REad the post and provide a reply
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Read the following post and provide a reply as a DNP student, use as support, real verifiable references from 2020-2026 H
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please help me decide on a mission statement
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Bm week 5 **Select a Topic** Use the workflow topic you selected in Module 3. You examined a workflow process that needed improvement and explored a technology that could address the gap. Continue with that same topic for this assignment. **Create a PowerPoint Presentation** Prepare a 7 to 10 slide …
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**Select a Topic**
Use the workflow topic you selected in Module 3. You examined a workflow process that needed improvement and explored a technology that could address the gap. Continue with that same topic for this assignment. **Create a PowerPoint Presentation**
Prepare a 7 to 10 slide presentation, excluding the title and reference slides. **Your presentation must include:**
– **Title Slide**
– Include your name, course, and assignment title.
– **Objective of the Technology Integration**
– State what the proposed technology aims to improve or address.
– **Current State**
– Describe how the process or practice currently operates.
– **Desired Future State**
– Explain what the improved or ideal process should look like after the technology is integrated.
– **Gap Analysis Table or Diagram (Required). Create a visual that includes:**
– Current State
– Desired State
– Identified Gap
– Actions or Strategies to Close the Gap
_Use a table, flowchart, or diagram. Do not list this information only in bullet points._
– **Proposed Remedy or Solution**
– Describe how the selected technology addresses the identified gap.
– **Summary Slide**
– Present the entire gap analysis visually on one slide using a template. See the resources below.
– **References**
– Include at least three recent peer-reviewed journal articles (within the past five years). Use APA 7th edition formatting.
Complete this assignment and submit it to this assignment dropbox by Sunday at 11:59 pm CT.
**Graduate Assignment Rubric – 150 Points (2)** CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeTopicAddresses all components of the assignment. **40 to >37.9 ptsAdvanced** Comprehensively addresses all components of the assignment. **37.9 to >31.9 ptsCompetent** Addresses all or most components of the assignment adequately and/or components are not addressed or not addressed comprehensively. **31.9 to >0.0 ptsEmerging** Addresses all or most components of the assignment but not adequately and/or components are not addressed. **0 ptsIncomplete** Missing or Assignment was not submitted and/or not submitted on time40 ptsThis criterion is linked to a Learning OutcomeSupport and EvidenceUses evidence to support main tenets, points, or arguments presented in the assignment. **40 to >37.9 ptsAdvanced** Uses comprehensive, appropriate evidence to support the main tenets of the assignment. **37.9 to >31.9 ptsCompetent** Uses adequate but minimal evidence to support the main tenets of the assignment and/or the evidence cited is weak, unrelated, or does not support the part of the assignment in which is it cited. **31.9 to >0.0 ptsEmerging** Does not adequately use appropriate evidence to support the main tenets of the assignment. **0 ptsIncomplete** Missing or Assignment was not submitted and/or not submitted on time40 ptsThis criterion is linked to a Learning OutcomeOrganization and CoherenceUses a logical progression of ideas and presents a clear articulation of main tenets. Almost entirely free of spelling, punctuation, and grammatical errors.
Written coherently, using APA format or another
format as required. **35 to >33.25 ptsAdvanced** Clear, logical, coherently written and appropriately formatted **33.25 to >28.0 ptsCompetent** Assignment has some organizational, writing, and/or APA problems which distract from its flow and understandability. **28 to >0.0 ptsEmerging** Assignment has many organizational, writing, and/or APA problems which distract from its flow and understandability. **0 ptsIncomplete** Missing or Assignment was not submitted and/or not submitted on time35 ptsThis criterion is linked to a Learning OutcomeCumulative ImpressionThe assignment, as a whole, is scholarly, compelling, and impressive. **35 to >33.25 ptsAdvanced** The assignment as whole reflects graduate level scholarship. It is compelling, impressive, and contributes to expansion of knowledge. **33.25 to >28.0 ptsCompetent** The assignment as whole is adequate as graduate level scholarship but needs polishing. It does not reflect a clear contribution to expansion of knowledge. **28 to >0.0 ptsEmerging** The assignment is unclear or inadequately structured with multiple content, organizational, writing, or APA problems. **0 ptsIncomplete** Missing or Assignment was not submitted and/or n
– [\
\
Workflow_Redesign_With_Speaker_Notescopy.pptx](https://www.sweetstudy.com/files/workflow-redesign-with-speaker-notescopy-pptx "Workflow_Redesign_With_Speaker_Notescopy.pptx")
– Your PICOT question. **Growing Mental Health Crisis and the Lack of Available Mental Health Resources** – Purpose of or rationale for the scholarly project: – Provide an evidence-based explanation of why it is necessary to complete your scholarly project and what benefit will be gained (health pro…
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Order on TutorsGallery →– Your PICOT question. **Growing Mental Health Crisis and the Lack of Available Mental Health Resources**
– Purpose of or rationale for the scholarly project:
– Provide an evidence-based explanation of why it is necessary to complete your scholarly project and what benefit will be gained (health promotion, fiscal, and efficiency).
– Background on the problem or population of interest:
– Using primary sources, provide data on your topic.
– Providing the background will demonstrate the focused need for your project.
– Significance of the problem to nursing and health care:
– State how your problem or population of interest aligns with the larger interest of health care in the community.
– Create a context to why your topic is important.
– Benefit of the project to nursing practice:
– State what will be gained from your project.
– Describe the expected outcomes of your project to practice within your population and setting.
– Relate the outcomes to evidence-based guidelines and outcomes.
– Describe how your project may influence other populations or settings
**files (1)** – ## NUR670Week1-6discussionasign.pdf **## NUR670Week1-6discussionasign.pdf** Week 1: The PICO Question After studying Module 1: Lecture Materials & Resources, and completing 500 clinical hours, students undoubtedly witness problems or gaps in healthcare. The PICO question Population/ …
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– ## NUR670Week1-6discussionasign.pdf
**## NUR670Week1-6discussionasign.pdf**
Week 1: The PICO Question
After studying Module 1: Lecture Materials & Resources,
and completing 500 clinical hours, students undoubtedly witness
problems or gaps in healthcare. The PICO question Population/
Patient Problem: (P), Intervention: (I), Comparison: (C), Outcome:
(O) is to ask a searchable and answerable question that provides
evidence to improve practice. In a well-written discussion post
address, the following:
• Describe a real-world, current problem in US psychiatric
care. This could be a problem that affects clinical decisions
and may include a broad range of biological, psychological,
and sociological issues.
• Formulate a PICO question based on the question chosen in
the announcement. You will use this question in each
discussion for this term.
• Summarize the reason this PICO question is so important to
advanced practice nursing.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
[https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 2: The Purpose of the
PICO Question
After studying Module 2: Lecture Materials & Resources, discuss
the following:
• Discuss the purpose defining the purpose of the PICO
question for the psychiatric mental health nurse practitioner.
• Explain the purpose of your selected PICO question
advanced practice psychiatric nurses or the patients or the
populations they treat.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
• Students may not duplicate the PICO question of another
student at St. Thomas University.
• Your initial post is worth 8 points.
[https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 3: Selecting Inclusion/
Exclusion Criteria
After studying Module 3: Lecture Materials & Resources, discuss
the following:
• Discuss the databases searched to gather the evidence
based research for your selected PICO question.
• Describe the inclusion/exclusion criteria used to fine tune
the evidence-based research for your selected PICO
question.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
• Students may not duplicate the PICO question of another
student at St. Thomas University.
• Your initial post is worth 8 points.
[https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 4 : Creating a Search
Strategy
After studying Module 4: Lecture Materials & Resources, discuss
the following:
• Compare the reliability of evidence-based research using an
evidence pyramid.
• Describe in detail the search strategy used to conduct the
literature review for your PICO question. A literature flow
diagram must be uploaded to this assignment.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
• Students may not duplicate the PICO question of another
student at St. Thomas University.
• Your initial post is worth 8 points.
[https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 5: Interpreting the Results
of the Literature Review
After studying Module 5: Lecture Materials & Resources, discuss
the following:
• Compare the following processes: summarizing the
literature review and interpreting search results.
• Describe the process used to interpret the search results of
your PICO question.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
• Students may not duplicate the PICO question of another
student at St. Thomas University.
• Your initial post is worth 8 points.
[https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 6: Methods of
Dissemination
After studying Module 6: Lecture Materials & Resources, discuss
the following:
• Compare three ways to disseminate research findings.
• Discuss your plan to disseminate the research findings
obtained during this course at a state or national platform.
Include your objective for disseminating the information and
your target audience.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
• Students may not duplicate the PICO question of another
student at St. Thomas University.
• Your initial post is worth 8 points.
[https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 6 Assignment:
Academic Poster & Presentation
The purpose of this assignment is to provide the student the
opportunity to demonstrate competency in performing the role of
the psychiatric mental health nurse practitioner in a safe
environment.
Submission Instructions:
To complete this assignment, address the following criteria:
1. Posters should include the following content:
• A Project title. This should be placed towards the top
of the poster, including the names of the authors and
university affiliation.
• An Introduction section. This should highlight the
problem addressed in a brief literature review with
citations and your hypothesis or hypotheses.
• The Purpose section: The poster states the objectives
of this inquiry relative to the overall evidence-based
literature review on this topic.
• The Methods/Search Strategy section. An overview of
how you studied your primary source(s): Describe the
evidence-based solution. How was it developed?
Include the theoretical framework (if applicable).
Identify databases searched and inclusion/exclusion
criteria. A literature flow diagram must be uploaded
to this assignment.
• The Results The poster describes the search, the
number of studies included, and the level of evidence.
• The Synthesis of Evidence The poster briefly
describes the synthesis of the evidence including major
trends and notable gaps.
• The Implications for Practice section. The poster
includes recommendations for practice, education, or
future research based on the review and synthesis of
the evidence.
• A References section. Make sure your references
include at least seven references with four primary
research articles. Primary articles describe studies in
which the authors collected the data themselves.
References must be in the current APA format. If you
cannot fit seven or more references into your poster,
you should provide the references separately as an
attached Word document. For assistance with the
current APA formatting, please contact BrainFuse
Online Tutoring link in Canvas or visit the STU library
at https://www.stu.edu/libraryLinks to an external site.
Academic Poster Format
• Present your poster in electronic formatLinks to an external
site.
. Use the linked video as a guide for your assignment.
• Students may use PowerPoint Poster template.
will be graded according to the grading rubric below.
NUR 670 Poster Presentation Rubric (1)
NUR 670 Poster Presentation Rubric (1)
Criteria Ratings
Po
int
s
[https://www.stu.edu/library](https://www.stu.edu/library)
[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)
[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)
Project
Title
Exemplary
Thoroughly, accurately, and clearly reflect the content of the presentation.
5 to >3 pts
Distinguished
Reflects content very well but not thoroughly.
3 to >1 pts
Novice
Does not reflect content of the presentation.
1 to >0 pts
/5
pts
Introducti
on:
view longer
description
Exemplary
Identifies a creative, focused, and manageable
topic that addresses potentially significant and
previously less explored aspects of the topic,
problem, and/or project
5 to >3 pts
Distinguished
Project and/or research question moderately described. Moderately clear
rationale. Purpose was somewhat focused and clear.
3 to >1 pts
Novice
Vaguely described project and/or research question. Weak rationale.
Purpose was poorly focused and not sufficiently clear.
1 to >0 pts
/5
pts
Purpose:
view longer
description
Exemplary
Background information is engaging and leads to a clear purpose statement.
Relevance to advanced practice nursing and the field of psychiatry is
articulated well.
5 to >3 pts
Distinguished
Background information is at times unclear or uninteresting. Relevance to
advanced practice nursing or psychiatry could be more clearly articulated.
3 to >1 pts
Novice
Background information is illogical or unrelated to the topic. There is no
relevance to advanced practice nursing or the field of psychiatry.
1 to >0 pts
/5
pts
Search
Strategy
view longer
description
Exemplary
Methods are appropriate to address aim/question and connected to the
purpose of the research; Identifies method used to support thesis or answer
the research question.
10 to >6 pts
Distinguished
Methods are inappropriate to address research aim or question. Methods are
unclear or not connected to purpose of research
6 to >2 pts
Novice
Research strategy was not clearly mentioned but implied; or, not appropriate
for purpose of the research
2 to >0 pts
/10
pts
Synthesis
of
Evidence:
view longer
description
Exemplary
Thorough comparison and contrast of findings are provided and relate to the
main discussion points in the order of their appearance in the purpose
statement. Focus is on research findings rather
than research methods. Study limitations that might have led to different
findings are discussed. Gaps and controversies that exist in the literature are
clearly discussed.
20 to >13 pts
Distinguished
Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in
the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.
13 to >6 pts
Novice
Comparison and contrast of findings are lacking.
Discussion of findings does not relate well to the main discussion points in
the purpose statement.
Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not discussed.
6 to >0 pts
/20
pts
Implicatio
ns for
Practice:
view longer
description
Exemplary
Thorough comparison and contrast
of findings are provided and relate to
the main discussion points in the order
of their appearance in the purpose
statement.
� Focus is on research findings rather
than research methods.
10 to >6 pts
Distinguished
Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in
the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.
6 to >2 pts
Novice
Comparison and contrast of findings are lacking. Discussion of findings does
not relate well to the main discussion points in the purpose statement.
Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not
discussed.
2 to >0 pts
/10
pts
Writing
and
Scholarly
Voice:
view longer
description
Exemplary
Writing is fluid, precise, and clear; lexicon of the field is clearly explained and
defined; the tone is professional; vocabulary and syntax are mature; scholarly
style and format are accurately used;
the candidate’s ‘voice’ is heard and yields a definitive presence, authority, and
understanding of the issues being discussed.
5 to >3 pts
Distinguished
Writing is somewhat developed and professional; spelling, punctuation,
grammar, in general, meet program and institutional standards; dissertation
formatting is adequate; the lexicon of the respective field is understood and
used
properly.
3 to >1 pts
Novice
More work developing academic writing skills
necessary; syntax or vocabulary may not be well
developed; a reliance on jargon may be a weakness,
writing may be difficult to read or understand; tone
may not exhibit an understanding of the academic writing genre; errors of
spelling, punctuation
or formatting may be present; document may have
formatting problems, the candidate may not have a
command of the field’s lexicon.
1 to >0 pts
/5
pts
Oral
Presentat
ion
view longer
description
Exemplary
Narration and/or answering of questions is engaging, thorough, and adds
greatly to the presentation. Presentation is well-rehearsed. Voice, eye contact
and pacing hold interest and attention of the audience; introduced self and
project.
20 to >12 pts
Distinguished
Narration and/or answering of questions is somewhat lacking. Audio-Video
presentation does not support the content of the presentation. Some difficulty
communicating ideas. Poor voice projections; some eye contact; no
introduction; mispronounced a few words; long pauses; appears somewhat
confused.
12 to >3 pts
Novice
Narration and/or answering of questions is lacking, Audio-Video presentation
was not submitted or the video was not created using the audio or video
platform required in the instructions. Great difficulty communicating ideas.
Poor voice projection; no eye contact; no introduction; mispronounced
words; stopped or had long pauses; read entirely from notes
3 to >0 pts
/20
pts
Overall
Appearan
ce
view longer
description
Exemplary
Prominently positions title/authors of paper thoroughly but concisely presents
main points of introduction, hypotheses/ propositions, research methods,
results, and conclusions in a well-organized manner.
Overall visually appealing; not cluttered; colors and patterns enhance
readability; Uses font sizes/variations which facilitate the organization,
presentation, and readability of the research
Graphics (e.g., tables, figures, etc.) are engaging and enhance the text
content is clearly arranged so that the viewer can understand order without
narration
10 to >6 pts
Distinguished
Visual appeal is adequate; somewhat cluttered; colors and patterns detract
from readability
Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is somewhat inconsistent/distractions
Graphics (e.g., tables, figures, etc.) adequately enhance the text
Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration
6 to >2 pts
Novice
Not very visually appealing; cluttered; colors and patterns hinder readability
Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is inconsistent/distracting
Graphics (e.g., tables, figures, etc.) do not enhance the text
Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration
2 to >0 pts
/10
pts
APA
Formattin
g
view longer
description
Exemplary
Follows APA guidelines of components: double space, 12 pt. font, abstract,
level headings, hanging indent and in-text citations. The references contain at
least the 6-8 required current scholarly academic reference and text
reference.
10 to >6 pts
Distinguished
References page contains one current or outdated scholarly academic
resource. Many errors of APA 7th guidelines: double space, 12 pt. font,
abstract, level headings, hanging indent, and in-text citations
6 to >2 pts
Novice
References page contains no current scholarly academic resources, only
internet webpages or no reference page. Lack of APA guidelines for
references provided or in-text citations.
2 to >0 pts
/10
pts
**## NUR670Week1-6discussionasign.pdf**
Week 1: The PICO Question
After studying Module 1: Lecture Materials & Resources,
and completing 500 clinical hours, students undoubtedly witness
problems or gaps in healthcare. The PICO question Population/
Patient Problem: (P), Intervention: (I), Comparison: (C), Outcome:
(O) is to ask a searchable and answerable question that provides
evidence to improve practice. In a well-written discussion post
address, the following:
• Describe a real-world, current problem in US psychiatric
care. This could be a problem that affects clinical decisions
and may include a broad range of biological, psychological,
and sociological issues.
• Formulate a PICO question based on the question chosen in
the announcement. You will use this question in each
discussion for this term.
• Summarize the reason this PICO question is so important to
advanced practice nursing.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
[https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 2: The Purpose of the
PICO Question
After studying Module 2: Lecture Materials & Resources, discuss
the following:
• Discuss the purpose defining the purpose of the PICO
question for the psychiatric mental health nurse practitioner.
• Explain the purpose of your selected PICO question
advanced practice psychiatric nurses or the patients or the
populations they treat.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
• Students may not duplicate the PICO question of another
student at St. Thomas University.
• Your initial post is worth 8 points.
[https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 3: Selecting Inclusion/
Exclusion Criteria
After studying Module 3: Lecture Materials & Resources, discuss
the following:
• Discuss the databases searched to gather the evidence
based research for your selected PICO question.
• Describe the inclusion/exclusion criteria used to fine tune
the evidence-based research for your selected PICO
question.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
• Students may not duplicate the PICO question of another
student at St. Thomas University.
• Your initial post is worth 8 points.
[https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 4 : Creating a Search
Strategy
After studying Module 4: Lecture Materials & Resources, discuss
the following:
• Compare the reliability of evidence-based research using an
evidence pyramid.
• Describe in detail the search strategy used to conduct the
literature review for your PICO question. A literature flow
diagram must be uploaded to this assignment.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
• Students may not duplicate the PICO question of another
student at St. Thomas University.
• Your initial post is worth 8 points.
[https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 5: Interpreting the Results
of the Literature Review
After studying Module 5: Lecture Materials & Resources, discuss
the following:
• Compare the following processes: summarizing the
literature review and interpreting search results.
• Describe the process used to interpret the search results of
your PICO question.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
• Students may not duplicate the PICO question of another
student at St. Thomas University.
• Your initial post is worth 8 points.
[https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 6: Methods of
Dissemination
After studying Module 6: Lecture Materials & Resources, discuss
the following:
• Compare three ways to disseminate research findings.
• Discuss your plan to disseminate the research findings
obtained during this course at a state or national platform.
Include your objective for disseminating the information and
your target audience.
Submission Instructions:
• Your initial post should be at least 500 words, formatted and
cited in the current APA style.
• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.
• Students will use this PICO question when creating the
abstract and academic poster.
• Students may not duplicate the PICO question of another
student at St. Thomas University.
• Your initial post is worth 8 points.
[https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)
Week 6 Assignment:
Academic Poster & Presentation
The purpose of this assignment is to provide the student the
opportunity to demonstrate competency in performing the role of
the psychiatric mental health nurse practitioner in a safe
environment.
Submission Instructions:
To complete this assignment, address the following criteria:
1. Posters should include the following content:
• A Project title. This should be placed towards the top
of the poster, including the names of the authors and
university affiliation.
• An Introduction section. This should highlight the
problem addressed in a brief literature review with
citations and your hypothesis or hypotheses.
• The Purpose section: The poster states the objectives
of this inquiry relative to the overall evidence-based
literature review on this topic.
• The Methods/Search Strategy section. An overview of
how you studied your primary source(s): Describe the
evidence-based solution. How was it developed?
Include the theoretical framework (if applicable).
Identify databases searched and inclusion/exclusion
criteria. A literature flow diagram must be uploaded
to this assignment.
• The Results The poster describes the search, the
number of studies included, and the level of evidence.
• The Synthesis of Evidence The poster briefly
describes the synthesis of the evidence including major
trends and notable gaps.
• The Implications for Practice section. The poster
includes recommendations for practice, education, or
future research based on the review and synthesis of
the evidence.
• A References section. Make sure your references
include at least seven references with four primary
research articles. Primary articles describe studies in
which the authors collected the data themselves.
References must be in the current APA format. If you
cannot fit seven or more references into your poster,
you should provide the references separately as an
attached Word document. For assistance with the
current APA formatting, please contact BrainFuse
Online Tutoring link in Canvas or visit the STU library
at https://www.stu.edu/libraryLinks to an external site.
Academic Poster Format
• Present your poster in electronic formatLinks to an external
site.
. Use the linked video as a guide for your assignment.
• Students may use PowerPoint Poster template.
will be graded according to the grading rubric below.
NUR 670 Poster Presentation Rubric (1)
NUR 670 Poster Presentation Rubric (1)
Criteria Ratings
Po
int
s
[https://www.stu.edu/library](https://www.stu.edu/library)
[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)
[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)
Project
Title
Exemplary
Thoroughly, accurately, and clearly reflect the content of the presentation.
5 to >3 pts
Distinguished
Reflects content very well but not thoroughly.
3 to >1 pts
Novice
Does not reflect content of the presentation.
1 to >0 pts
/5
pts
Introducti
on:
view longer
description
Exemplary
Identifies a creative, focused, and manageable
topic that addresses potentially significant and
previously less explored aspects of the topic,
problem, and/or project
5 to >3 pts
Distinguished
Project and/or research question moderately described. Moderately clear
rationale. Purpose was somewhat focused and clear.
3 to >1 pts
Novice
Vaguely described project and/or research question. Weak rationale.
Purpose was poorly focused and not sufficiently clear.
1 to >0 pts
/5
pts
Purpose:
view longer
description
Exemplary
Background information is engaging and leads to a clear purpose statement.
Relevance to advanced practice nursing and the field of psychiatry is
articulated well.
5 to >3 pts
Distinguished
Background information is at times unclear or uninteresting. Relevance to
advanced practice nursing or psychiatry could be more clearly articulated.
3 to >1 pts
Novice
Background information is illogical or unrelated to the topic. There is no
relevance to advanced practice nursing or the field of psychiatry.
1 to >0 pts
/5
pts
Search
Strategy
view longer
description
Exemplary
Methods are appropriate to address aim/question and connected to the
purpose of the research; Identifies method used to support thesis or answer
the research question.
10 to >6 pts
Distinguished
Methods are inappropriate to address research aim or question. Methods are
unclear or not connected to purpose of research
6 to >2 pts
Novice
Research strategy was not clearly mentioned but implied; or, not appropriate
for purpose of the research
2 to >0 pts
/10
pts
Synthesis
of
Evidence:
view longer
description
Exemplary
Thorough comparison and contrast of findings are provided and relate to the
main discussion points in the order of their appearance in the purpose
statement. Focus is on research findings rather
than research methods. Study limitations that might have led to different
findings are discussed. Gaps and controversies that exist in the literature are
clearly discussed.
20 to >13 pts
Distinguished
Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in
the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.
13 to >6 pts
Novice
Comparison and contrast of findings are lacking.
Discussion of findings does not relate well to the main discussion points in
the purpose statement.
Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not discussed.
6 to >0 pts
/20
pts
Implicatio
ns for
Practice:
view longer
description
Exemplary
Thorough comparison and contrast
of findings are provided and relate to
the main discussion points in the order
of their appearance in the purpose
statement.
� Focus is on research findings rather
than research methods.
10 to >6 pts
Distinguished
Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in
the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.
6 to >2 pts
Novice
Comparison and contrast of findings are lacking. Discussion of findings does
not relate well to the main discussion points in the purpose statement.
Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not
discussed.
2 to >0 pts
/10
pts
Writing
and
Scholarly
Voice:
view longer
description
Exemplary
Writing is fluid, precise, and clear; lexicon of the field is clearly explained and
defined; the tone is professional; vocabulary and syntax are mature; scholarly
style and format are accurately used;
the candidate’s ‘voice’ is heard and yields a definitive presence, authority, and
understanding of the issues being discussed.
5 to >3 pts
Distinguished
Writing is somewhat developed and professional; spelling, punctuation,
grammar, in general, meet program and institutional standards; dissertation
formatting is adequate; the lexicon of the respective field is understood and
used
properly.
3 to >1 pts
Novice
More work developing academic writing skills
necessary; syntax or vocabulary may not be well
developed; a reliance on jargon may be a weakness,
writing may be difficult to read or understand; tone
may not exhibit an understanding of the academic writing genre; errors of
spelling, punctuation
or formatting may be present; document may have
formatting problems, the candidate may not have a
command of the field’s lexicon.
1 to >0 pts
/5
pts
Oral
Presentat
ion
view longer
description
Exemplary
Narration and/or answering of questions is engaging, thorough, and adds
greatly to the presentation. Presentation is well-rehearsed. Voice, eye contact
and pacing hold interest and attention of the audience; introduced self and
project.
20 to >12 pts
Distinguished
Narration and/or answering of questions is somewhat lacking. Audio-Video
presentation does not support the content of the presentation. Some difficulty
communicating ideas. Poor voice projections; some eye contact; no
introduction; mispronounced a few words; long pauses; appears somewhat
confused.
12 to >3 pts
Novice
Narration and/or answering of questions is lacking, Audio-Video presentation
was not submitted or the video was not created using the audio or video
platform required in the instructions. Great difficulty communicating ideas.
Poor voice projection; no eye contact; no introduction; mispronounced
words; stopped or had long pauses; read entirely from notes
3 to >0 pts
/20
pts
Overall
Appearan
ce
view longer
description
Exemplary
Prominently positions title/authors of paper thoroughly but concisely presents
main points of introduction, hypotheses/ propositions, research methods,
results, and conclusions in a well-organized manner.
Overall visually appealing; not cluttered; colors and patterns enhance
readability; Uses font sizes/variations which facilitate the organization,
presentation, and readability of the research
Graphics (e.g., tables, figures, etc.) are engaging and enhance the text
content is clearly arranged so that the viewer can understand order without
narration
10 to >6 pts
Distinguished
Visual appeal is adequate; somewhat cluttered; colors and patterns detract
from readability
Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is somewhat inconsistent/distractions
Graphics (e.g., tables, figures, etc.) adequately enhance the text
Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration
6 to >2 pts
Novice
Not very visually appealing; cluttered; colors and patterns hinder readability
Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is inconsistent/distracting
Graphics (e.g., tables, figures, etc.) do not enhance the text
Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration
2 to >0 pts
/10
pts
APA
Formattin
g
view longer
description
Exemplary
Follows APA guidelines of components: double space, 12 pt. font, abstract,
level headings, hanging indent and in-text citations. The references contain at
least the 6-8 required current scholarly academic reference and text
reference.
10 to >6 pts
Distinguished
References page contains one current or outdated scholarly academic
resource. Many errors of APA 7th guidelines: double space, 12 pt. font,
abstract, level headings, hanging indent, and in-text citations
6 to >2 pts
Novice
References page contains no current scholarly academic resources, only
internet webpages or no reference page. Lack of APA guidelines for
references provided or in-text citations.
2 to >0 pts
/10
pts
**files (1)** – ## NUR670WK3response.pdf **## NUR670WK3response.pdf** Rita Perez Abstract Evidence-based practice is an essential part of psychiatric mental health nursing because it supports safe, effective, and patient-centered care. Psychiatric mental health nurse practitioners (PMHNPs) must use …
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
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– ## NUR670WK3response.pdf
**## NUR670WK3response.pdf**
Rita Perez
Abstract
Evidence-based practice is an essential part of psychiatric mental health nursing because it
supports safe, effective, and patient-centered care. Psychiatric mental health nurse practitioners
(PMHNPs) must use current research to guide clinical decision-making and improve patient
outcomes. The PICO framework helps healthcare providers develop focused clinical questions
that support evidence-based practice and literature searches. The selected PICO question for this
discussion examines whether the Columbia-Suicide Severity Rating Scale improves early
identification of suicide risk and patient safety outcomes among adult psychiatric patients
diagnosed with depression and anxiety disorders. This discussion reviews the databases used to
gather evidence-based research related to the selected PICO question and explains the inclusion
and exclusion criteria used to refine the literature search process. Using organized search
strategies and carefully selected research criteria helps PMHNPs identify high-quality evidence
that is relevant to psychiatric practice. Evidence-based suicide prevention strategies are
especially important in psychiatric care because early identification of suicide risk may improve
patient safety, reduce psychiatric crises, and support timely intervention.
Introduction
Evidence-based practice plays a major role in psychiatric mental health nursing because it helps
providers make informed clinical decisions using current scientific evidence. As future
psychiatric mental health nurse practitioners (PMHNPs), it is important to understand how to
search for reliable scholarly evidence and apply research findings to patient care. One of the
most commonly used tools for developing focused clinical questions is the PICO framework.
PICO stands for population, intervention, comparison, and outcome. This framework allows
healthcare providers to narrow broad clinical concerns into searchable research questions that
guide evidence-based practice (Melnyk & Fineout-Overholt, 2023).
The selected PICO question for this discussion is: In adult psychiatric patients with depression
and anxiety disorders (P), does the use of the Columbia-Suicide Severity Rating Scale during
routine psychiatric evaluations (I), compared to standard clinical assessment without a structured
screening tool (C), improve early identification of suicide risk and patient safety outcomes
(O)? Suicide prevention remains one of the most important responsibilities in psychiatric
healthcare because many patients experiencing suicidal thoughts may not openly discuss their
symptoms unless directly asked. As a result, PMHNPs must use evidence-based suicide
screening tools that support early identification and patient safety.
Databases Used to Gather Evidence-Based Research
Several scholarly databases were used to gather evidence-based research related to the selected
PICO question. Using multiple databases increases the likelihood of identifying high-quality and
peer-reviewed psychiatric research studies. The primary databases searched included PubMed,
CINAHL, PsycINFO, Cochrane Library, and Google Scholar.
PubMed was one of the primary databases used because it provides access to a large collection of
peer-reviewed biomedical and psychiatric research articles. PubMed contains evidence-based
studies, systematic reviews, clinical practice guidelines, and psychiatric research related to
suicide prevention, mental health disorders, and evidence-based screening tools. Keywords used
in the PubMed search included “Columbia-Suicide Severity Rating Scale,” “suicide risk
assessment,” “depression,” “anxiety disorders,” “psychiatric patients,” and “suicide prevention.”
Boolean operators such as AND and OR were also used to narrow and organize the search
results.
The Cumulative Index to Nursing and Allied Health Literature (CINAHL) was another important
database used during the literature search process. CINAHL focuses heavily on nursing and
allied health research, making it highly relevant for PMHNP practice. This database provided
evidence related to nursing interventions, suicide screening practices, psychiatric assessment
tools, and patient safety outcomes. CINAHL was especially useful for identifying nursing-
focused evidence regarding suicide prevention strategies in outpatient psychiatric settings.
PsycINFO was also used because it specializes in behavioral health and psychological research.
This database provided scholarly literature related to psychiatric disorders, suicide risk factors,
psychological assessment tools, and evidence-based psychiatric interventions. PsycINFO helped
identify research studies specifically related to depression, anxiety disorders, suicidal ideation,
and suicide risk screening in mental health populations.
The Cochrane Library was searched to identify systematic reviews and evidence summaries
related to suicide prevention and psychiatric assessment tools. Systematic reviews are considered
high levels of evidence because they evaluate and summarize findings from multiple research
studies. This database helped support the evidence-based foundation of the selected PICO
question.
Google Scholar was also used to supplement the database search process. Although Google
Scholar contains a broader range of literature, it helped identify additional peer-reviewed articles,
clinical guidelines, and recent publications related to suicide prevention and psychiatric
assessment practices. Google Scholar was especially useful when cross-referencing articles
found within other scholarly databases. According to Aromataris and Pearson (2021), conducting
a literature review requires a structured and organized process to identify relevant evidence,
evaluate the quality of studies, and synthesize findings related to a clinical question. Using
multiple databases strengthens the literature review process because it increases access to current
and diverse scholarly evidence.
Inclusion and exclusion criteria
Inclusion and exclusion criteria were used to refine the literature search process and ensure that
the selected research studies were relevant, current, and evidence-based. Inclusion criteria help
identify studies appropriate for the clinical question, while exclusion criteria remove irrelevant or
low-quality studies from the review process (Lansing Community College, 2022).
The inclusion criteria for the selected PICO question included peer-reviewed scholarly articles
published within the last five years. Only current research studies were included to ensure that
the evidence reflected current psychiatric practice standards and suicide prevention guidelines.
Studies involving adult psychiatric patients diagnosed with depression and anxiety disorders
were included because this population directly matched the selected PICO question. Additional
inclusion criteria included studies focused on suicide risk assessment, suicide prevention,
structured screening tools, and the Columbia-Suicide Severity Rating Scale. Research studies
conducted within psychiatric or behavioral health settings were also included because they were
most relevant to PMHNP practice. Systematic reviews, randomized controlled trials, evidence-
based clinical guidelines, and quantitative research studies were prioritized because these sources
provide strong levels of evidence.
Several exclusion criteria were also applied during the literature search process. Studies
published more than five years ago were excluded unless they involved foundational information
regarding the development of the Columbia-Suicide Severity Rating Scale. Pediatric populations
were excluded because the selected PICO question specifically focused on adult psychiatric
patients. Studies unrelated to suicide risk assessment, depression, anxiety disorders, or
psychiatric populations were also excluded. In addition, non-peer-reviewed articles, opinion
papers, editorials, and duplicate studies were excluded to improve the quality and reliability of
the evidence. Research focused primarily on medical or neurological conditions without
psychiatric relevance was also excluded from the review process. Using inclusion and exclusion
criteria helped narrow the search results to the most relevant and evidence-based studies.
Schiavenato and Chu (2021) explained that the PICO framework improves evidence-based
research by helping healthcare providers identify specific and clinically meaningful concepts that
guide literature searches and support clinical decision-making.
Conclusion
The PICO framework is an important component of evidence-based psychiatric nursing practice
because it helps PMHNPs create focused clinical questions that guide research and improve
patient outcomes. Several scholarly databases, including PubMed, CINAHL, PsycINFO,
Cochrane Library, and Google Scholar, were used to gather evidence-based research related to
the selected PICO question regarding suicide risk assessment. Inclusion and exclusion criteria
helped refine the literature search process and ensured that the selected studies were current,
peer-reviewed, and clinically relevant. Evidence-based suicide prevention strategies remain
essential in psychiatric healthcare because early identification of suicide risk may improve
patient safety, reduce psychiatric crises, and support timely intervention for vulnerable patient
populations.
Tanesha Wilson
Abstract
Evidence-based practice is fundamental to psychiatric mental health nursing because it
allows psychiatric mental health nurse practitioners (PMHNPs) to integrate current research
evidence into clinical decision-making to improve patient outcomes. This discussion looks at the
literature search process for our PICO question. This query looks at adult psychiatric patients
with substance use issues. I examined how well SBIRT, done by PMHNPs, stacks up against
standard assessments. The goal is to see how well each method detects early substance misuse
and gets patients into treatment programs, with SBIRT being the focus. The discussion outlines
the databases searched, keywords utilized, and inclusion and exclusion criteria applied
to identify relevant evidence. Various databases such as PubMed, CINAHL Complete,
PsycINFO, Cochrane Library, and SAMHSA materials were used to find up-to-date information
about SBIRT. The inclusion and exclusion criteria were developed to determine whether the
retrieved information would be relevant, credible, and useful to psychiatric mental health
nursing practices. Findings from the literature search reveal the efficacy of SBIRT in treating
substance abuse disorders in psychiatry patients.
Literature Search Strategy for the PICO Question
The use of evidence-based practice is essential in psychiatric mental health nursing
because it enables psychiatric mental health nurse practitioners (PMHNPs) to integrate current
scientific evidence into clinical decision-making to improve patient outcomes. Many psychiatric
patients experience co-occurring substance use disorders, that contribute to other complex
clinical challenges such as treatment nonadherence, psychiatric hospitalization, homelessness,
suicidal behaviors, and medical comorbidities. The selected PICO question for this discussion is:
In adult psychiatric patients with co-occurring substance use disorders (P), how does the
implementation of Screening, Brief Intervention, and Referral to Treatment (SBIRT) by
psychiatric mental health nurse practitioners (I), compared to standard psychiatric assessment
alone (C), affect early identification of substance misuse and treatment engagement outcomes
(O)?
Databases and Evidence-Based Resources
Several scholarly databases and evidence-based resources were utilized to identify current
and relevant literature addressing the selected PICO question. A comprehensive search was
conducted using PubMed, CINAHL Complete, PsycINFO, the Cochrane Library, Google
Scholar, and resources from the Substance Abuse and Mental Health Services Administration
(SAMHSA).
PubMed is a valuable database because it has many resources with peer-reviewed content
on substance use and mental health issues. CINAHL Complete is also fantastic; it focuses on
nursing and health care texts, which makes it ideal for PMHNP work. PsycINFO offers research
on psychological and behavioral health stuff, like motivational interviewing, treatment
engagement, and assessments for substance misuse.
The Cochrane Library was another resource used as it gives systematic reviews and meta-
analyses that assess intervention effectiveness through rigorous methods. Treatments grounded in
evidence genuinely help people struggling with substance use disorders, according to Kelly et al.
(2020). Besides, SAMHSA (2023) supplies the current guidelines on how to implement SBIRT
and other evidence-based approaches for addressing substance use problems. Altogether, these
sources gave a thorough look at current practices for screening and treating substance use within
psychiatric settings.
Search Terms and Search Strategy
I made the literature search very specific, utilizing keywords and Boolean operators. I used
terms like SBIRT, substance use disorder, psychiatric patient, co-occurring disorders,
motivational interviewing, treatment engagement, behavioral health, psychiatric nurse
practitioner, and integrated behavioral healthcare were essential. I utilized AND, OR, and NOT
to narrow my searches to get the most relevant information.
For example, I searched for “SBIRT AND psychiatric patients,” “co-occurring disorders
AND treatment engagement,” and “substance use disorder AND psychiatric mental health nurse
practitioner.” According to Savic et al. (2021), structured screenings, such as SBIRT, help
to identify substance use disorders early and increase access to behavioral health care. This
focused approach was essential to ensuring that only studies directly relevant to the PICO
question were pulled.
Inclusion Criteria
Specific inclusion criteria were established to identify the most relevant and had current
evidence to support the PICO question. Peer-reviewed scholarly articles published between 2020
and 2025 were included to ensure that the literature reflected contemporary clinical practice and
evidence. Studies involving adult psychiatric patients with co-occurring substance use disorders
were selected as they were directly related to the population identified in the PICO question.
The studies looked at included those that examined SBIRT interventions, motivational
interviewing, psychiatric assessments, integrated behavioral healthcare, treatment adherence, and
treatment engagement. Both quantitative and qualitative studies, along with systematic reviews,
meta-analyses, and evidence-based clinical practice guidelines, were used to fully understand
how SBIRT works.
I only used English-language publications to make sure we accurately interpreted
everything. Also, I focused on studies directly related to advanced psychiatric
nursing practice, those dealing with PMHNP practice, psychiatric nursing interventions, and
integrated mental health and substance use treatments.
Exclusion Criteria
To fit the essay to the PICO question, several exclusion criteria were used. Anything
published before 2020 was usually cut, save for key studies that showed SBIRT's
effectiveness. We also took out research strictly about kids or teens; our focus was adults with
psychiatric issues.
Studies in primary care alone, with no psychiatric patients, were omitted unless they help
with understanding dual diagnoses. And I omitted editorials, opinions, and comments, as well as
anything that wasn't peer-reviewed. This kept our evidence credible and high quality.
Importance of the Literature Search Process
Using several databases and clear inclusion-exclusion criteria boosted the credibility and
validity of the literature review. The systematic approach made sure the selected evidence was
relevant, current, and useful for psychiatric mental health nursing. The findings show that SBIRT
is an effective intervention; it helps spot substance misuse sooner, ramps up treatment
involvement, lessens stigma, and improves results for those with both psychiatric and substance
use issues.
Conclusion
Literature searching is a crucial step in evidence-based practice that facilitates evidence-
based decision making in PMHNPs. With the help of various academic databases and using
stringent inclusion and exclusion criteria, relevant literature has been gathered to answer the
proposed PICO question. It is clear from the literature that there is substantial support for the use
of SBIRT as an intervention for the early detection of substance abuse disorders and engagement
with therapy for adult psychiatric patients.
**## NUR670WK3response.pdf**
Rita Perez
Abstract
Evidence-based practice is an essential part of psychiatric mental health nursing because it
supports safe, effective, and patient-centered care. Psychiatric mental health nurse practitioners
(PMHNPs) must use current research to guide clinical decision-making and improve patient
outcomes. The PICO framework helps healthcare providers develop focused clinical questions
that support evidence-based practice and literature searches. The selected PICO question for this
discussion examines whether the Columbia-Suicide Severity Rating Scale improves early
identification of suicide risk and patient safety outcomes among adult psychiatric patients
diagnosed with depression and anxiety disorders. This discussion reviews the databases used to
gather evidence-based research related to the selected PICO question and explains the inclusion
and exclusion criteria used to refine the literature search process. Using organized search
strategies and carefully selected research criteria helps PMHNPs identify high-quality evidence
that is relevant to psychiatric practice. Evidence-based suicide prevention strategies are
especially important in psychiatric care because early identification of suicide risk may improve
patient safety, reduce psychiatric crises, and support timely intervention.
Introduction
Evidence-based practice plays a major role in psychiatric mental health nursing because it helps
providers make informed clinical decisions using current scientific evidence. As future
psychiatric mental health nurse practitioners (PMHNPs), it is important to understand how to
search for reliable scholarly evidence and apply research findings to patient care. One of the
most commonly used tools for developing focused clinical questions is the PICO framework.
PICO stands for population, intervention, comparison, and outcome. This framework allows
healthcare providers to narrow broad clinical concerns into searchable research questions that
guide evidence-based practice (Melnyk & Fineout-Overholt, 2023).
The selected PICO question for this discussion is: In adult psychiatric patients with depression
and anxiety disorders (P), does the use of the Columbia-Suicide Severity Rating Scale during
routine psychiatric evaluations (I), compared to standard clinical assessment without a structured
screening tool (C), improve early identification of suicide risk and patient safety outcomes
(O)? Suicide prevention remains one of the most important responsibilities in psychiatric
healthcare because many patients experiencing suicidal thoughts may not openly discuss their
symptoms unless directly asked. As a result, PMHNPs must use evidence-based suicide
screening tools that support early identification and patient safety.
Databases Used to Gather Evidence-Based Research
Several scholarly databases were used to gather evidence-based research related to the selected
PICO question. Using multiple databases increases the likelihood of identifying high-quality and
peer-reviewed psychiatric research studies. The primary databases searched included PubMed,
CINAHL, PsycINFO, Cochrane Library, and Google Scholar.
PubMed was one of the primary databases used because it provides access to a large collection of
peer-reviewed biomedical and psychiatric research articles. PubMed contains evidence-based
studies, systematic reviews, clinical practice guidelines, and psychiatric research related to
suicide prevention, mental health disorders, and evidence-based screening tools. Keywords used
in the PubMed search included “Columbia-Suicide Severity Rating Scale,” “suicide risk
assessment,” “depression,” “anxiety disorders,” “psychiatric patients,” and “suicide prevention.”
Boolean operators such as AND and OR were also used to narrow and organize the search
results.
The Cumulative Index to Nursing and Allied Health Literature (CINAHL) was another important
database used during the literature search process. CINAHL focuses heavily on nursing and
allied health research, making it highly relevant for PMHNP practice. This database provided
evidence related to nursing interventions, suicide screening practices, psychiatric assessment
tools, and patient safety outcomes. CINAHL was especially useful for identifying nursing-
focused evidence regarding suicide prevention strategies in outpatient psychiatric settings.
PsycINFO was also used because it specializes in behavioral health and psychological research.
This database provided scholarly literature related to psychiatric disorders, suicide risk factors,
psychological assessment tools, and evidence-based psychiatric interventions. PsycINFO helped
identify research studies specifically related to depression, anxiety disorders, suicidal ideation,
and suicide risk screening in mental health populations.
The Cochrane Library was searched to identify systematic reviews and evidence summaries
related to suicide prevention and psychiatric assessment tools. Systematic reviews are considered
high levels of evidence because they evaluate and summarize findings from multiple research
studies. This database helped support the evidence-based foundation of the selected PICO
question.
Google Scholar was also used to supplement the database search process. Although Google
Scholar contains a broader range of literature, it helped identify additional peer-reviewed articles,
clinical guidelines, and recent publications related to suicide prevention and psychiatric
assessment practices. Google Scholar was especially useful when cross-referencing articles
found within other scholarly databases. According to Aromataris and Pearson (2021), conducting
a literature review requires a structured and organized process to identify relevant evidence,
evaluate the quality of studies, and synthesize findings related to a clinical question. Using
multiple databases strengthens the literature review process because it increases access to current
and diverse scholarly evidence.
Inclusion and exclusion criteria
Inclusion and exclusion criteria were used to refine the literature search process and ensure that
the selected research studies were relevant, current, and evidence-based. Inclusion criteria help
identify studies appropriate for the clinical question, while exclusion criteria remove irrelevant or
low-quality studies from the review process (Lansing Community College, 2022).
The inclusion criteria for the selected PICO question included peer-reviewed scholarly articles
published within the last five years. Only current research studies were included to ensure that
the evidence reflected current psychiatric practice standards and suicide prevention guidelines.
Studies involving adult psychiatric patients diagnosed with depression and anxiety disorders
were included because this population directly matched the selected PICO question. Additional
inclusion criteria included studies focused on suicide risk assessment, suicide prevention,
structured screening tools, and the Columbia-Suicide Severity Rating Scale. Research studies
conducted within psychiatric or behavioral health settings were also included because they were
most relevant to PMHNP practice. Systematic reviews, randomized controlled trials, evidence-
based clinical guidelines, and quantitative research studies were prioritized because these sources
provide strong levels of evidence.
Several exclusion criteria were also applied during the literature search process. Studies
published more than five years ago were excluded unless they involved foundational information
regarding the development of the Columbia-Suicide Severity Rating Scale. Pediatric populations
were excluded because the selected PICO question specifically focused on adult psychiatric
patients. Studies unrelated to suicide risk assessment, depression, anxiety disorders, or
psychiatric populations were also excluded. In addition, non-peer-reviewed articles, opinion
papers, editorials, and duplicate studies were excluded to improve the quality and reliability of
the evidence. Research focused primarily on medical or neurological conditions without
psychiatric relevance was also excluded from the review process. Using inclusion and exclusion
criteria helped narrow the search results to the most relevant and evidence-based studies.
Schiavenato and Chu (2021) explained that the PICO framework improves evidence-based
research by helping healthcare providers identify specific and clinically meaningful concepts that
guide literature searches and support clinical decision-making.
Conclusion
The PICO framework is an important component of evidence-based psychiatric nursing practice
because it helps PMHNPs create focused clinical questions that guide research and improve
patient outcomes. Several scholarly databases, including PubMed, CINAHL, PsycINFO,
Cochrane Library, and Google Scholar, were used to gather evidence-based research related to
the selected PICO question regarding suicide risk assessment. Inclusion and exclusion criteria
helped refine the literature search process and ensured that the selected studies were current,
peer-reviewed, and clinically relevant. Evidence-based suicide prevention strategies remain
essential in psychiatric healthcare because early identification of suicide risk may improve
patient safety, reduce psychiatric crises, and support timely intervention for vulnerable patient
populations.
Tanesha Wilson
Abstract
Evidence-based practice is fundamental to psychiatric mental health nursing because it
allows psychiatric mental health nurse practitioners (PMHNPs) to integrate current research
evidence into clinical decision-making to improve patient outcomes. This discussion looks at the
literature search process for our PICO question. This query looks at adult psychiatric patients
with substance use issues. I examined how well SBIRT, done by PMHNPs, stacks up against
standard assessments. The goal is to see how well each method detects early substance misuse
and gets patients into treatment programs, with SBIRT being the focus. The discussion outlines
the databases searched, keywords utilized, and inclusion and exclusion criteria applied
to identify relevant evidence. Various databases such as PubMed, CINAHL Complete,
PsycINFO, Cochrane Library, and SAMHSA materials were used to find up-to-date information
about SBIRT. The inclusion and exclusion criteria were developed to determine whether the
retrieved information would be relevant, credible, and useful to psychiatric mental health
nursing practices. Findings from the literature search reveal the efficacy of SBIRT in treating
substance abuse disorders in psychiatry patients.
Literature Search Strategy for the PICO Question
The use of evidence-based practice is essential in psychiatric mental health nursing
because it enables psychiatric mental health nurse practitioners (PMHNPs) to integrate current
scientific evidence into clinical decision-making to improve patient outcomes. Many psychiatric
patients experience co-occurring substance use disorders, that contribute to other complex
clinical challenges such as treatment nonadherence, psychiatric hospitalization, homelessness,
suicidal behaviors, and medical comorbidities. The selected PICO question for this discussion is:
In adult psychiatric patients with co-occurring substance use disorders (P), how does the
implementation of Screening, Brief Intervention, and Referral to Treatment (SBIRT) by
psychiatric mental health nurse practitioners (I), compared to standard psychiatric assessment
alone (C), affect early identification of substance misuse and treatment engagement outcomes
(O)?
Databases and Evidence-Based Resources
Several scholarly databases and evidence-based resources were utilized to identify current
and relevant literature addressing the selected PICO question. A comprehensive search was
conducted using PubMed, CINAHL Complete, PsycINFO, the Cochrane Library, Google
Scholar, and resources from the Substance Abuse and Mental Health Services Administration
(SAMHSA).
PubMed is a valuable database because it has many resources with peer-reviewed content
on substance use and mental health issues. CINAHL Complete is also fantastic; it focuses on
nursing and health care texts, which makes it ideal for PMHNP work. PsycINFO offers research
on psychological and behavioral health stuff, like motivational interviewing, treatment
engagement, and assessments for substance misuse.
The Cochrane Library was another resource used as it gives systematic reviews and meta-
analyses that assess intervention effectiveness through rigorous methods. Treatments grounded in
evidence genuinely help people struggling with substance use disorders, according to Kelly et al.
(2020). Besides, SAMHSA (2023) supplies the current guidelines on how to implement SBIRT
and other evidence-based approaches for addressing substance use problems. Altogether, these
sources gave a thorough look at current practices for screening and treating substance use within
psychiatric settings.
Search Terms and Search Strategy
I made the literature search very specific, utilizing keywords and Boolean operators. I used
terms like SBIRT, substance use disorder, psychiatric patient, co-occurring disorders,
motivational interviewing, treatment engagement, behavioral health, psychiatric nurse
practitioner, and integrated behavioral healthcare were essential. I utilized AND, OR, and NOT
to narrow my searches to get the most relevant information.
For example, I searched for “SBIRT AND psychiatric patients,” “co-occurring disorders
AND treatment engagement,” and “substance use disorder AND psychiatric mental health nurse
practitioner.” According to Savic et al. (2021), structured screenings, such as SBIRT, help
to identify substance use disorders early and increase access to behavioral health care. This
focused approach was essential to ensuring that only studies directly relevant to the PICO
question were pulled.
Inclusion Criteria
Specific inclusion criteria were established to identify the most relevant and had current
evidence to support the PICO question. Peer-reviewed scholarly articles published between 2020
and 2025 were included to ensure that the literature reflected contemporary clinical practice and
evidence. Studies involving adult psychiatric patients with co-occurring substance use disorders
were selected as they were directly related to the population identified in the PICO question.
The studies looked at included those that examined SBIRT interventions, motivational
interviewing, psychiatric assessments, integrated behavioral healthcare, treatment adherence, and
treatment engagement. Both quantitative and qualitative studies, along with systematic reviews,
meta-analyses, and evidence-based clinical practice guidelines, were used to fully understand
how SBIRT works.
I only used English-language publications to make sure we accurately interpreted
everything. Also, I focused on studies directly related to advanced psychiatric
nursing practice, those dealing with PMHNP practice, psychiatric nursing interventions, and
integrated mental health and substance use treatments.
Exclusion Criteria
To fit the essay to the PICO question, several exclusion criteria were used. Anything
published before 2020 was usually cut, save for key studies that showed SBIRT's
effectiveness. We also took out research strictly about kids or teens; our focus was adults with
psychiatric issues.
Studies in primary care alone, with no psychiatric patients, were omitted unless they help
with understanding dual diagnoses. And I omitted editorials, opinions, and comments, as well as
anything that wasn't peer-reviewed. This kept our evidence credible and high quality.
Importance of the Literature Search Process
Using several databases and clear inclusion-exclusion criteria boosted the credibility and
validity of the literature review. The systematic approach made sure the selected evidence was
relevant, current, and useful for psychiatric mental health nursing. The findings show that SBIRT
is an effective intervention; it helps spot substance misuse sooner, ramps up treatment
involvement, lessens stigma, and improves results for those with both psychiatric and substance
use issues.
Conclusion
Literature searching is a crucial step in evidence-based practice that facilitates evidence-
based decision making in PMHNPs. With the help of various academic databases and using
stringent inclusion and exclusion criteria, relevant literature has been gathered to answer the
proposed PICO question. It is clear from the literature that there is substantial support for the use
of SBIRT as an intervention for the early detection of substance abuse disorders and engagement
with therapy for adult psychiatric patients.
**files (2)** – ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx – ## GuideforaSelectedChronicCondition.docx **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx** | | | | | | | — | — | — | — | — | | Intussusception | | What is it? | Intussusception occurs when a po…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →**files (2)**
– ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx
– ## GuideforaSelectedChronicCondition.docx
**## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**
| | | | | |
| — | — | — | — | — |
| Intussusception |
| What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
| Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
| Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
| Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
| Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
| 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
| Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
| Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
| Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
| References |
| Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |
**## GuideforaSelectedChronicCondition.docx**
**_Guide for a Selected Chronic Condition_**
The purpose of this assignment is to design a study guide that will assist you and your peers to translate relevant clinical guidelines and evidence-based research into evidence-based practice to promote health and prevent chronic health problems.
| | |
| — | — |
| **You must choose one of the conditions below:**<br>· Diabetes Mellitus<br>· Congestive Heart Failure<br>· Chronic Kidney Disease<br>· COPD | **Your study guide must include:**<br>· Definition, etiology<br>· Occurrence/epidemiology<br>· Clinical presentation<br>· Diagnostic testing<br>· Differential diagnosis<br>· Non-pharmacological and pharmacological management and follow up |
**Submission Instructions:**
· The study guide is to be clear and concise and will provide a quick reference for a specific chronic disease.
· Include your resources and guidelines used for the elaboration of the study guide.
· Please use the attached template below to complete your assignment.
·
[Guide for a Selected Chronic Condition Template](https://stu.instructure.com/courses/53789/files/5089806?wrap=1) [Download Guide for a Selected Chronic Condition Template](https://stu.instructure.com/courses/53789/files/5089806/download?download_frd=1)
· Students will lose points for improper grammar, punctuation, misspelling, and references should be current (published within the last five years).
**Grading Rubric**
Your assignment will be graded according to the grading rubric, which is found by clicking on the three dots in the upper right corner and selecting "show rubric" from the menu.
**Essay/Paper Rubric**
| | | |
| — | — | — |
| Essay/Paper Rubric |
| **Criteria** | **Ratings** | **Points** |
| **Identification of Main Issues/Problems** | **Distinguished**<br>Identify and demonstrate a sophisticated understanding of the issues/problems.<br>**4 pts**<br>**Excellent**<br>Identifies and demonstrate an accomplished understanding of most of issues/problems.<br>**3 pts**<br>**Fair**<br>Identifies and demonstrate an an acceptable understanding of most of issues/problems.<br>**2 pts**<br>**Poor**<br>Identifies and demonstrate an unacceptable understanding of most of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 pts**<br>**Excellent**<br>Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 pts**<br>**Fair**<br>Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Writing Mechanics and APA Formatting Guidelines** | **Full Marks**<br>Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 pts**<br>**Excellent**<br>Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 pts**<br>**Fair**<br>Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
## image1.png
**## GuideforaSelectedChronicCondition.docx**
**_Guide for a Selected Chronic Condition_**
The purpose of this assignment is to design a study guide that will assist you and your peers to translate relevant clinical guidelines and evidence-based research into evidence-based practice to promote health and prevent chronic health problems.
| | |
| — | — |
| **You must choose one of the conditions below:**<br>· Diabetes Mellitus<br>· Congestive Heart Failure<br>· Chronic Kidney Disease<br>· COPD | **Your study guide must include:**<br>· Definition, etiology<br>· Occurrence/epidemiology<br>· Clinical presentation<br>· Diagnostic testing<br>· Differential diagnosis<br>· Non-pharmacological and pharmacological management and follow up |
**Submission Instructions:**
· The study guide is to be clear and concise and will provide a quick reference for a specific chronic disease.
· Include your resources and guidelines used for the elaboration of the study guide.
· Please use the attached template below to complete your assignment.
·
[Guide for a Selected Chronic Condition Template](https://stu.instructure.com/courses/53789/files/5089806?wrap=1) [Download Guide for a Selected Chronic Condition Template](https://stu.instructure.com/courses/53789/files/5089806/download?download_frd=1)
· Students will lose points for improper grammar, punctuation, misspelling, and references should be current (published within the last five years).
**Grading Rubric**
Your assignment will be graded according to the grading rubric, which is found by clicking on the three dots in the upper right corner and selecting "show rubric" from the menu.
**Essay/Paper Rubric**
| | | |
| — | — | — |
| Essay/Paper Rubric |
| **Criteria** | **Ratings** | **Points** |
| **Identification of Main Issues/Problems** | **Distinguished**<br>Identify and demonstrate a sophisticated understanding of the issues/problems.<br>**4 pts**<br>**Excellent**<br>Identifies and demonstrate an accomplished understanding of most of issues/problems.<br>**3 pts**<br>**Fair**<br>Identifies and demonstrate an an acceptable understanding of most of issues/problems.<br>**2 pts**<br>**Poor**<br>Identifies and demonstrate an unacceptable understanding of most of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 pts**<br>**Excellent**<br>Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 pts**<br>**Fair**<br>Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Writing Mechanics and APA Formatting Guidelines** | **Full Marks**<br>Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 pts**<br>**Excellent**<br>Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 pts**<br>**Fair**<br>Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
## image1.png
**## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**
| | | | | |
| — | — | — | — | — |
| Intussusception |
| What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
| Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
| Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
| Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
| Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
| 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
| Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
| Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
| Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
| References |
| Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |
**## GuideforaSelectedChronicCondition.docx**
**_Guide for a Selected Chronic Condition_**
The purpose of this assignment is to design a study guide that will assist you and your peers to translate relevant clinical guidelines and evidence-based research into evidence-based practice to promote health and prevent chronic health problems.
| | |
| — | — |
| **You must choose one of the conditions below:**<br>· Diabetes Mellitus<br>· Congestive Heart Failure<br>· Chronic Kidney Disease<br>· COPD | **Your study guide must include:**<br>· Definition, etiology<br>· Occurrence/epidemiology<br>· Clinical presentation<br>· Diagnostic testing<br>· Differential diagnosis<br>· Non-pharmacological and pharmacological management and follow up |
**Submission Instructions:**
· The study guide is to be clear and concise and will provide a quick reference for a specific chronic disease.
· Include your resources and guidelines used for the elaboration of the study guide.
· Please use the attached template below to complete your assignment.
·
[Guide for a Selected Chronic Condition Template](https://stu.instructure.com/courses/53789/files/5089806?wrap=1) [Download Guide for a Selected Chronic Condition Template](https://stu.instructure.com/courses/53789/files/5089806/download?download_frd=1)
· Students will lose points for improper grammar, punctuation, misspelling, and references should be current (published within the last five years).
**Grading Rubric**
Your assignment will be graded according to the grading rubric, which is found by clicking on the three dots in the upper right corner and selecting "show rubric" from the menu.
**Essay/Paper Rubric**
| | | |
| — | — | — |
| Essay/Paper Rubric |
| **Criteria** | **Ratings** | **Points** |
| **Identification of Main Issues/Problems** | **Distinguished**<br>Identify and demonstrate a sophisticated understanding of the issues/problems.<br>**4 pts**<br>**Excellent**<br>Identifies and demonstrate an accomplished understanding of most of issues/problems.<br>**3 pts**<br>**Fair**<br>Identifies and demonstrate an an acceptable understanding of most of issues/problems.<br>**2 pts**<br>**Poor**<br>Identifies and demonstrate an unacceptable understanding of most of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 pts**<br>**Excellent**<br>Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 pts**<br>**Fair**<br>Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Writing Mechanics and APA Formatting Guidelines** | **Full Marks**<br>Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 pts**<br>**Excellent**<br>Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 pts**<br>**Fair**<br>Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
## image1.png
**## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**
| | | | | |
| — | — | — | — | — |
| Intussusception |
| What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
| Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
| Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
| Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
| Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
| 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
| Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
| Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
| Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
| References |
| Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |
**## GuideforaSelectedChronicCondition.docx**
**_Guide for a Selected Chronic Condition_**
The purpose of this assignment is to design a study guide that will assist you and your peers to translate relevant clinical guidelines and evidence-based research into evidence-based practice to promote health and prevent chronic health problems.
| | |
| — | — |
| **You must choose one of the conditions below:**<br>· Diabetes Mellitus<br>· Congestive Heart Failure<br>· Chronic Kidney Disease<br>· COPD | **Your study guide must include:**<br>· Definition, etiology<br>· Occurrence/epidemiology<br>· Clinical presentation<br>· Diagnostic testing<br>· Differential diagnosis<br>· Non-pharmacological and pharmacological management and follow up |
**Submission Instructions:**
· The study guide is to be clear and concise and will provide a quick reference for a specific chronic disease.
· Include your resources and guidelines used for the elaboration of the study guide.
· Please use the attached template below to complete your assignment.
·
[Guide for a Selected Chronic Condition Template](https://stu.instructure.com/courses/53789/files/5089806?wrap=1) [Download Guide for a Selected Chronic Condition Template](https://stu.instructure.com/courses/53789/files/5089806/download?download_frd=1)
· Students will lose points for improper grammar, punctuation, misspelling, and references should be current (published within the last five years).
**Grading Rubric**
Your assignment will be graded according to the grading rubric, which is found by clicking on the three dots in the upper right corner and selecting "show rubric" from the menu.
**Essay/Paper Rubric**
| | | |
| — | — | — |
| Essay/Paper Rubric |
| **Criteria** | **Ratings** | **Points** |
| **Identification of Main Issues/Problems** | **Distinguished**<br>Identify and demonstrate a sophisticated understanding of the issues/problems.<br>**4 pts**<br>**Excellent**<br>Identifies and demonstrate an accomplished understanding of most of issues/problems.<br>**3 pts**<br>**Fair**<br>Identifies and demonstrate an an acceptable understanding of most of issues/problems.<br>**2 pts**<br>**Poor**<br>Identifies and demonstrate an unacceptable understanding of most of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 pts**<br>**Excellent**<br>Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 pts**<br>**Fair**<br>Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
| **Writing Mechanics and APA Formatting Guidelines** | **Full Marks**<br>Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 pts**<br>**Excellent**<br>Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 pts**<br>**Fair**<br>Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.<br>**1 pts**<br>**No Submission**<br>**0 pts** | /4 pts |
## image1.png
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