NR452RUACapstoneEvidence-BasedPaperJuly2025sw1.docx**

    1

    2

    **RUA-Capstone Evidence-Based Paper**

    Your Name (without credentials)

    Chamberlain University College of Nursing

    NR452: Capstone

    Dr. Dlo

    August 17, 2025

    **RUA-Capstone Evidence-Based Paper**

    Required criteria:
    **A detailed description of the purpose statement for the paper.**

    Identify the priority concept (topic) from the Clinical Judgment Exam and align to one (1) of the four (4) main categories of the NCLEX-RN® examination blueprint: Assurance of a safe and effective care environment, Health promotion and maintenance of health, Preservation of the patient population’s psychosocial integrity, Preservation of the patient population’s physiological integrity. Provide a detailed description of the relationship between the category from the NCLEX-RN® examination blueprint and the priority concept (topic) identified on the Clinical Judgment Exam. This section should not exceed two (2) paragraphs. A paragraph is 3-5 sentences.

    **Importance**

    Required criteria: Describe the primary importance of the priority concept (topic) to professional practice. Describe the importance of the priority concept (topic) to the health status of a patient population. Include two (2) potential negative effects to professional practice if the priority concept (topic) is unresolved. Include two (2) potential negative effects to the patient population if the priority concept (topic) is unresolved. Provide appropriate, adequate, and relevant
    **scholarly support for this section**.

    **Healthcare Disparities, Inequalities, and Interventions**

    Identify a primary patient population that may be negatively influenced by the priority concept (topic) if unresolved. Identify a healthcare resource to support evidence-based practice related to the priority concept (topic). Summarize potential priority concept (topic) healthcare disparities and inequalities related to diverse populations. Propose an evidence-based solution for the priority concept (topic) related to healthcare disparities. Identify an evidence-based practice intervention. Discuss patient education related to the priority concept (topic). Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Legal & Ethical Considerations and Intervention Challenges**

    Identify at least one (1) ethical and one (1) legal implication for addressing the priority concept (topic) in professional practice. Discuss at least one (1) strategy in prevention of an ethical dilemma related to the priority concept (topic) in professional practice. Discuss at least one (1) strategy in prevention of legal consequences related to the priority concept (topic) in professional practice. Identify one (1) anticipated challenge to the success of preventing the priority concept (topic) in professional practice. Identify one (1) anticipated challenge to the success of resolving the priority concept (topic) in professional practice. Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Participants and Interdisciplinary Approach**

    Identify three (3) primary parties (two members outside of the nursing discipline) who will be involved in the implementation of the priority concept (topic) interventions. Discuss the role of these members in the intervention implementation for the priority concept (topic). Discuss the benefit of including the identified interdisciplinary members from disciplines outside nursing to promote evidence-based professional practice. Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Quality Improvement**

    Provide at least one (1) benefit in patient outcomes from addressing the priority concept (topic) within the clinical environment. Provide at least one (1) benefit to the nursing profession that will result from addressing this priority concept (topic) in clinical professional practice.

    Discuss at least one (1) resource utilized to promote improved patient outcomes in the clinical environment. Discuss at least one (1) resource utilized to increase professional nurse knowledge promoting improved clinical professional practice. Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Conclusion**

    Provide a thorough recap of the purpose to promote increased evidence-based professional practice knowledge related to the priority concept (topic) deficiency. Summarize resources identified to support improved evidence-based professional practice related to the priority concept (topic). This section should not include new information. Include a complete statement describing why addressing the priority concept (topic) matters for patient outcomes and evidence-based professional practice. This section should be limited to 1-2 paragraphs.

    **References**

    Type your reference here using hanging indent and double line spacing (under “Paragraph” on the Home toolbar ribbon). See your
    _APA Manual_ and the resources in the APA section of Resources for reference formatting.

    **1. References are submitted with paper and align with in-text citations.    2. Uses current APA format and is free of errors.  3. Grammar and mechanics are free of errors.  4. Paper is 4-6 pages, excluding title and reference pages. Total of 6 to 8 pages. 5. **A minimum of three (3) scholarly, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided.** 6. **Each section should have a cited source to support information provided.****

    **guidelinesRUA.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/guidelinesrua-pdf-10521123)

    **guidelinesRUA.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/guidelinesrua-pdf-10521123)

    **## NR452RUACapstoneEvidence-BasedPaperJuly2025sw1.docx**

    1

    2

    **RUA-Capstone Evidence-Based Paper**

    Your Name (without credentials)

    Chamberlain University College of Nursing

    NR452: Capstone

    Dr. Dlo

    August 17, 2025

    **RUA-Capstone Evidence-Based Paper**

    Required criteria:
    **A detailed description of the purpose statement for the paper.**

    Identify the priority concept (topic) from the Clinical Judgment Exam and align to one (1) of the four (4) main categories of the NCLEX-RN® examination blueprint: Assurance of a safe and effective care environment, Health promotion and maintenance of health, Preservation of the patient population’s psychosocial integrity, Preservation of the patient population’s physiological integrity. Provide a detailed description of the relationship between the category from the NCLEX-RN® examination blueprint and the priority concept (topic) identified on the Clinical Judgment Exam. This section should not exceed two (2) paragraphs. A paragraph is 3-5 sentences.

    **Importance**

    Required criteria: Describe the primary importance of the priority concept (topic) to professional practice. Describe the importance of the priority concept (topic) to the health status of a patient population. Include two (2) potential negative effects to professional practice if the priority concept (topic) is unresolved. Include two (2) potential negative effects to the patient population if the priority concept (topic) is unresolved. Provide appropriate, adequate, and relevant
    **scholarly support for this section**.

    **Healthcare Disparities, Inequalities, and Interventions**

    Identify a primary patient population that may be negatively influenced by the priority concept (topic) if unresolved. Identify a healthcare resource to support evidence-based practice related to the priority concept (topic). Summarize potential priority concept (topic) healthcare disparities and inequalities related to diverse populations. Propose an evidence-based solution for the priority concept (topic) related to healthcare disparities. Identify an evidence-based practice intervention. Discuss patient education related to the priority concept (topic). Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Legal & Ethical Considerations and Intervention Challenges**

    Identify at least one (1) ethical and one (1) legal implication for addressing the priority concept (topic) in professional practice. Discuss at least one (1) strategy in prevention of an ethical dilemma related to the priority concept (topic) in professional practice. Discuss at least one (1) strategy in prevention of legal consequences related to the priority concept (topic) in professional practice. Identify one (1) anticipated challenge to the success of preventing the priority concept (topic) in professional practice. Identify one (1) anticipated challenge to the success of resolving the priority concept (topic) in professional practice. Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Participants and Interdisciplinary Approach**

    Identify three (3) primary parties (two members outside of the nursing discipline) who will be involved in the implementation of the priority concept (topic) interventions. Discuss the role of these members in the intervention implementation for the priority concept (topic). Discuss the benefit of including the identified interdisciplinary members from disciplines outside nursing to promote evidence-based professional practice. Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Quality Improvement**

    Provide at least one (1) benefit in patient outcomes from addressing the priority concept (topic) within the clinical environment. Provide at least one (1) benefit to the nursing profession that will result from addressing this priority concept (topic) in clinical professional practice.

    Discuss at least one (1) resource utilized to promote improved patient outcomes in the clinical environment. Discuss at least one (1) resource utilized to increase professional nurse knowledge promoting improved clinical professional practice. Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Conclusion**

    Provide a thorough recap of the purpose to promote increased evidence-based professional practice knowledge related to the priority concept (topic) deficiency. Summarize resources identified to support improved evidence-based professional practice related to the priority concept (topic). This section should not include new information. Include a complete statement describing why addressing the priority concept (topic) matters for patient outcomes and evidence-based professional practice. This section should be limited to 1-2 paragraphs.

    **References**

    Type your reference here using hanging indent and double line spacing (under “Paragraph” on the Home toolbar ribbon). See your
    _APA Manual_ and the resources in the APA section of Resources for reference formatting.

    **1. References are submitted with paper and align with in-text citations.    2. Uses current APA format and is free of errors.  3. Grammar and mechanics are free of errors.  4. Paper is 4-6 pages, excluding title and reference pages. Total of 6 to 8 pages. 5. **A minimum of three (3) scholarly, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided.** 6. **Each section should have a cited source to support information provided.****

    **guidelinesRUA.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/guidelinesrua-pdf-10521123)

    **## NR452RUACapstoneEvidence-BasedPaperJuly2025sw1.docx**

    1

    2

    **RUA-Capstone Evidence-Based Paper**

    Your Name (without credentials)

    Chamberlain University College of Nursing

    NR452: Capstone

    Dr. Dlo

    August 17, 2025

    **RUA-Capstone Evidence-Based Paper**

    Required criteria:
    **A detailed description of the purpose statement for the paper.**

    Identify the priority concept (topic) from the Clinical Judgment Exam and align to one (1) of the four (4) main categories of the NCLEX-RN® examination blueprint: Assurance of a safe and effective care environment, Health promotion and maintenance of health, Preservation of the patient population’s psychosocial integrity, Preservation of the patient population’s physiological integrity. Provide a detailed description of the relationship between the category from the NCLEX-RN® examination blueprint and the priority concept (topic) identified on the Clinical Judgment Exam. This section should not exceed two (2) paragraphs. A paragraph is 3-5 sentences.

    **Importance**

    Required criteria: Describe the primary importance of the priority concept (topic) to professional practice. Describe the importance of the priority concept (topic) to the health status of a patient population. Include two (2) potential negative effects to professional practice if the priority concept (topic) is unresolved. Include two (2) potential negative effects to the patient population if the priority concept (topic) is unresolved. Provide appropriate, adequate, and relevant
    **scholarly support for this section**.

    **Healthcare Disparities, Inequalities, and Interventions**

    Identify a primary patient population that may be negatively influenced by the priority concept (topic) if unresolved. Identify a healthcare resource to support evidence-based practice related to the priority concept (topic). Summarize potential priority concept (topic) healthcare disparities and inequalities related to diverse populations. Propose an evidence-based solution for the priority concept (topic) related to healthcare disparities. Identify an evidence-based practice intervention. Discuss patient education related to the priority concept (topic). Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Legal & Ethical Considerations and Intervention Challenges**

    Identify at least one (1) ethical and one (1) legal implication for addressing the priority concept (topic) in professional practice. Discuss at least one (1) strategy in prevention of an ethical dilemma related to the priority concept (topic) in professional practice. Discuss at least one (1) strategy in prevention of legal consequences related to the priority concept (topic) in professional practice. Identify one (1) anticipated challenge to the success of preventing the priority concept (topic) in professional practice. Identify one (1) anticipated challenge to the success of resolving the priority concept (topic) in professional practice. Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Participants and Interdisciplinary Approach**

    Identify three (3) primary parties (two members outside of the nursing discipline) who will be involved in the implementation of the priority concept (topic) interventions. Discuss the role of these members in the intervention implementation for the priority concept (topic). Discuss the benefit of including the identified interdisciplinary members from disciplines outside nursing to promote evidence-based professional practice. Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Quality Improvement**

    Provide at least one (1) benefit in patient outcomes from addressing the priority concept (topic) within the clinical environment. Provide at least one (1) benefit to the nursing profession that will result from addressing this priority concept (topic) in clinical professional practice.

    Discuss at least one (1) resource utilized to promote improved patient outcomes in the clinical environment. Discuss at least one (1) resource utilized to increase professional nurse knowledge promoting improved clinical professional practice. Provide appropriate, adequate, and relevant
    **scholarly support for this section.**

    **Conclusion**

    Provide a thorough recap of the purpose to promote increased evidence-based professional practice knowledge related to the priority concept (topic) deficiency. Summarize resources identified to support improved evidence-based professional practice related to the priority concept (topic). This section should not include new information. Include a complete statement describing why addressing the priority concept (topic) matters for patient outcomes and evidence-based professional practice. This section should be limited to 1-2 paragraphs.

    **References**

    Type your reference here using hanging indent and double line spacing (under “Paragraph” on the Home toolbar ribbon). See your
    _APA Manual_ and the resources in the APA section of Resources for reference formatting.

    **1. References are submitted with paper and align with in-text citations.    2. Uses current APA format and is free of errors.  3. Grammar and mechanics are free of errors.  4. Paper is 4-6 pages, excluding title and reference pages. Total of 6 to 8 pages. 5. **A minimum of three (3) scholarly, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided.** 6. **Each section should have a cited source to support information provided.****

    **guidelinesRUA.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/guidelinesrua-pdf-10521123)

  • [Solved] Peer response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – Submit a copy of your state practice act regarding prescribing. – Discuss the components of the practice act related to prescribing for the APRN in your chosen state of practice. – Identify specifics related to state of practice prescriptive authority. – How do the regulations support advocating f…

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    Assignment Prompt & Instructions

    – Submit a copy of your state practice act regarding prescribing.
    – Discuss the components of the practice act related to prescribing for the APRN in your chosen state of practice.
    – Identify specifics related to state of practice prescriptive authority.
    – How do the regulations support advocating for structures, policies, and processes that promote a culture of safety and prevent risks and injury.
    – Discuss state specific continuing education requirements for prescriptive authority.
    – How can you use the website and resources for process improvement, to inform change, or to create policy recommendation.