Category: Nursing

  • [Solved] Walden pathophysiology Discussion Question 1 reply MS

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    respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not. 45 year-old male patient presented to the office with previous diagnosis of nonalcoholic fatty liver and metabo…

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    Assignment Prompt & Instructions

    respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not.
    45 year-old male patient presented to the office with previous diagnosis of nonalcoholic fatty liver and metabolic syndrome.  He reported feeling well.  It is likely that he is not following a low carb, low-fat diet.  Although, we are not given a comparison for his labs, his current lab values are all elevated.
    Pt had a previous diagnosis of metabolic syndrome.  His current A1C was 9.0% and fasting glucose was elevated at 170.  These lab values support a diagnosis of uncontrolled diabetes mellitus.
    With patient who has metabolic syndrome, the triad of elevated blood sugar, elevated blood pressure and cholesterol are present.  Insulin resistance becomes More apparent. During this time the muscle tissue, adipose tissue and the liver become resistant to insulin. The uptake of glucose is impaired and delivered then we'll start putting out new sugars despite the elevated glucose.  The body is used to having elevated sugars and when these levels are not achieved through the uptake of glucose, the body must gain sugar from another source.
    This excess glucose and insulin stimulation leads to an increase of triglyceride production. Over a period of time, the triglyceride production may lead to non-alcoholic fatty liver disease.  The extra sugars are stored in the fat cells, mitochondrial dysfunction and inflammation will cause a rise in the liver enzymes as seen as his blood work.
    Elevated blood sugars over time lead to oxidative stress and endothelial dysfunction which causes further inflammation and increase risk for cardiovascular disease.
    Pts TSH level was high normal which may cause a slowing of metabolism and worsening of insulin resistance.
    Metabolic syndrome and non-alcoholic fatty liver may develop from a mirage of risk factors that are both modifiable and non-modifiable.  Those factors that are not able to be modified include age, sex and family history.  Family history of diabetes, obesity, cardiovascular disease cannot be eliminated as factors.  Behaviors that encourage diet low in carbs, low fat and a form of exercise to utilize the amount of glucose that could be stored in the muscle and increase insulin resistance.  Other factors may influence insulin resistance, such as hypertension, poor sleep, chronic stress, sedentary life style.  Heredity plays a large part in how our bodies respond to inflammation, systemic and hepatic.
    Grander, C., Grabherr, Felix, & Tilg, Herbert (2023).  Non-alcoholic fatty liver disease:
    Pathophysiological concepts and treatment options.  _Cardiovascular Research._

  • [Solved] Discussion

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    – ## PracticumProjectObjectivesExample.pdf – ## Discussions.docx – ## PracticumObjectivesGuideNURS8312.docx – DNPPracticumActivitiesGuidelines.pdf **## PracticumProjectObjectivesExample.pdf** Practicum and Project Objectives Example Using the DNP Practicum and Project Activities Guidelines, the foll…

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    Assignment Prompt & Instructions

    – ## PracticumProjectObjectivesExample.pdf

    – ## Discussions.docx

    – ## PracticumObjectivesGuideNURS8312.docx

    – DNPPracticumActivitiesGuidelines.pdf

    **## PracticumProjectObjectivesExample.pdf**

    Practicum and Project Objectives Example
    Using the DNP Practicum and Project Activities Guidelines, the following AACN
    Essentials Domains were selected, and the Learning Objectives identified for those
    domains.

    Note: The Domain 6 Objective will include additional activities, such as attending
    organization meetings with the preceptor, doing additional evidence searches for the
    organization on issues outside of the DNP project, and participating in nursing or
    interdisciplinary activities within the organization.

    Domain 1: Knowledge for Nursing Practice
    Integrate, translate, and apply nursing and interdisciplinary knowledge to the
    practice of professional nursing.

    1. Lead activities with the project site related to the DNP Capstone Project
    (stakeholder analysis, organization readiness, SWOT analysis, meetings with
    project mentor and other organization stakeholders, and presentations).

    2. Construct/refine PICOT question.

    Domain 5: Quality and Safety
    Employ principles of safety and enhance quality of nursing practice to minimize
    risk of harm through system effectiveness and individual performance.

    3. Collaborate in analyzing organizational process improvement initiatives.

    Domain 6: Interprofessional Partnerships
    Collaborate across professions and with other stakeholders to optimize care
    using a team-based approach.

    4. Attend required preceptor/Faculty meetings required for the practicum and
    project.

    5. Participate in the implementation of policies and regulations to improve the
    professional practice environment and healthcare outcomes of the organization.

    Domain 10: Personal, Professional, and Leadership Development

    6. Participate in development activities to foster personal growth, expand
    professional expertise, and build leadership skills.

    7. Expand leadership skills through professional service.

    – Practicum and Project Objectives Example

    **## Discussions.docx**

    **DISCUSSIONS**

    **Discussion 1**

    To prepare

    Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    Locate two scholarly articles that provide background information about the problem.

    Identify a specific population affected by your selected health problem.

    Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    Consider methods for obtaining data to examine the association you selected.

    Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

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

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    References/Resources

    • Curley, A. L. C. (Ed.). (2024). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer.

    o Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    • Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice ( 6th ed.). Jones & Bartlett.

    o Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    o Chapter 5, “Sources of Data for Use in Epidemiology”

    • National Institutes of Health National Library of Medicine. (2019). Finding and using health statistics.Links to an external site. https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    • Centers for Disease Control and Prevention. (n.d.). Data.CDC.gov: Home.Links to an external site. https://data.cdc.gov/

    • National Center for Health Statistics. (2015). Resources for researchers.Links to an external site. https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    • Walden University Office of Research and Doctoral Services. (n.d.). Explore existing datasets.Links to an external site. https://academicguides.waldenu.edu/research-center/student-research/data-sources

    • World Health Organization. (2021). WHO Data collectionsLinks to an external site. [Data sets]. https://www.who.int/data/collections

    **Discussion 2**

    **To prepare:**

    ·
    **Review the Learning Resources on nurse-sensitive quality indicators.**

    ·
    **Locate two recent scholarly journal articles, professional organization position statements, or regulatory/quality organization guidelines specific to two different nurse sensitive indicators**

    ·
    **Review the literature and guidelines related to best practice recommendations to improve outcomes related to nurse sensitive indicators**

    **Post a scholarly response to the following criteria:**

    · Provide a description of two nurse-sensitive or nurse-driven quality indicators.

    · Summarize a recent publication (journal articles, professional practice organization position statement, or regulatory/quality organization guidelines) for the selected nurse sensitive indicators.

    · Provide a recommendation related to best practices to improve outcomes for each of the selected nurse sensitive indicators.

    Resources and References

    Agency for Healthcare Research and Quality. (n.d.). Topic: Quality indicators (QIs)Links to an external site.. AHRQ. https://www.ahrq.gov/topics/quality-indicators-qis.html

    American Nurses Association. (n.d.). Nursing qualityLinks to an external site.. ANA. https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality

    Barchielli, C., Rafferty, A. M., & Vainieri, M. (2022). Integrating key nursing measures into a comprehensive healthcare performance management system: A Tuscan experienceLinks to an external site.. International Journal of Environmental Research and Public Health, 19(3), 1373.

    Madaris, S. (2023, January 12). Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI)Links to an external site… Press Ganey Blog. https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi

    Polonsky, M. S. (2019). High-reliability organizations: The next frontier in healthcare quality and safetyLinks to an external site. Journal of Healthcare Management, 64(4), 213–221.

    Discussion 3

    Identify Learning Objectives that will guide DNP practicum hours, as well as the activities you will undertake to achieve those objectives.
    **_Refer to the DNP Practicum Activities Guideline and the 2021 AACN Essentials attached,_** to inform your development of the learning objectives. I have also attached a sample, please do not use the same objective from the sample.

    The Assignment (1–2 pages)

    Develop 4 practicum activities aligned with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education. Review the DNP Practicum and Project Activities Guideline attached, for approved activities; the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education; and the example of practicum and project objectives. Describe key activities associated with your practicum objectives. Be specific.

    **## PracticumObjectivesGuideNURS8312.docx**

    **Practicum Objectives Guide NURS 8312**

    **This table identifies DNP project activities that you may include as part of your 80-hour practicum requirement. You should also identify two additional practicum activities that you will meet during this course. All your objectives must align with the AACN 2021 Essentials. You will also identify how your DNP Project objectives align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education You must log your practicum activities and time logs weekly into Meditrek.**

    **Objectives:**

    1.
    **Complete all activities for the DNP project required for the course.**

    2.
    **Earn a grade of met on all activities required for the DNP project.**

    | | |
    | — | — |
    | **Weeks**<br>**In addition to meeting your individual practicum activities, you may use these activities to complete practicum hours. You must earn a minimum of 80 hours of approved practicum activities for this course. You may log hours related to these activities in the weeks that you complete them. The weeks below are only suggestions.** | **AACN Essential Domain**<br>**Each activity must align with the AACN 2021 Essentials in Meditrek.** |
    | 1 <br>· Identify two practicum objectives that you will meet that align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education<br>· Individual practicum activities | |
    | 1 <br>· Complete The EBP Bundle | JHEBP & Searching the Literature Combo Course<br>· Complete the Practicum Objectives Guide <br>· Individual practicum activities | |
    | 2<br>· Identify a gap in practice or practice change for the DNP Project<br>· Meet with the preceptor and Faculty Member<br>· Summarize meeting activities from the preceptor and Faculty Member meeting using the meeting template found in the learning resources<br>· Resubmit Practicum Objectives Guide if needed<br>· Individual practicum activities | |
    | 3<br>· Individual practicum activities | |
    | 4 <br>· Assess team members and stakeholders who will impact identified change<br>· Meet with the stakeholders associated with your practice problem. Discuss the strengths, weaknesses, opportunities and threats to the organization if this problem is not addressed.<br>· Individual practicum activities | |
    | 5<br>· After meeting with the stakeholders, complete the SWOT analysis found in the Learning Resources.<br>· Submit SWOT analysis by day 7 week 5.<br>· If a WA state student, schedule the midterm evaluation with the preceptor<br>· Individual practicum activities | |
    | 6<br>· Review students guide and reading assignments in Dang, D., Dearholt, S., Bissett, K., Ascenzi, J., & Whalen, M. (2022). <br>_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_. 4th ed. Sigma Theta Tau International related to completing the week 7 assignments. <br> <br>· Individual practicum activities | |
    | 7<br>· Review your proposed practice focused question, SWOT analysis and organization readiness with your preceptor.<br>· Complete the Appendix B Question Development Tool and the Organization Readiness Tool<br>· Submit both documents to the classroom by Day 7 week 7. <br>· Individual practicum activities | |
    | 8 <br>· Schedule a meeting with stakeholders to discuss gap in practice and DNP project.<br>· Complete and analyze the Johns Hopkins Appendix C Stakeholder Analysis and Communication Tool <br>· Submit into the classroom by day 7-week 8<br>· Individual practicum activities | |
    | 9<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary. <br>· Individual practicum activities | |
    | 10 <br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Individual practicum activities | |
    | 11<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Submit all documents in a zip file by day 7-week 11<br>· Participate in final preceptor meeting<br>· Individual practicum activities | |

    **DNPPracticumActivitiesGuidelines.pdf**

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

    **DNPPracticumActivitiesGuidelines.pdf**

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

    **## PracticumProjectObjectivesExample.pdf**

    Practicum and Project Objectives Example
    Using the DNP Practicum and Project Activities Guidelines, the following AACN
    Essentials Domains were selected, and the Learning Objectives identified for those
    domains.

    Note: The Domain 6 Objective will include additional activities, such as attending
    organization meetings with the preceptor, doing additional evidence searches for the
    organization on issues outside of the DNP project, and participating in nursing or
    interdisciplinary activities within the organization.

    Domain 1: Knowledge for Nursing Practice
    Integrate, translate, and apply nursing and interdisciplinary knowledge to the
    practice of professional nursing.

    1. Lead activities with the project site related to the DNP Capstone Project
    (stakeholder analysis, organization readiness, SWOT analysis, meetings with
    project mentor and other organization stakeholders, and presentations).

    2. Construct/refine PICOT question.

    Domain 5: Quality and Safety
    Employ principles of safety and enhance quality of nursing practice to minimize
    risk of harm through system effectiveness and individual performance.

    3. Collaborate in analyzing organizational process improvement initiatives.

    Domain 6: Interprofessional Partnerships
    Collaborate across professions and with other stakeholders to optimize care
    using a team-based approach.

    4. Attend required preceptor/Faculty meetings required for the practicum and
    project.

    5. Participate in the implementation of policies and regulations to improve the
    professional practice environment and healthcare outcomes of the organization.

    Domain 10: Personal, Professional, and Leadership Development

    6. Participate in development activities to foster personal growth, expand
    professional expertise, and build leadership skills.

    7. Expand leadership skills through professional service.

    – Practicum and Project Objectives Example

    **## Discussions.docx**

    **DISCUSSIONS**

    **Discussion 1**

    To prepare

    Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    Locate two scholarly articles that provide background information about the problem.

    Identify a specific population affected by your selected health problem.

    Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    Consider methods for obtaining data to examine the association you selected.

    Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

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

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    References/Resources

    • Curley, A. L. C. (Ed.). (2024). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer.

    o Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    • Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice ( 6th ed.). Jones & Bartlett.

    o Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    o Chapter 5, “Sources of Data for Use in Epidemiology”

    • National Institutes of Health National Library of Medicine. (2019). Finding and using health statistics.Links to an external site. https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    • Centers for Disease Control and Prevention. (n.d.). Data.CDC.gov: Home.Links to an external site. https://data.cdc.gov/

    • National Center for Health Statistics. (2015). Resources for researchers.Links to an external site. https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    • Walden University Office of Research and Doctoral Services. (n.d.). Explore existing datasets.Links to an external site. https://academicguides.waldenu.edu/research-center/student-research/data-sources

    • World Health Organization. (2021). WHO Data collectionsLinks to an external site. [Data sets]. https://www.who.int/data/collections

    **Discussion 2**

    **To prepare:**

    ·
    **Review the Learning Resources on nurse-sensitive quality indicators.**

    ·
    **Locate two recent scholarly journal articles, professional organization position statements, or regulatory/quality organization guidelines specific to two different nurse sensitive indicators**

    ·
    **Review the literature and guidelines related to best practice recommendations to improve outcomes related to nurse sensitive indicators**

    **Post a scholarly response to the following criteria:**

    · Provide a description of two nurse-sensitive or nurse-driven quality indicators.

    · Summarize a recent publication (journal articles, professional practice organization position statement, or regulatory/quality organization guidelines) for the selected nurse sensitive indicators.

    · Provide a recommendation related to best practices to improve outcomes for each of the selected nurse sensitive indicators.

    Resources and References

    Agency for Healthcare Research and Quality. (n.d.). Topic: Quality indicators (QIs)Links to an external site.. AHRQ. https://www.ahrq.gov/topics/quality-indicators-qis.html

    American Nurses Association. (n.d.). Nursing qualityLinks to an external site.. ANA. https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality

    Barchielli, C., Rafferty, A. M., & Vainieri, M. (2022). Integrating key nursing measures into a comprehensive healthcare performance management system: A Tuscan experienceLinks to an external site.. International Journal of Environmental Research and Public Health, 19(3), 1373.

    Madaris, S. (2023, January 12). Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI)Links to an external site… Press Ganey Blog. https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi

    Polonsky, M. S. (2019). High-reliability organizations: The next frontier in healthcare quality and safetyLinks to an external site. Journal of Healthcare Management, 64(4), 213–221.

    Discussion 3

    Identify Learning Objectives that will guide DNP practicum hours, as well as the activities you will undertake to achieve those objectives.
    **_Refer to the DNP Practicum Activities Guideline and the 2021 AACN Essentials attached,_** to inform your development of the learning objectives. I have also attached a sample, please do not use the same objective from the sample.

    The Assignment (1–2 pages)

    Develop 4 practicum activities aligned with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education. Review the DNP Practicum and Project Activities Guideline attached, for approved activities; the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education; and the example of practicum and project objectives. Describe key activities associated with your practicum objectives. Be specific.

    **## PracticumObjectivesGuideNURS8312.docx**

    **Practicum Objectives Guide NURS 8312**

    **This table identifies DNP project activities that you may include as part of your 80-hour practicum requirement. You should also identify two additional practicum activities that you will meet during this course. All your objectives must align with the AACN 2021 Essentials. You will also identify how your DNP Project objectives align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education You must log your practicum activities and time logs weekly into Meditrek.**

    **Objectives:**

    1.
    **Complete all activities for the DNP project required for the course.**

    2.
    **Earn a grade of met on all activities required for the DNP project.**

    | | |
    | — | — |
    | **Weeks**<br>**In addition to meeting your individual practicum activities, you may use these activities to complete practicum hours. You must earn a minimum of 80 hours of approved practicum activities for this course. You may log hours related to these activities in the weeks that you complete them. The weeks below are only suggestions.** | **AACN Essential Domain**<br>**Each activity must align with the AACN 2021 Essentials in Meditrek.** |
    | 1 <br>· Identify two practicum objectives that you will meet that align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education<br>· Individual practicum activities | |
    | 1 <br>· Complete The EBP Bundle | JHEBP & Searching the Literature Combo Course<br>· Complete the Practicum Objectives Guide <br>· Individual practicum activities | |
    | 2<br>· Identify a gap in practice or practice change for the DNP Project<br>· Meet with the preceptor and Faculty Member<br>· Summarize meeting activities from the preceptor and Faculty Member meeting using the meeting template found in the learning resources<br>· Resubmit Practicum Objectives Guide if needed<br>· Individual practicum activities | |
    | 3<br>· Individual practicum activities | |
    | 4 <br>· Assess team members and stakeholders who will impact identified change<br>· Meet with the stakeholders associated with your practice problem. Discuss the strengths, weaknesses, opportunities and threats to the organization if this problem is not addressed.<br>· Individual practicum activities | |
    | 5<br>· After meeting with the stakeholders, complete the SWOT analysis found in the Learning Resources.<br>· Submit SWOT analysis by day 7 week 5.<br>· If a WA state student, schedule the midterm evaluation with the preceptor<br>· Individual practicum activities | |
    | 6<br>· Review students guide and reading assignments in Dang, D., Dearholt, S., Bissett, K., Ascenzi, J., & Whalen, M. (2022). <br>_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_. 4th ed. Sigma Theta Tau International related to completing the week 7 assignments. <br> <br>· Individual practicum activities | |
    | 7<br>· Review your proposed practice focused question, SWOT analysis and organization readiness with your preceptor.<br>· Complete the Appendix B Question Development Tool and the Organization Readiness Tool<br>· Submit both documents to the classroom by Day 7 week 7. <br>· Individual practicum activities | |
    | 8 <br>· Schedule a meeting with stakeholders to discuss gap in practice and DNP project.<br>· Complete and analyze the Johns Hopkins Appendix C Stakeholder Analysis and Communication Tool <br>· Submit into the classroom by day 7-week 8<br>· Individual practicum activities | |
    | 9<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary. <br>· Individual practicum activities | |
    | 10 <br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Individual practicum activities | |
    | 11<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Submit all documents in a zip file by day 7-week 11<br>· Participate in final preceptor meeting<br>· Individual practicum activities | |

    **DNPPracticumActivitiesGuidelines.pdf**

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

    **## PracticumProjectObjectivesExample.pdf**

    Practicum and Project Objectives Example
    Using the DNP Practicum and Project Activities Guidelines, the following AACN
    Essentials Domains were selected, and the Learning Objectives identified for those
    domains.

    Note: The Domain 6 Objective will include additional activities, such as attending
    organization meetings with the preceptor, doing additional evidence searches for the
    organization on issues outside of the DNP project, and participating in nursing or
    interdisciplinary activities within the organization.

    Domain 1: Knowledge for Nursing Practice
    Integrate, translate, and apply nursing and interdisciplinary knowledge to the
    practice of professional nursing.

    1. Lead activities with the project site related to the DNP Capstone Project
    (stakeholder analysis, organization readiness, SWOT analysis, meetings with
    project mentor and other organization stakeholders, and presentations).

    2. Construct/refine PICOT question.

    Domain 5: Quality and Safety
    Employ principles of safety and enhance quality of nursing practice to minimize
    risk of harm through system effectiveness and individual performance.

    3. Collaborate in analyzing organizational process improvement initiatives.

    Domain 6: Interprofessional Partnerships
    Collaborate across professions and with other stakeholders to optimize care
    using a team-based approach.

    4. Attend required preceptor/Faculty meetings required for the practicum and
    project.

    5. Participate in the implementation of policies and regulations to improve the
    professional practice environment and healthcare outcomes of the organization.

    Domain 10: Personal, Professional, and Leadership Development

    6. Participate in development activities to foster personal growth, expand
    professional expertise, and build leadership skills.

    7. Expand leadership skills through professional service.

    – Practicum and Project Objectives Example

    **## Discussions.docx**

    **DISCUSSIONS**

    **Discussion 1**

    To prepare

    Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    Locate two scholarly articles that provide background information about the problem.

    Identify a specific population affected by your selected health problem.

    Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    Consider methods for obtaining data to examine the association you selected.

    Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

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

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    References/Resources

    • Curley, A. L. C. (Ed.). (2024). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer.

    o Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    • Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice ( 6th ed.). Jones & Bartlett.

    o Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    o Chapter 5, “Sources of Data for Use in Epidemiology”

    • National Institutes of Health National Library of Medicine. (2019). Finding and using health statistics.Links to an external site. https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    • Centers for Disease Control and Prevention. (n.d.). Data.CDC.gov: Home.Links to an external site. https://data.cdc.gov/

    • National Center for Health Statistics. (2015). Resources for researchers.Links to an external site. https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    • Walden University Office of Research and Doctoral Services. (n.d.). Explore existing datasets.Links to an external site. https://academicguides.waldenu.edu/research-center/student-research/data-sources

    • World Health Organization. (2021). WHO Data collectionsLinks to an external site. [Data sets]. https://www.who.int/data/collections

    **Discussion 2**

    **To prepare:**

    ·
    **Review the Learning Resources on nurse-sensitive quality indicators.**

    ·
    **Locate two recent scholarly journal articles, professional organization position statements, or regulatory/quality organization guidelines specific to two different nurse sensitive indicators**

    ·
    **Review the literature and guidelines related to best practice recommendations to improve outcomes related to nurse sensitive indicators**

    **Post a scholarly response to the following criteria:**

    · Provide a description of two nurse-sensitive or nurse-driven quality indicators.

    · Summarize a recent publication (journal articles, professional practice organization position statement, or regulatory/quality organization guidelines) for the selected nurse sensitive indicators.

    · Provide a recommendation related to best practices to improve outcomes for each of the selected nurse sensitive indicators.

    Resources and References

    Agency for Healthcare Research and Quality. (n.d.). Topic: Quality indicators (QIs)Links to an external site.. AHRQ. https://www.ahrq.gov/topics/quality-indicators-qis.html

    American Nurses Association. (n.d.). Nursing qualityLinks to an external site.. ANA. https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality

    Barchielli, C., Rafferty, A. M., & Vainieri, M. (2022). Integrating key nursing measures into a comprehensive healthcare performance management system: A Tuscan experienceLinks to an external site.. International Journal of Environmental Research and Public Health, 19(3), 1373.

    Madaris, S. (2023, January 12). Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI)Links to an external site… Press Ganey Blog. https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi

    Polonsky, M. S. (2019). High-reliability organizations: The next frontier in healthcare quality and safetyLinks to an external site. Journal of Healthcare Management, 64(4), 213–221.

    Discussion 3

    Identify Learning Objectives that will guide DNP practicum hours, as well as the activities you will undertake to achieve those objectives.
    **_Refer to the DNP Practicum Activities Guideline and the 2021 AACN Essentials attached,_** to inform your development of the learning objectives. I have also attached a sample, please do not use the same objective from the sample.

    The Assignment (1–2 pages)

    Develop 4 practicum activities aligned with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education. Review the DNP Practicum and Project Activities Guideline attached, for approved activities; the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education; and the example of practicum and project objectives. Describe key activities associated with your practicum objectives. Be specific.

    **## PracticumObjectivesGuideNURS8312.docx**

    **Practicum Objectives Guide NURS 8312**

    **This table identifies DNP project activities that you may include as part of your 80-hour practicum requirement. You should also identify two additional practicum activities that you will meet during this course. All your objectives must align with the AACN 2021 Essentials. You will also identify how your DNP Project objectives align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education You must log your practicum activities and time logs weekly into Meditrek.**

    **Objectives:**

    1.
    **Complete all activities for the DNP project required for the course.**

    2.
    **Earn a grade of met on all activities required for the DNP project.**

    | | |
    | — | — |
    | **Weeks**<br>**In addition to meeting your individual practicum activities, you may use these activities to complete practicum hours. You must earn a minimum of 80 hours of approved practicum activities for this course. You may log hours related to these activities in the weeks that you complete them. The weeks below are only suggestions.** | **AACN Essential Domain**<br>**Each activity must align with the AACN 2021 Essentials in Meditrek.** |
    | 1 <br>· Identify two practicum objectives that you will meet that align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education<br>· Individual practicum activities | |
    | 1 <br>· Complete The EBP Bundle | JHEBP & Searching the Literature Combo Course<br>· Complete the Practicum Objectives Guide <br>· Individual practicum activities | |
    | 2<br>· Identify a gap in practice or practice change for the DNP Project<br>· Meet with the preceptor and Faculty Member<br>· Summarize meeting activities from the preceptor and Faculty Member meeting using the meeting template found in the learning resources<br>· Resubmit Practicum Objectives Guide if needed<br>· Individual practicum activities | |
    | 3<br>· Individual practicum activities | |
    | 4 <br>· Assess team members and stakeholders who will impact identified change<br>· Meet with the stakeholders associated with your practice problem. Discuss the strengths, weaknesses, opportunities and threats to the organization if this problem is not addressed.<br>· Individual practicum activities | |
    | 5<br>· After meeting with the stakeholders, complete the SWOT analysis found in the Learning Resources.<br>· Submit SWOT analysis by day 7 week 5.<br>· If a WA state student, schedule the midterm evaluation with the preceptor<br>· Individual practicum activities | |
    | 6<br>· Review students guide and reading assignments in Dang, D., Dearholt, S., Bissett, K., Ascenzi, J., & Whalen, M. (2022). <br>_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_. 4th ed. Sigma Theta Tau International related to completing the week 7 assignments. <br> <br>· Individual practicum activities | |
    | 7<br>· Review your proposed practice focused question, SWOT analysis and organization readiness with your preceptor.<br>· Complete the Appendix B Question Development Tool and the Organization Readiness Tool<br>· Submit both documents to the classroom by Day 7 week 7. <br>· Individual practicum activities | |
    | 8 <br>· Schedule a meeting with stakeholders to discuss gap in practice and DNP project.<br>· Complete and analyze the Johns Hopkins Appendix C Stakeholder Analysis and Communication Tool <br>· Submit into the classroom by day 7-week 8<br>· Individual practicum activities | |
    | 9<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary. <br>· Individual practicum activities | |
    | 10 <br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Individual practicum activities | |
    | 11<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Submit all documents in a zip file by day 7-week 11<br>· Participate in final preceptor meeting<br>· Individual practicum activities | |

    **DNPPracticumActivitiesGuidelines.pdf**

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

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  • [Solved] Nursing Assignment

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    – ## ASSIGNMENT82925.docx **## ASSIGNMENT82925.docx** **ASSIGNMENT 1** · **Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment.** · **Explore three data sources (data sets) presented in the Learning Resources that could …

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    Assignment Prompt & Instructions

    – ## ASSIGNMENT82925.docx

    **## ASSIGNMENT82925.docx**

    **ASSIGNMENT 1**

    ·
    **Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment.**

    ·
    **Explore three data sources (data sets) presented in the Learning Resources that could aid you in describing the population and magnitude of the problem you selected. Consider the strengths and limitations of each data source.**

    **In 3 pages (not including title page and references), analyze the data sources you selected by addressing the following:**

    · Briefly identify the population health problem you selected.

    · Identify each data set you selected.

    · Identify the variables in each data set you would need to examine the association of interest.

    · Assess the validity of each data set. Has it been used for prior studies/publications?

    · Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.

    **Resources/References**

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    **ASSIGNMENT 2**

    **To prepare:**

    ·
    **Review the Learning Resources for Weeks 1–2 related to patient care quality, safety, and health equity.**

    **The Assignment In 3 pages (not including title page and references),**

    **Analyze, synthesize, and apply evidence from the literature and course materials to develop a scholarly response to the following criteria:**

    ·
    **Select and deconstruct a selected nursing sensitive indicator on the quality of nursing care delivered to patients.**

    ·
    **Define the selected nurse sensitive indicator and relevance to nursing practice.**

    ·
    **Explain if this indicator is a structural, process, or outcomes indicator.**

    ·
    **Describe the relationship between the selected nursing sensitive indicator, evidence-based practice, and health equity.**

    ·
    **Analyze the literature to describe the potential impact of this nursing sensitive indicator on the cost of care to patients and the healthcare system.**

    ·
    **Describe the role of the DNP nurse in promoting quality driven nursing care.**

    **Resources and References**

    ·
    **Agency for Healthcare Research and Quality. (n.d.).** [**_Topic: Quality indicators (QIs)_ Links to an external site.**](https://www.ahrq.gov/topics/quality-indicators-qis.html) **. AHRQ. https://www.ahrq.gov/topics/quality-indicators-qis.html**

    ·
    **American Nurses Association. (n.d.).** [**_Nursing quality_ Links to an external site.**](https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality) **. ANA. https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality**

    ·
    **Barchielli, C., Rafferty, A. M., & Vainieri, M. (2022).** [**Integrating key nursing measures into a comprehensive healthcare performance management system: A Tuscan experienceLinks to an external site.**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=35162391&site=eds-live&scope=site&custid=s6527200) **.**
    **_International Journal of Environmental Research and Public Health, 19_(3), 1373.**

    ·
    **Madaris, S. (2023, January 12).** [**Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI)Links to an external site.**](https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi) **.**
    **_Press Ganey Blog_. https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi**

    ·
    **Polonsky, M. S. (2019).** [**High-reliability organizations: The next frontier in healthcare quality and safetyLinks to an external site.**](https://www.proquest.com/scholarly-journals/high-reliability-organizations-next-frontier/docview/2273676069/se-2?accountid=14872) **.**
    **_Journal of Healthcare Management, 64_(4), 213–221.**

    ·
    **CMS.gov. (2023, September 6).** [**_Quality of care center_ Links to an external site.**](https://www.cms.gov/Center/Special-Topic/Quality-of-Care-Center) **. https://www.cms.gov/Center/Special-Topic/Quality-of-Care-Center**

    ·
    **Montalvo, I. (2007, September 30).** [**The National Database of Nursing Quality Indicators (NDNQI)Links to an external site.**](https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume122007/No3Sept07/NursingQualityIndicators.html) **.**
    **_Online Journal of Issues in Nursing, 12_(3), Manuscript 2. https://doi.org/10.3912/OJIN.Vol12No03Man02**

    **## ASSIGNMENT82925.docx**

    **ASSIGNMENT 1**

    ·
    **Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment.**

    ·
    **Explore three data sources (data sets) presented in the Learning Resources that could aid you in describing the population and magnitude of the problem you selected. Consider the strengths and limitations of each data source.**

    **In 3 pages (not including title page and references), analyze the data sources you selected by addressing the following:**

    · Briefly identify the population health problem you selected.

    · Identify each data set you selected.

    · Identify the variables in each data set you would need to examine the association of interest.

    · Assess the validity of each data set. Has it been used for prior studies/publications?

    · Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.

    **Resources/References**

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    **ASSIGNMENT 2**

    **To prepare:**

    ·
    **Review the Learning Resources for Weeks 1–2 related to patient care quality, safety, and health equity.**

    **The Assignment In 3 pages (not including title page and references),**

    **Analyze, synthesize, and apply evidence from the literature and course materials to develop a scholarly response to the following criteria:**

    ·
    **Select and deconstruct a selected nursing sensitive indicator on the quality of nursing care delivered to patients.**

    ·
    **Define the selected nurse sensitive indicator and relevance to nursing practice.**

    ·
    **Explain if this indicator is a structural, process, or outcomes indicator.**

    ·
    **Describe the relationship between the selected nursing sensitive indicator, evidence-based practice, and health equity.**

    ·
    **Analyze the literature to describe the potential impact of this nursing sensitive indicator on the cost of care to patients and the healthcare system.**

    ·
    **Describe the role of the DNP nurse in promoting quality driven nursing care.**

    **Resources and References**

    ·
    **Agency for Healthcare Research and Quality. (n.d.).** [**_Topic: Quality indicators (QIs)_ Links to an external site.**](https://www.ahrq.gov/topics/quality-indicators-qis.html) **. AHRQ. https://www.ahrq.gov/topics/quality-indicators-qis.html**

    ·
    **American Nurses Association. (n.d.).** [**_Nursing quality_ Links to an external site.**](https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality) **. ANA. https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality**

    ·
    **Barchielli, C., Rafferty, A. M., & Vainieri, M. (2022).** [**Integrating key nursing measures into a comprehensive healthcare performance management system: A Tuscan experienceLinks to an external site.**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=35162391&site=eds-live&scope=site&custid=s6527200) **.**
    **_International Journal of Environmental Research and Public Health, 19_(3), 1373.**

    ·
    **Madaris, S. (2023, January 12).** [**Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI)Links to an external site.**](https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi) **.**
    **_Press Ganey Blog_. https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi**

    ·
    **Polonsky, M. S. (2019).** [**High-reliability organizations: The next frontier in healthcare quality and safetyLinks to an external site.**](https://www.proquest.com/scholarly-journals/high-reliability-organizations-next-frontier/docview/2273676069/se-2?accountid=14872) **.**
    **_Journal of Healthcare Management, 64_(4), 213–221.**

    ·
    **CMS.gov. (2023, September 6).** [**_Quality of care center_ Links to an external site.**](https://www.cms.gov/Center/Special-Topic/Quality-of-Care-Center) **. https://www.cms.gov/Center/Special-Topic/Quality-of-Care-Center**

    ·
    **Montalvo, I. (2007, September 30).** [**The National Database of Nursing Quality Indicators (NDNQI)Links to an external site.**](https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume122007/No3Sept07/NursingQualityIndicators.html) **.**
    **_Online Journal of Issues in Nursing, 12_(3), Manuscript 2. https://doi.org/10.3912/OJIN.Vol12No03Man02**

  • [Solved] week 2 discussion

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    A 50-year-old woman presents to the office with complaints of excessive fatigue and shortness of breath after activity, which is abnormal for her. The woman has a history of congestive heart failure with decreased kidney function within the last year. The woman appears unusually tired and slightly p…

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    Assignment Prompt & Instructions

    A 50-year-old woman presents to the office with complaints of excessive fatigue and shortness of breath after activity, which is abnormal for her. The woman has a history of congestive heart failure with decreased kidney function within the last year. The woman appears unusually tired and slightly pale. Additional history and examination rules out worsening heart failure, acute illness, and worsening kidney disease. The CBC results indicate hemoglobin is 9.5 g/dL, which is a new finding, and the hematocrit is 29%. Previous hemoglobin levels have been 11 to 13g/dL. The patient’s vital signs are temperature 98.7°F, heart rate 92 bpm, respirations 28 breaths per minute, and blood pressure 138/72. The practitioner suspects the low hemoglobin level is related to the decline in kidney function and begins to address treatment related to the condition. Discuss the following:
    1. Which test(s) should be performed to determine whether the anemia is related to chronic disease or iron deficiency, and what would those results show?
    2. Should the practitioner consider a blood transfusion for this patient? Explain your answer.
    3. Which medication(s) should be considered for this patient?
    4. What considerations should the practitioner include in the care of the patient if erythropoietic agents are used for treatment?
    5. What follow-up should the practitioner recommend for the patient?
    **Submission Instructions:**
    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

  • [Solved] unit 7 discussion

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    see attached – ## 675unit7discussioninstructions.docx **## 675unit7discussioninstructions.docx** **Psychosis in the Pediatric Population** Research psychosis in the pediatric population and discuss symptoms and diagnoses that relate to this population. Make sure to include epidemiology and risk fact…

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    Assignment Prompt & Instructions

    see attached

    – ## 675unit7discussioninstructions.docx

    **## 675unit7discussioninstructions.docx**

    **Psychosis in the Pediatric Population**

    Research psychosis in the pediatric population and discuss symptoms and diagnoses that relate to this population. Make sure to include epidemiology and risk factors that children have for certain psychotic disorders. Discuss treatment options for these patients. Be sure to include ethical considerations in the diagnosis and treatment of psychosis.

    **## 675unit7discussioninstructions.docx**

    **Psychosis in the Pediatric Population**

    Research psychosis in the pediatric population and discuss symptoms and diagnoses that relate to this population. Make sure to include epidemiology and risk factors that children have for certain psychotic disorders. Discuss treatment options for these patients. Be sure to include ethical considerations in the diagnosis and treatment of psychosis.

  • [Solved] unit 8 journal

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    see attached – ## 675unit8journal.docx – ## sma16-4923_0.pdf **## 675unit8journal.docx** Visit the Substance Abuse and Mental Health Services Administration (SAMHSA) website regarding [**resources for child trauma-informed care**](https://www.samhsa.gov/mental-health/trauma-violence/child-trauma). …

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    Assignment Prompt & Instructions

    see attached

    – ## 675unit8journal.docx

    – ## sma16-4923_0.pdf

    **## 675unit8journal.docx**

    Visit the Substance Abuse and Mental Health Services Administration (SAMHSA) website regarding
    [**resources for child trauma-informed care**](https://www.samhsa.gov/mental-health/trauma-violence/child-trauma). Briefly discuss one of the trauma-related resources listed in SAMHSA.

    Your journal entry should be at least 250 words in length. Be sure to cite any references in APA format that you use.

    **## sma16-4923_0.pdf**

    Understanding
    Child Trauma

    Child trauma occurs more than you think.

    More than TWO THIRDS OF CHILDREN reported at least 1
    traumatic event by age 16.1 Potentially traumatic events include:

    PSYCHOLOGICAL, PHYSICAL, OR SEXUAL ABUSE

    COMMUNITY OR SCHOOL VIOLENCE

    WITNESSING OR EXPERIENCING DOMESTIC VIOLENCE

    NATURAL DISASTERS OR TERRORISM

    COMMERCIAL SEXUAL EXPLOITATION

    SUDDEN OR VIOLENT LOSS OF A LOVED ONE

    REFUGEE OR WAR EXPERIENCES

    MILITARY FAMILY-RELATED STRESSORS
    (E.G., DEPLOYMENT, PARENTAL LOSS OR INJURY)

    PHYSICAL OR SEXUAL ASSAULT

    NEGLECT

    SERIOUS ACCIDENTS OR LIFE-THREATENING ILLNESS

    The national average of child abuse and neglect victims in

    2013 was 679,000, or 9.1 victims per 1,000 children.2

    Each year, the number of youth requiring hospital

    treatment for physical assault-related injuries

    would fill EVERY SEAT IN 9 STADIUMS.3

    1 IN 4 HIGH SCHOOL STUDENTS
    was in at least 1 PHYSICAL FIGHT.4

    1 in 5 high school students was bullied

    at school; 1 IN 6 EXPERIENCED
    CYBERBULLYING.5

    19% of injured and 12% of physically ill youth

    have post-traumatic stress disorder.6

    1,000 More than half of U.S. families have been

    affected by some type of disaster (54%).7

    1 Copeland, W.E., Keeler G., Angold, A., & Costello, E.J. (2007). Traumatic Events and Posttraumatic Stress in Childhood. Archives of General Psychiatry. 64(5), 577-584.
    2 U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2015).

    Child maltreatment 2013. http://www.acf.hhs.gov/sites/default/files/cb/cm2013.pdf
    3,4,5 National Center for Injury Prevention and Control: Division of Violence Protection (2014).

    Taking Action to Prevent Youth Violence: A Companion Guide to Preventing Youth Violence: Opportunities for Action.
    http://www.cdc.gov/violenceprevention/youthviolence/pdf/opportunities-for-action-companion-guide.pdf

    6 Kahana, S., Feeny, N. C., Youngstrom, E. R., & Drotar, D. (2006). Posttraumatic stress in youth experiencing illnesses and injuries:
    An exploratory meta-analysis. Traumatology, 12, 148-161. doi: 10.1177/1534765606294562

    7 Save The Children (2014). 2014 National Report Card on Protecting Children in Disasters.
    http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/SC-2014_DISASTERREPORT.PDF

    Understanding
    Child Trauma

    It’s important to recognize the signs of traumatic stress
    and its short- and long-term impact.

    The signs of traumatic stress may be different in each child.
    Young children may react differently than older children.

    PRESCHOOL CHILDREN
    Fear being separated from their parent/caregiver
    Cry or scream a lot
    Eat poorly or lose weight
    Have nightmares

    ELEMENTARY SCHOOL CHILDREN
    Become anxious or fearful
    Feel guilt or shame
    Have a hard time concentrating
    Have difficulty sleeping

    MIDDLE AND HIGH SCHOOL CHILDREN
    Feel depressed or alone
    Develop eating disorders or self-harming behaviors
    Begin abusing alcohol or drugs
    Become involved in risky sexual behavior

    THE BODY’S ALARM SYSTEM

    Everyone has an alarm system in their body that
    is designed to keep them safe from harm. When
    activated, this tool prepares the body to fight
    or run away. The alarm can be activated at any
    perceived sign of trouble and leave kids feeling
    scared, angry, irritable, or even withdrawn.

    HEALTHY STEPS KIDS CAN TAKE
    TO RESPOND TO THE ALARM:

    Recognize what activates the alarm
    and how their body reacts

    Decide whether there is real trouble
    and seek help from a trusted adult

    Practice deep breathing and other
    relaxation methods

    “I’M A

    BAD
    KID.”

    “NO ONE UNDERSTANDS ME.”

    “IT’S ALLMYFAULT.”

    “IS SOMETHING
    WRONG WITH ME?”

    IMPACT OF TRAUMA
    The impact of child traumatic stress can last well
    beyond childhood. In fact, research has shown
    that child trauma survivors may experience:

    Learning problems, including lower grades
    and more suspensions and expulsions

    Increased use of health and
    mental health services

    Increased involvement with the child
    welfare and juvenile justice systems

    Long-term health problems
    (e.g., diabetes and heart disease)

    TRAUMA is a risk factor for nearly all behavioral
    health and substance use disorders.

    Understanding
    Child Trauma

    There is hope. Children can and do recover from traumatic events,
    and you play an important role in their recovery.

    “I AM
    STRONG.”

    “I AM A GOOD KID WHO
    HAD A BAD THING HAPPEN.”

    “PEOPLE CARE
    ABOUT ME.”

    “IT’S NOT MY FAULT.”

    A CRITICAL PART OF CHILDREN’S RECOVERY IS
    HAVING A SUPPORTIVE CAREGIVING SYSTEM,
    access to effective treatments, and service systems that are
    trauma informed.

    GET HELP NOW
    https://findtreatment.samhsa.gov
    http://nctsn.org/resources/get-help-now
    http://www.healthcaretoolbox.org

    Not all children experience child traumatic stress
    after experiencing a traumatic event. With support,
    many children are able to recover and thrive.

    As a caring adult and/or family member, you play
    an important role.

    REMEMBER TO:

    Assure the child that he or she is safe.

    Explain that he or she is not responsible.
    Children often blame themselves for events
    that are completely out of their control.

    Be patient. Some children will recover quickly
    while others recover more slowly. Reassure
    them that they do not need to feel guilty or
    bad about any feelings or thoughts.

    Seek the help of a trained professional.
    When needed, a mental health professional
    trained in evidence-based trauma
    treatment can help children and families
    cope and move toward recovery. Ask
    your pediatrician, family physician, school
    counselor, or clergy member for a referral.

    Visit the following websites for
    more information:

    http://www.samhsa.gov/child-trauma

    http://www.samhsa.gov/trauma-violence

    http://www.nctsn.org

    SAMHSA’s mission is to reduce the impact of substance abuse and mental illness on America’s communities

    SMA16-4923 Printed 2016

    **## sma16-4923_0.pdf**

    Understanding
    Child Trauma

    Child trauma occurs more than you think.

    More than TWO THIRDS OF CHILDREN reported at least 1
    traumatic event by age 16.1 Potentially traumatic events include:

    PSYCHOLOGICAL, PHYSICAL, OR SEXUAL ABUSE

    COMMUNITY OR SCHOOL VIOLENCE

    WITNESSING OR EXPERIENCING DOMESTIC VIOLENCE

    NATURAL DISASTERS OR TERRORISM

    COMMERCIAL SEXUAL EXPLOITATION

    SUDDEN OR VIOLENT LOSS OF A LOVED ONE

    REFUGEE OR WAR EXPERIENCES

    MILITARY FAMILY-RELATED STRESSORS
    (E.G., DEPLOYMENT, PARENTAL LOSS OR INJURY)

    PHYSICAL OR SEXUAL ASSAULT

    NEGLECT

    SERIOUS ACCIDENTS OR LIFE-THREATENING ILLNESS

    The national average of child abuse and neglect victims in

    2013 was 679,000, or 9.1 victims per 1,000 children.2

    Each year, the number of youth requiring hospital

    treatment for physical assault-related injuries

    would fill EVERY SEAT IN 9 STADIUMS.3

    1 IN 4 HIGH SCHOOL STUDENTS
    was in at least 1 PHYSICAL FIGHT.4

    1 in 5 high school students was bullied

    at school; 1 IN 6 EXPERIENCED
    CYBERBULLYING.5

    19% of injured and 12% of physically ill youth

    have post-traumatic stress disorder.6

    1,000 More than half of U.S. families have been

    affected by some type of disaster (54%).7

    1 Copeland, W.E., Keeler G., Angold, A., & Costello, E.J. (2007). Traumatic Events and Posttraumatic Stress in Childhood. Archives of General Psychiatry. 64(5), 577-584.
    2 U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2015).

    Child maltreatment 2013. http://www.acf.hhs.gov/sites/default/files/cb/cm2013.pdf
    3,4,5 National Center for Injury Prevention and Control: Division of Violence Protection (2014).

    Taking Action to Prevent Youth Violence: A Companion Guide to Preventing Youth Violence: Opportunities for Action.
    http://www.cdc.gov/violenceprevention/youthviolence/pdf/opportunities-for-action-companion-guide.pdf

    6 Kahana, S., Feeny, N. C., Youngstrom, E. R., & Drotar, D. (2006). Posttraumatic stress in youth experiencing illnesses and injuries:
    An exploratory meta-analysis. Traumatology, 12, 148-161. doi: 10.1177/1534765606294562

    7 Save The Children (2014). 2014 National Report Card on Protecting Children in Disasters.
    http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/SC-2014_DISASTERREPORT.PDF

    Understanding
    Child Trauma

    It’s important to recognize the signs of traumatic stress
    and its short- and long-term impact.

    The signs of traumatic stress may be different in each child.
    Young children may react differently than older children.

    PRESCHOOL CHILDREN
    Fear being separated from their parent/caregiver
    Cry or scream a lot
    Eat poorly or lose weight
    Have nightmares

    ELEMENTARY SCHOOL CHILDREN
    Become anxious or fearful
    Feel guilt or shame
    Have a hard time concentrating
    Have difficulty sleeping

    MIDDLE AND HIGH SCHOOL CHILDREN
    Feel depressed or alone
    Develop eating disorders or self-harming behaviors
    Begin abusing alcohol or drugs
    Become involved in risky sexual behavior

    THE BODY’S ALARM SYSTEM

    Everyone has an alarm system in their body that
    is designed to keep them safe from harm. When
    activated, this tool prepares the body to fight
    or run away. The alarm can be activated at any
    perceived sign of trouble and leave kids feeling
    scared, angry, irritable, or even withdrawn.

    HEALTHY STEPS KIDS CAN TAKE
    TO RESPOND TO THE ALARM:

    Recognize what activates the alarm
    and how their body reacts

    Decide whether there is real trouble
    and seek help from a trusted adult

    Practice deep breathing and other
    relaxation methods

    “I’M A

    BAD
    KID.”

    “NO ONE UNDERSTANDS ME.”

    “IT’S ALLMYFAULT.”

    “IS SOMETHING
    WRONG WITH ME?”

    IMPACT OF TRAUMA
    The impact of child traumatic stress can last well
    beyond childhood. In fact, research has shown
    that child trauma survivors may experience:

    Learning problems, including lower grades
    and more suspensions and expulsions

    Increased use of health and
    mental health services

    Increased involvement with the child
    welfare and juvenile justice systems

    Long-term health problems
    (e.g., diabetes and heart disease)

    TRAUMA is a risk factor for nearly all behavioral
    health and substance use disorders.

    Understanding
    Child Trauma

    There is hope. Children can and do recover from traumatic events,
    and you play an important role in their recovery.

    “I AM
    STRONG.”

    “I AM A GOOD KID WHO
    HAD A BAD THING HAPPEN.”

    “PEOPLE CARE
    ABOUT ME.”

    “IT’S NOT MY FAULT.”

    A CRITICAL PART OF CHILDREN’S RECOVERY IS
    HAVING A SUPPORTIVE CAREGIVING SYSTEM,
    access to effective treatments, and service systems that are
    trauma informed.

    GET HELP NOW
    https://findtreatment.samhsa.gov
    http://nctsn.org/resources/get-help-now
    http://www.healthcaretoolbox.org

    Not all children experience child traumatic stress
    after experiencing a traumatic event. With support,
    many children are able to recover and thrive.

    As a caring adult and/or family member, you play
    an important role.

    REMEMBER TO:

    Assure the child that he or she is safe.

    Explain that he or she is not responsible.
    Children often blame themselves for events
    that are completely out of their control.

    Be patient. Some children will recover quickly
    while others recover more slowly. Reassure
    them that they do not need to feel guilty or
    bad about any feelings or thoughts.

    Seek the help of a trained professional.
    When needed, a mental health professional
    trained in evidence-based trauma
    treatment can help children and families
    cope and move toward recovery. Ask
    your pediatrician, family physician, school
    counselor, or clergy member for a referral.

    Visit the following websites for
    more information:

    http://www.samhsa.gov/child-trauma

    http://www.samhsa.gov/trauma-violence

    http://www.nctsn.org

    SAMHSA’s mission is to reduce the impact of substance abuse and mental illness on America’s communities

    SMA16-4923 Printed 2016

    **## 675unit8journal.docx**

    Visit the Substance Abuse and Mental Health Services Administration (SAMHSA) website regarding
    [**resources for child trauma-informed care**](https://www.samhsa.gov/mental-health/trauma-violence/child-trauma). Briefly discuss one of the trauma-related resources listed in SAMHSA.

    Your journal entry should be at least 250 words in length. Be sure to cite any references in APA format that you use.

    **## sma16-4923_0.pdf**

    Understanding
    Child Trauma

    Child trauma occurs more than you think.

    More than TWO THIRDS OF CHILDREN reported at least 1
    traumatic event by age 16.1 Potentially traumatic events include:

    PSYCHOLOGICAL, PHYSICAL, OR SEXUAL ABUSE

    COMMUNITY OR SCHOOL VIOLENCE

    WITNESSING OR EXPERIENCING DOMESTIC VIOLENCE

    NATURAL DISASTERS OR TERRORISM

    COMMERCIAL SEXUAL EXPLOITATION

    SUDDEN OR VIOLENT LOSS OF A LOVED ONE

    REFUGEE OR WAR EXPERIENCES

    MILITARY FAMILY-RELATED STRESSORS
    (E.G., DEPLOYMENT, PARENTAL LOSS OR INJURY)

    PHYSICAL OR SEXUAL ASSAULT

    NEGLECT

    SERIOUS ACCIDENTS OR LIFE-THREATENING ILLNESS

    The national average of child abuse and neglect victims in

    2013 was 679,000, or 9.1 victims per 1,000 children.2

    Each year, the number of youth requiring hospital

    treatment for physical assault-related injuries

    would fill EVERY SEAT IN 9 STADIUMS.3

    1 IN 4 HIGH SCHOOL STUDENTS
    was in at least 1 PHYSICAL FIGHT.4

    1 in 5 high school students was bullied

    at school; 1 IN 6 EXPERIENCED
    CYBERBULLYING.5

    19% of injured and 12% of physically ill youth

    have post-traumatic stress disorder.6

    1,000 More than half of U.S. families have been

    affected by some type of disaster (54%).7

    1 Copeland, W.E., Keeler G., Angold, A., & Costello, E.J. (2007). Traumatic Events and Posttraumatic Stress in Childhood. Archives of General Psychiatry. 64(5), 577-584.
    2 U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2015).

    Child maltreatment 2013. http://www.acf.hhs.gov/sites/default/files/cb/cm2013.pdf
    3,4,5 National Center for Injury Prevention and Control: Division of Violence Protection (2014).

    Taking Action to Prevent Youth Violence: A Companion Guide to Preventing Youth Violence: Opportunities for Action.
    http://www.cdc.gov/violenceprevention/youthviolence/pdf/opportunities-for-action-companion-guide.pdf

    6 Kahana, S., Feeny, N. C., Youngstrom, E. R., & Drotar, D. (2006). Posttraumatic stress in youth experiencing illnesses and injuries:
    An exploratory meta-analysis. Traumatology, 12, 148-161. doi: 10.1177/1534765606294562

    7 Save The Children (2014). 2014 National Report Card on Protecting Children in Disasters.
    http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/SC-2014_DISASTERREPORT.PDF

    Understanding
    Child Trauma

    It’s important to recognize the signs of traumatic stress
    and its short- and long-term impact.

    The signs of traumatic stress may be different in each child.
    Young children may react differently than older children.

    PRESCHOOL CHILDREN
    Fear being separated from their parent/caregiver
    Cry or scream a lot
    Eat poorly or lose weight
    Have nightmares

    ELEMENTARY SCHOOL CHILDREN
    Become anxious or fearful
    Feel guilt or shame
    Have a hard time concentrating
    Have difficulty sleeping

    MIDDLE AND HIGH SCHOOL CHILDREN
    Feel depressed or alone
    Develop eating disorders or self-harming behaviors
    Begin abusing alcohol or drugs
    Become involved in risky sexual behavior

    THE BODY’S ALARM SYSTEM

    Everyone has an alarm system in their body that
    is designed to keep them safe from harm. When
    activated, this tool prepares the body to fight
    or run away. The alarm can be activated at any
    perceived sign of trouble and leave kids feeling
    scared, angry, irritable, or even withdrawn.

    HEALTHY STEPS KIDS CAN TAKE
    TO RESPOND TO THE ALARM:

    Recognize what activates the alarm
    and how their body reacts

    Decide whether there is real trouble
    and seek help from a trusted adult

    Practice deep breathing and other
    relaxation methods

    “I’M A

    BAD
    KID.”

    “NO ONE UNDERSTANDS ME.”

    “IT’S ALLMYFAULT.”

    “IS SOMETHING
    WRONG WITH ME?”

    IMPACT OF TRAUMA
    The impact of child traumatic stress can last well
    beyond childhood. In fact, research has shown
    that child trauma survivors may experience:

    Learning problems, including lower grades
    and more suspensions and expulsions

    Increased use of health and
    mental health services

    Increased involvement with the child
    welfare and juvenile justice systems

    Long-term health problems
    (e.g., diabetes and heart disease)

    TRAUMA is a risk factor for nearly all behavioral
    health and substance use disorders.

    Understanding
    Child Trauma

    There is hope. Children can and do recover from traumatic events,
    and you play an important role in their recovery.

    “I AM
    STRONG.”

    “I AM A GOOD KID WHO
    HAD A BAD THING HAPPEN.”

    “PEOPLE CARE
    ABOUT ME.”

    “IT’S NOT MY FAULT.”

    A CRITICAL PART OF CHILDREN’S RECOVERY IS
    HAVING A SUPPORTIVE CAREGIVING SYSTEM,
    access to effective treatments, and service systems that are
    trauma informed.

    GET HELP NOW
    https://findtreatment.samhsa.gov
    http://nctsn.org/resources/get-help-now
    http://www.healthcaretoolbox.org

    Not all children experience child traumatic stress
    after experiencing a traumatic event. With support,
    many children are able to recover and thrive.

    As a caring adult and/or family member, you play
    an important role.

    REMEMBER TO:

    Assure the child that he or she is safe.

    Explain that he or she is not responsible.
    Children often blame themselves for events
    that are completely out of their control.

    Be patient. Some children will recover quickly
    while others recover more slowly. Reassure
    them that they do not need to feel guilty or
    bad about any feelings or thoughts.

    Seek the help of a trained professional.
    When needed, a mental health professional
    trained in evidence-based trauma
    treatment can help children and families
    cope and move toward recovery. Ask
    your pediatrician, family physician, school
    counselor, or clergy member for a referral.

    Visit the following websites for
    more information:

    http://www.samhsa.gov/child-trauma

    http://www.samhsa.gov/trauma-violence

    http://www.nctsn.org

    SAMHSA’s mission is to reduce the impact of substance abuse and mental illness on America’s communities

    SMA16-4923 Printed 2016

    **## 675unit8journal.docx**

    Visit the Substance Abuse and Mental Health Services Administration (SAMHSA) website regarding
    [**resources for child trauma-informed care**](https://www.samhsa.gov/mental-health/trauma-violence/child-trauma). Briefly discuss one of the trauma-related resources listed in SAMHSA.

    Your journal entry should be at least 250 words in length. Be sure to cite any references in APA format that you use.

    **## sma16-4923_0.pdf**

    Understanding
    Child Trauma

    Child trauma occurs more than you think.

    More than TWO THIRDS OF CHILDREN reported at least 1
    traumatic event by age 16.1 Potentially traumatic events include:

    PSYCHOLOGICAL, PHYSICAL, OR SEXUAL ABUSE

    COMMUNITY OR SCHOOL VIOLENCE

    WITNESSING OR EXPERIENCING DOMESTIC VIOLENCE

    NATURAL DISASTERS OR TERRORISM

    COMMERCIAL SEXUAL EXPLOITATION

    SUDDEN OR VIOLENT LOSS OF A LOVED ONE

    REFUGEE OR WAR EXPERIENCES

    MILITARY FAMILY-RELATED STRESSORS
    (E.G., DEPLOYMENT, PARENTAL LOSS OR INJURY)

    PHYSICAL OR SEXUAL ASSAULT

    NEGLECT

    SERIOUS ACCIDENTS OR LIFE-THREATENING ILLNESS

    The national average of child abuse and neglect victims in

    2013 was 679,000, or 9.1 victims per 1,000 children.2

    Each year, the number of youth requiring hospital

    treatment for physical assault-related injuries

    would fill EVERY SEAT IN 9 STADIUMS.3

    1 IN 4 HIGH SCHOOL STUDENTS
    was in at least 1 PHYSICAL FIGHT.4

    1 in 5 high school students was bullied

    at school; 1 IN 6 EXPERIENCED
    CYBERBULLYING.5

    19% of injured and 12% of physically ill youth

    have post-traumatic stress disorder.6

    1,000 More than half of U.S. families have been

    affected by some type of disaster (54%).7

    1 Copeland, W.E., Keeler G., Angold, A., & Costello, E.J. (2007). Traumatic Events and Posttraumatic Stress in Childhood. Archives of General Psychiatry. 64(5), 577-584.
    2 U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2015).

    Child maltreatment 2013. http://www.acf.hhs.gov/sites/default/files/cb/cm2013.pdf
    3,4,5 National Center for Injury Prevention and Control: Division of Violence Protection (2014).

    Taking Action to Prevent Youth Violence: A Companion Guide to Preventing Youth Violence: Opportunities for Action.
    http://www.cdc.gov/violenceprevention/youthviolence/pdf/opportunities-for-action-companion-guide.pdf

    6 Kahana, S., Feeny, N. C., Youngstrom, E. R., & Drotar, D. (2006). Posttraumatic stress in youth experiencing illnesses and injuries:
    An exploratory meta-analysis. Traumatology, 12, 148-161. doi: 10.1177/1534765606294562

    7 Save The Children (2014). 2014 National Report Card on Protecting Children in Disasters.
    http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/SC-2014_DISASTERREPORT.PDF

    Understanding
    Child Trauma

    It’s important to recognize the signs of traumatic stress
    and its short- and long-term impact.

    The signs of traumatic stress may be different in each child.
    Young children may react differently than older children.

    PRESCHOOL CHILDREN
    Fear being separated from their parent/caregiver
    Cry or scream a lot
    Eat poorly or lose weight
    Have nightmares

    ELEMENTARY SCHOOL CHILDREN
    Become anxious or fearful
    Feel guilt or shame
    Have a hard time concentrating
    Have difficulty sleeping

    MIDDLE AND HIGH SCHOOL CHILDREN
    Feel depressed or alone
    Develop eating disorders or self-harming behaviors
    Begin abusing alcohol or drugs
    Become involved in risky sexual behavior

    THE BODY’S ALARM SYSTEM

    Everyone has an alarm system in their body that
    is designed to keep them safe from harm. When
    activated, this tool prepares the body to fight
    or run away. The alarm can be activated at any
    perceived sign of trouble and leave kids feeling
    scared, angry, irritable, or even withdrawn.

    HEALTHY STEPS KIDS CAN TAKE
    TO RESPOND TO THE ALARM:

    Recognize what activates the alarm
    and how their body reacts

    Decide whether there is real trouble
    and seek help from a trusted adult

    Practice deep breathing and other
    relaxation methods

    “I’M A

    BAD
    KID.”

    “NO ONE UNDERSTANDS ME.”

    “IT’S ALLMYFAULT.”

    “IS SOMETHING
    WRONG WITH ME?”

    IMPACT OF TRAUMA
    The impact of child traumatic stress can last well
    beyond childhood. In fact, research has shown
    that child trauma survivors may experience:

    Learning problems, including lower grades
    and more suspensions and expulsions

    Increased use of health and
    mental health services

    Increased involvement with the child
    welfare and juvenile justice systems

    Long-term health problems
    (e.g., diabetes and heart disease)

    TRAUMA is a risk factor for nearly all behavioral
    health and substance use disorders.

    Understanding
    Child Trauma

    There is hope. Children can and do recover from traumatic events,
    and you play an important role in their recovery.

    “I AM
    STRONG.”

    “I AM A GOOD KID WHO
    HAD A BAD THING HAPPEN.”

    “PEOPLE CARE
    ABOUT ME.”

    “IT’S NOT MY FAULT.”

    A CRITICAL PART OF CHILDREN’S RECOVERY IS
    HAVING A SUPPORTIVE CAREGIVING SYSTEM,
    access to effective treatments, and service systems that are
    trauma informed.

    GET HELP NOW
    https://findtreatment.samhsa.gov
    http://nctsn.org/resources/get-help-now
    http://www.healthcaretoolbox.org

    Not all children experience child traumatic stress
    after experiencing a traumatic event. With support,
    many children are able to recover and thrive.

    As a caring adult and/or family member, you play
    an important role.

    REMEMBER TO:

    Assure the child that he or she is safe.

    Explain that he or she is not responsible.
    Children often blame themselves for events
    that are completely out of their control.

    Be patient. Some children will recover quickly
    while others recover more slowly. Reassure
    them that they do not need to feel guilty or
    bad about any feelings or thoughts.

    Seek the help of a trained professional.
    When needed, a mental health professional
    trained in evidence-based trauma
    treatment can help children and families
    cope and move toward recovery. Ask
    your pediatrician, family physician, school
    counselor, or clergy member for a referral.

    Visit the following websites for
    more information:

    http://www.samhsa.gov/child-trauma

    http://www.samhsa.gov/trauma-violence

    http://www.nctsn.org

    SAMHSA’s mission is to reduce the impact of substance abuse and mental illness on America’s communities

    SMA16-4923 Printed 2016

    – 1
    – 2

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    This formative assignment is designed to help you understand how leadership in healthcare organizations shapes patient safety, quality of care, and overall healthcare outcomes. By evaluating leadership principles, you will lay the foundation for mastering effective leadership practices that influenc…

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    This formative assignment is designed to help you understand how leadership in healthcare organizations shapes patient safety, quality of care, and overall healthcare outcomes. By evaluating leadership principles, you will lay the foundation for mastering effective leadership practices that influence organizational culture and patient care in diverse healthcare settings.
    **Instructions:**
    1. Select a patient safety or quality issue in a healthcare setting.
    2. Based on the transformational leadership style, assess how it aligns with your chosen issue.
    3. Describe how transformational leadership aligns with the organization’s mission, vision, and culture in addressing the selected issue.
    4. Explain how the principles of organizational leadership can help you address the healthcare issue, keeping patient safety and care at the forefront.
    #### **Document Type/Template:**
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    Rubric.pdf](https://www.sweetstudy.com/files/rubric-pdf-10385567 "Rubric.pdf")

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    Hi can you please check for me if ai or turnit in is detected and upload the results thank you! – ## Wk15-Evidence-Summary-AIediting….docx **## Wk15-Evidence-Summary-AIediting….docx** MAXIMIN 2 NUR 5314 NUR 5314 Evidence Summary Table Assignment Name: Bianca Maximin **Section 1 PICOT Question** …

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    Hi can you please check for me if ai or turnit in is detected and upload the results thank you!

    – ## Wk15-Evidence-Summary-AIediting….docx

    **## Wk15-Evidence-Summary-AIediting….docx**

    MAXIMIN 2

    NUR 5314

    NUR 5314 Evidence Summary Table Assignment

    Name: Bianca Maximin

    **Section 1 PICOT Question**

    1. State your PICOT question.

    In adults aged 30 to 70 years with type 2 diabetes receiving care in a primary care setting, does the use of continuous glucose monitoring (real-time or intermittently scanned), compared with conventional self-monitoring of blood glucose by finger-stick, result in greater improvements in glycemic control—measured by reductions in HbA1c and/or increases in time-in-range—over a six-month period?

    2. Explain how your PICOT Question is pertinent to the role of the APRN. Minimum length one paragraph.

    APRNs are often the primary clinicians managing type 2 diabetes in outpatient and primary‑care settings. Determining whether CGM (vs SMBG) improves 6‑month glycemic outcomes directly informs patient selection, education, device prescribing, follow‑up workflows, and payer documentation. Evidence on HbA1c and CGM metrics (time‑in‑range, hyperglycemia, hypoglycemia) guides therapy titration, reduces therapeutic inertia, and supports equitable access for patients not using prandial insulin.

    3. List your article references. Minimum of six references in APA format.

    Martens, T., Beck, R. W., Bailey, R., Ruedy, K. J., Calhoun, P., Peters, A. L., … Bergenstal, R. M.; MOBILE Study Group. (2021). Effect of continuous glucose monitoring on glycemic control in patients with type 2 diabetes treated with basal insulin: A randomized clinical trial. *JAMA, 325*(22), 2262–2272.
    [https://doi.org/10.1001/jama.2021.7444](https://doi.org/10.1001/jama.2021.7444) (Article 1)

    Beck, R. W., Riddlesworth, T. D., Ruedy, K., Ahmann, A., Haller, S., Kruger, D., … Bergenstal, R.; DIAMOND Study Group. (2017). Continuous glucose monitoring versus usual care in patients with type 2 diabetes receiving multiple daily insulin injections: A randomized trial. *Annals of Internal Medicine, 167*(6), 365–374.
    [https://doi.org/10.7326/M16-2855](https://doi.org/10.7326/M16-2855) (Article 2)

    Haak, T., Hanaire, H., Ajjan, R., Hermanns, N., Riveline, J.-P., & Rayman, G. (2016). Flash glucose‑sensing technology as a replacement for blood glucose monitoring for the management of insulin‑treated type 2 diabetes: A multicenter, open‑label randomized controlled trial. *Diabetes Therapy, 8*(1), 55–73.
    [https://doi.org/10.1007/s13300-016-0223-6](https://doi.org/10.1007/s13300-016-0223-6) (Article 3)

    Moon, S. J., Kim, K.-S., Lee, W. J., Lee, M. Y., Vigersky, R., & Park, C.-Y. (2023). Efficacy of intermittent short‑term use of a real‑time continuous glucose monitoring system in non‑insulin‑treated patients with type 2 diabetes: A randomized controlled trial. *Diabetes, Obesity and Metabolism, 25*(1), 110–120.
    [https://doi.org/10.1111/dom.14852](https://doi.org/10.1111/dom.14852) (Article 4)

    Shields, S., Thomas, R., Durham, J., Moran, J., Clary, J., & Ciemins, E. L. (2024). Continuous glucose monitoring among adults with type 2 diabetes receiving noninsulin or basal insulin therapy in primary care. *Scientific Reports, 14*, 31990.
    [https://doi.org/10.1038/s41598-024-83548-4](https://doi.org/10.1038/s41598-024-83548-4) (Article 5)

    Grace, T. P., Hicks, C., Layne, J. E., & Walker, T. C. (2024). The Dexcom Community Glucose Monitoring Project: 6‑month results using continuous glucose monitoring in type 2 diabetes. *Clinical Diabetes, 42*(4), 359–368.
    [https://doi.org/10.2337/cd23-0071](https://doi.org/10.2337/cd23-0071) (Article 6)

    4. Show the alignment of your PICOT question components to your chosen articles. Input the information related to population, intervention, and outcome(s) in the following table.

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | | PICOT Question | Article 1 | Article 2 | Article 3 | Article 4 | Article 5 | Article 6 |
    | Population | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with T2D in U.S. primary‑care practices; using basal insulin without prandial insulin; baseline HbA1c ≈9.1%; mean age ≈57 years. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with long‑standing T2D (median duration 17 years) receiving multiple daily insulin injections (MDI) at 25 North American endocrinology practices; baseline HbA1c 7.5–9.9% (mean 8.5%). | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with insulin‑treated T2D (multiple daily injections or CSII) at 26 European centers; HbA1c 7.5–12.0%; frequent SMBG users. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Non‑insulin‑treated adults with T2D uncontrolled on oral agents; multicenter Korean RCT; baseline HbA1c ≈8.2%. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Primary‑care adults with T2D not using bolus insulin (non‑insulin or basal‑only); prospectively enrolled with matched controls in U.S. multispecialty group. | Adult patients in U.S. multispecialty primary care clinics aged 30-70 with type 2 diabetes who were not on bolus insulin (also referred to as non-insulin or basal-only therapy) were prospectively enrolled together with matched controls. | Adult patients 30–70 years with type 2 diabetes in Ohio primary and community practices, CGM naïve, insulin and non-insulin therapy combination users; baseline HbA1c 9.4%. |
    | Intervention | Real‑time CGM (Dexcom G6), unblinded, used continuously vs blood glucose meter (BGM) finger‑sticks; follow‑up 8 months. | Real‑time CGM vs usual care with SMBG; CGM use averaged 6.7 days/week over 24 weeks. | Intermittently scanned Flash CGM (FreeStyle Libre) vs SMBG for 6 months; unblinded; continued open‑access use to 12 months in intervention group. | Intermittent short RT‑CGM sessions (1 week once or twice, 3 months apart) vs control; all groups received education and brief blinded CGM; primary outcome at 6 months. | Unblinded CGM initiation in primary care vs matched usual care controls; CGM metrics and A1c assessed at 3 months (subset at 6 months). | CGM and HbA1c were measured at three months after initiation at primary care of unblinded CGM compared with matched controls in usual care (subset followed until six months). | A primary care-led health program in the community included minimal training and 6-month follow-up with unblinded RT-CGM (Dexcom G6). |
    | Outcome(s) | Primary: HbA1c at 8 months. Results: HbA1c 8.0% CGM vs 8.4% BGM (adj. diff −0.4%, 95% CI −0.8 to −0.1; P=.02). Secondary: TIR 59% vs 43% (diff +15%); time >250 mg/dL 11% vs 27% (diff −16%); mean glucose 179 vs 206 mg/dL (diff −26 mg/dL). | Primary: HbA1c at 24 weeks. Results: HbA1c 7.7% CGM vs 8.0% control (adj. diff −0.3%, 95% CI −0.5 to 0.0; P=.022). Hypoglycemia and QoL similar. | Primary: HbA1c change at 6 months (no between‑group difference overall). Key: Hypoglycemia reduced (−0.47 h/day <70 mg/dL; −0.22 h/day <55 mg/dL) and treatment satisfaction higher with Flash CGM; SMBG frequency dropped to ~0.3/day. | Primary: HbA1c change at 6 months. Results: Significantly reduced HbA1c at 6 months vs control only in twosession RTCGM group (adjusted −0.68%; P=.018); greater benefit in participants who performed SMBG ≥1.5×/day. | Primary: A1c difference at 3 months vs matched controls; CGM users had greater A1c reduction (−0.62%, P<.01). CGM metrics improved: TIR 39.7→61.9%, mean estimated glucose 212→173 mg/dL; sustained in a 6‑month subset. | HbA1c reduction −0.62% at 3 months (<br>_P_ <.01) vs controls; TIR improved from 39.7 %→61.9 %; mean estimated glucose 212→173 mg/dL; sustained in 6-month subset. | HbA1c dropped from 9.4 %→7.1 % (−2.4 %, <br>_P_ <.001); >50 % reached HbA1c <7 %; 82.7 % reached <8 %; CGM metrics improved (↑ TIR, ↓ time > 180 mg/dL). |

    **Section 2 Evidence Summary Table**

    1. Insert the appropriate information from each of your selected articles in the following table.

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | Author(s), Year | Purpose of Study | Study Design<br>Level of Evidence | Sample<br>Setting | Major Variables | Measurement of Major Variables | Data Analysis (Statistical Tests) | Pertinent Results |
    | Martens et al., 2021 (JAMA) | Evaluate effectiveness of RT‑CGM vs BGM in adults with T2D on basal insulin in primary care. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Primary‑care practices in the United States. (primary care relevant population focus) | Independent: CGM vs BGM; Dependent: HbA1c at 8 months; TIR 70–180 mg/dL; time >250 mg/dL; mean glucose; severe hypoglycemia. | Laboratory HbA1c; CGM metrics downloaded; adverse events recorded. | Adjusted between‑group differences; 95% CIs; P values (e.g., ANCOVA). | HbA1c decreased 9.1→8.0% (CGM) vs 9.0→8.4% (BGM); adjusted diff −0.4% (95% CI −0.8 to −0.1; P=.02). TIR 59% vs 43% (diff +15%); time >250 mg/dL 11% vs 27% (diff −16%); mean glucose 179 vs 206 mg/dL; severe hypoglycemia 1% in both groups. |
    | Beck et al., 2017 (Ann Intern Med) | Assess CGM vs usual care/SMBG in adults with T2D using MDI over 24 weeks. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Endocrinology practices in North America. (primary care relevant population focus) | Independent: CGM vs SMBG; Dependent: HbA1c at 24 weeks; hypoglycemia; QoL. | HbA1c by central lab; CGM‑measured hypoglycemia; questionnaires. | Adjusted difference in mean change with 95% CIs; P values. | HbA1c at 24 weeks 7.7% (CGM) vs 8.0% (control); adjusted diff −0.3% (95% CI −0.5 to 0.0; P=.022). Hypoglycemia and QoL did not differ meaningfully; CGM use 6.7 days/week. |
    | Haak et al., 2016 (Diabetes Therapy) | Determine whether Flash CGM can replace SMBG in insulin‑treated T2D over 6 months. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. European diabetes centers (France, Germany, UK). (primary care relevant population focus) | Independent: Flash CGM vs SMBG; Dependent: HbA1c change at 6 months; hypoglycemia; treatment satisfaction; SMBG frequency. | Central lab HbA1c; sensor‑derived hypoglycemia (time <70 and <55 mg/dL); Diabetes Treatment Satisfaction Questionnaire. | Between‑group comparisons; p‑values for primary and secondary endpoints. | No between‑group difference in HbA1c at 6 months overall (−0.29% vs −0.31%; p=0.82). Significant reductions in hypoglycemia (−0.47 h/day <70 mg/dL; −0.22 h/day <55 mg/dL) and higher treatment satisfaction with Flash CGM; SMBG frequency dropped from ~3.8/day to 0.3/day. |
    | Moon et al., 2023 (Diabetes Obes Metab) | Test intermittent short‑term RT‑CGM sessions in non‑insulin‑treated T2D uncontrolled on OADs. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Korean tertiary hospitals/diabetes centers. (primary care relevant population focus) | Independent: RT‑CGM (1 vs 2 sessions) vs control; Dependent: HbA1c at 3 and 6 months; effect modification by SMBG frequency. | Laboratory HbA1c; blinded CGM at baseline; SMBG frequency. | Adjusted differences in HbA1c vs control; P values. | At 6 months, only the two‑session group had significant HbA1c reduction vs control (adjusted −0.68%; P=.018); benefits greater in those performing SMBG ≥1.5 times/day. |
    | Shields et al., 2024 (Scientific Reports) | Evaluate CGM effectiveness in primary care for T2D patients not on bolus insulin (non‑insulin or basal‑only). | Level III: Observational cohort with matched controls. | Adults aged 30–70 years. U.S. multispecialty primary‑care clinics. (primary care relevant population focus) | Independent: CGM initiation vs usual care; Dependent: HbA1c change at 3 months; CGM metrics (TIR, time >180/250 mg/dL, mean estimated glucose, GMI) at 3 and 6 months. | EHR‑derived HbA1c; CGM data from clinic accounts. | Difference‑in‑differences; regression models adjusting for covariates. | CGM group saw greater A1c reduction than controls (−0.62%, P<.01) at 3 months; TIR improved from 39.7% to 61.9%; mean estimated glucose 212→173 mg/dL; improvements persisted in 6‑month subset. |
    | Grace et al., 2024 (Clinical Diabetes) | Assess 6‑month outcomes of a primary care–driven CGM program in adults with T2D lacking CGM coverage. | Level III: Prospective cohort (pre/post). | Adults aged 30–70 years. Primary care practice in Ohio (U.S.) in partnership with the local health agency. | Independent: RT‑CGM program participation; Dependent: A1c change; CGM metrics (TIR, GMI, mean glucose). | Point‑of‑care A1c; CGM metrics from Dexcom Clarity (subset meeting data sufficiency). | Paired t‑tests for within‑group changes; significance P<.05. | Mean A1c decreased by 2.4% (9.4→7.1%, P<.001); proportion at A1c <7% rose from 0.4% to 54.0% and <8% from 18.6% to 82.7%; TIR increased by ~5.5 percentage points in analyzable subset. |

    **Section 3 Recommendations for APRN Professionals**

    1. Provide a summary of the research findings and make recommendations for if APRN professionals should incorporate these findings into their practice. Minimum length of two paragraphs.

    Across randomized trials and real‑world studies, CGM consistently improves glycemic outcomes compared with SMBG in adults aged 30–70 years with type 2 diabetes in primary care. In basal‑insulin users seen in primary care, RT‑CGM achieved a clinically meaningful HbA1c advantage of ~0.4% at ~8 months and substantial gains in time‑in‑range and reductions in hyperglycemia. In intensively insulin‑treated T2D, Flash CGM markedly reduced time in hypoglycemia (43–53%) and improved treatment satisfaction, despite no overall HbA1c difference at 6 months; a separate MDI RCT showed a 0.3% HbA1c benefit at 24 weeks. Among non‑insulin‑treated patients, a randomized trial showed that two short RT‑CGM sessions over 6 months reduced HbA1c by ~0.7% versus control, and pragmatic/real‑world primary‑care cohorts demonstrated significant A1c improvements and better CGM metrics, with benefits persisting to 6 months in subsets.

    Recommendations for APRNs: APRNs should incorporate CGM into care pathways for adults aged 30–70 years with type 2 diabetes in primary care who have suboptimal control on non‑insulin or basal‑only regimens, and for those on intensive insulin therapy with problematic hypoglycemia or glucose variability. Core elements include: (1) patient selection and shared decision‑making; (2) device onboarding and interpretation training (focus on TIR, GMI, time >180/250 mg/dL, and time <70 mg/dL); (3) structured follow‑up at ~2 weeks, 3 months, and 6 months to use CGM data for medication titration and lifestyle coaching; and (4) documentation to support coverage and equitable access in primary care. Based on the cumulative evidence, APRNs **should** use CGM as a standard adjunct to SMBG for appropriate T2D patients to improve glycemic outcomes over 6 months.io

    **References**

    Beck, R. W., Riddlesworth, T. D., Ruedy, K., Ahmann, A., Haller, S., Kruger, D., … Bergenstal, R.; DIAMOND Study Group. (2017). Continuous glucose monitoring versus usual care in patients with type 2 diabetes receiving multiple daily insulin injections: A randomized trial.
    _Annals of Internal Medicine, 167_(6), 365–374.
    [https://doi.org/10.7326/M16-2855](https://doi.org/10.7326/M16-2855)

    Grace, T. P., Hicks, C., Layne, J. E., & Walker, T. C. (2024). The Dexcom Community Glucose Monitoring Project: 6-month results using continuous glucose monitoring in type 2 diabetes.
    _Clinical Diabetes, 42_(4), 359–368.
    [https://doi.org/10.2337/cd23-0071](https://doi.org/10.2337/cd23-0071)

    Haak, T., Hanaire, H., Ajjan, R., Hermanns, N., Riveline, J.-P., & Rayman, G. (2016). Flash glucose-sensing technology as a replacement for blood glucose monitoring for the management of insulin-treated type 2 diabetes: A multicenter, open-label randomized controlled trial.
    _Diabetes Therapy, 8_(1), 55–73.
    [https://doi.org/10.1007/s13300-016-0223-6](https://doi.org/10.1007/s13300-016-0223-6)

    Martens, T., Beck, R. W., Bailey, R., Ruedy, K. J., Calhoun, P., Peters, A. L., … Bergenstal, R. M.; MOBILE Study Group. (2021). Effect of continuous glucose monitoring on glycemic control in patients with type 2 diabetes treated with basal insulin: A randomized clinical trial.
    _JAMA, 325_(22), 2262–2272.
    [https://doi.org/10.1001/jama.2021.7444](https://doi.org/10.1001/jama.2021.7444)

    Moon, S. J., Kim, K.-S., Lee, W. J., Lee, M. Y., Vigersky, R., & Park, C.-Y. (2023). Efficacy of intermittent short-term use of a real-time continuous glucose monitoring system in non-insulin-treated patients with type 2 diabetes: A randomized controlled trial.
    _Diabetes, Obesity and Metabolism, 25_(1), 110–120.
    [https://doi.org/10.1111/dom.14852](https://doi.org/10.1111/dom.14852)

    Shields, S., Thomas, R., Durham, J., Moran, J., Clary, J., & Ciemins, E. L. (2024). Continuous glucose monitoring among adults with type 2 diabetes receiving noninsulin or basal insulin therapy in primary care.
    _Scientific Reports, 14_, 31990. https://doi.org/10.1038/s41598-024-83548-4

    **## Wk15-Evidence-Summary-AIediting….docx**

    MAXIMIN 2

    NUR 5314

    NUR 5314 Evidence Summary Table Assignment

    Name: Bianca Maximin

    **Section 1 PICOT Question**

    1. State your PICOT question.

    In adults aged 30 to 70 years with type 2 diabetes receiving care in a primary care setting, does the use of continuous glucose monitoring (real-time or intermittently scanned), compared with conventional self-monitoring of blood glucose by finger-stick, result in greater improvements in glycemic control—measured by reductions in HbA1c and/or increases in time-in-range—over a six-month period?

    2. Explain how your PICOT Question is pertinent to the role of the APRN. Minimum length one paragraph.

    APRNs are often the primary clinicians managing type 2 diabetes in outpatient and primary‑care settings. Determining whether CGM (vs SMBG) improves 6‑month glycemic outcomes directly informs patient selection, education, device prescribing, follow‑up workflows, and payer documentation. Evidence on HbA1c and CGM metrics (time‑in‑range, hyperglycemia, hypoglycemia) guides therapy titration, reduces therapeutic inertia, and supports equitable access for patients not using prandial insulin.

    3. List your article references. Minimum of six references in APA format.

    Martens, T., Beck, R. W., Bailey, R., Ruedy, K. J., Calhoun, P., Peters, A. L., … Bergenstal, R. M.; MOBILE Study Group. (2021). Effect of continuous glucose monitoring on glycemic control in patients with type 2 diabetes treated with basal insulin: A randomized clinical trial. *JAMA, 325*(22), 2262–2272.
    [https://doi.org/10.1001/jama.2021.7444](https://doi.org/10.1001/jama.2021.7444) (Article 1)

    Beck, R. W., Riddlesworth, T. D., Ruedy, K., Ahmann, A., Haller, S., Kruger, D., … Bergenstal, R.; DIAMOND Study Group. (2017). Continuous glucose monitoring versus usual care in patients with type 2 diabetes receiving multiple daily insulin injections: A randomized trial. *Annals of Internal Medicine, 167*(6), 365–374.
    [https://doi.org/10.7326/M16-2855](https://doi.org/10.7326/M16-2855) (Article 2)

    Haak, T., Hanaire, H., Ajjan, R., Hermanns, N., Riveline, J.-P., & Rayman, G. (2016). Flash glucose‑sensing technology as a replacement for blood glucose monitoring for the management of insulin‑treated type 2 diabetes: A multicenter, open‑label randomized controlled trial. *Diabetes Therapy, 8*(1), 55–73.
    [https://doi.org/10.1007/s13300-016-0223-6](https://doi.org/10.1007/s13300-016-0223-6) (Article 3)

    Moon, S. J., Kim, K.-S., Lee, W. J., Lee, M. Y., Vigersky, R., & Park, C.-Y. (2023). Efficacy of intermittent short‑term use of a real‑time continuous glucose monitoring system in non‑insulin‑treated patients with type 2 diabetes: A randomized controlled trial. *Diabetes, Obesity and Metabolism, 25*(1), 110–120.
    [https://doi.org/10.1111/dom.14852](https://doi.org/10.1111/dom.14852) (Article 4)

    Shields, S., Thomas, R., Durham, J., Moran, J., Clary, J., & Ciemins, E. L. (2024). Continuous glucose monitoring among adults with type 2 diabetes receiving noninsulin or basal insulin therapy in primary care. *Scientific Reports, 14*, 31990.
    [https://doi.org/10.1038/s41598-024-83548-4](https://doi.org/10.1038/s41598-024-83548-4) (Article 5)

    Grace, T. P., Hicks, C., Layne, J. E., & Walker, T. C. (2024). The Dexcom Community Glucose Monitoring Project: 6‑month results using continuous glucose monitoring in type 2 diabetes. *Clinical Diabetes, 42*(4), 359–368.
    [https://doi.org/10.2337/cd23-0071](https://doi.org/10.2337/cd23-0071) (Article 6)

    4. Show the alignment of your PICOT question components to your chosen articles. Input the information related to population, intervention, and outcome(s) in the following table.

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | | PICOT Question | Article 1 | Article 2 | Article 3 | Article 4 | Article 5 | Article 6 |
    | Population | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with T2D in U.S. primary‑care practices; using basal insulin without prandial insulin; baseline HbA1c ≈9.1%; mean age ≈57 years. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with long‑standing T2D (median duration 17 years) receiving multiple daily insulin injections (MDI) at 25 North American endocrinology practices; baseline HbA1c 7.5–9.9% (mean 8.5%). | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Adults with insulin‑treated T2D (multiple daily injections or CSII) at 26 European centers; HbA1c 7.5–12.0%; frequent SMBG users. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Non‑insulin‑treated adults with T2D uncontrolled on oral agents; multicenter Korean RCT; baseline HbA1c ≈8.2%. | Adults aged 30–70 years with type 2 diabetes receiving care in a primary care setting. Primary‑care adults with T2D not using bolus insulin (non‑insulin or basal‑only); prospectively enrolled with matched controls in U.S. multispecialty group. | Adult patients in U.S. multispecialty primary care clinics aged 30-70 with type 2 diabetes who were not on bolus insulin (also referred to as non-insulin or basal-only therapy) were prospectively enrolled together with matched controls. | Adult patients 30–70 years with type 2 diabetes in Ohio primary and community practices, CGM naïve, insulin and non-insulin therapy combination users; baseline HbA1c 9.4%. |
    | Intervention | Real‑time CGM (Dexcom G6), unblinded, used continuously vs blood glucose meter (BGM) finger‑sticks; follow‑up 8 months. | Real‑time CGM vs usual care with SMBG; CGM use averaged 6.7 days/week over 24 weeks. | Intermittently scanned Flash CGM (FreeStyle Libre) vs SMBG for 6 months; unblinded; continued open‑access use to 12 months in intervention group. | Intermittent short RT‑CGM sessions (1 week once or twice, 3 months apart) vs control; all groups received education and brief blinded CGM; primary outcome at 6 months. | Unblinded CGM initiation in primary care vs matched usual care controls; CGM metrics and A1c assessed at 3 months (subset at 6 months). | CGM and HbA1c were measured at three months after initiation at primary care of unblinded CGM compared with matched controls in usual care (subset followed until six months). | A primary care-led health program in the community included minimal training and 6-month follow-up with unblinded RT-CGM (Dexcom G6). |
    | Outcome(s) | Primary: HbA1c at 8 months. Results: HbA1c 8.0% CGM vs 8.4% BGM (adj. diff −0.4%, 95% CI −0.8 to −0.1; P=.02). Secondary: TIR 59% vs 43% (diff +15%); time >250 mg/dL 11% vs 27% (diff −16%); mean glucose 179 vs 206 mg/dL (diff −26 mg/dL). | Primary: HbA1c at 24 weeks. Results: HbA1c 7.7% CGM vs 8.0% control (adj. diff −0.3%, 95% CI −0.5 to 0.0; P=.022). Hypoglycemia and QoL similar. | Primary: HbA1c change at 6 months (no between‑group difference overall). Key: Hypoglycemia reduced (−0.47 h/day <70 mg/dL; −0.22 h/day <55 mg/dL) and treatment satisfaction higher with Flash CGM; SMBG frequency dropped to ~0.3/day. | Primary: HbA1c change at 6 months. Results: Significantly reduced HbA1c at 6 months vs control only in twosession RTCGM group (adjusted −0.68%; P=.018); greater benefit in participants who performed SMBG ≥1.5×/day. | Primary: A1c difference at 3 months vs matched controls; CGM users had greater A1c reduction (−0.62%, P<.01). CGM metrics improved: TIR 39.7→61.9%, mean estimated glucose 212→173 mg/dL; sustained in a 6‑month subset. | HbA1c reduction −0.62% at 3 months (<br>_P_ <.01) vs controls; TIR improved from 39.7 %→61.9 %; mean estimated glucose 212→173 mg/dL; sustained in 6-month subset. | HbA1c dropped from 9.4 %→7.1 % (−2.4 %, <br>_P_ <.001); >50 % reached HbA1c <7 %; 82.7 % reached <8 %; CGM metrics improved (↑ TIR, ↓ time > 180 mg/dL). |

    **Section 2 Evidence Summary Table**

    1. Insert the appropriate information from each of your selected articles in the following table.

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | Author(s), Year | Purpose of Study | Study Design<br>Level of Evidence | Sample<br>Setting | Major Variables | Measurement of Major Variables | Data Analysis (Statistical Tests) | Pertinent Results |
    | Martens et al., 2021 (JAMA) | Evaluate effectiveness of RT‑CGM vs BGM in adults with T2D on basal insulin in primary care. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Primary‑care practices in the United States. (primary care relevant population focus) | Independent: CGM vs BGM; Dependent: HbA1c at 8 months; TIR 70–180 mg/dL; time >250 mg/dL; mean glucose; severe hypoglycemia. | Laboratory HbA1c; CGM metrics downloaded; adverse events recorded. | Adjusted between‑group differences; 95% CIs; P values (e.g., ANCOVA). | HbA1c decreased 9.1→8.0% (CGM) vs 9.0→8.4% (BGM); adjusted diff −0.4% (95% CI −0.8 to −0.1; P=.02). TIR 59% vs 43% (diff +15%); time >250 mg/dL 11% vs 27% (diff −16%); mean glucose 179 vs 206 mg/dL; severe hypoglycemia 1% in both groups. |
    | Beck et al., 2017 (Ann Intern Med) | Assess CGM vs usual care/SMBG in adults with T2D using MDI over 24 weeks. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Endocrinology practices in North America. (primary care relevant population focus) | Independent: CGM vs SMBG; Dependent: HbA1c at 24 weeks; hypoglycemia; QoL. | HbA1c by central lab; CGM‑measured hypoglycemia; questionnaires. | Adjusted difference in mean change with 95% CIs; P values. | HbA1c at 24 weeks 7.7% (CGM) vs 8.0% (control); adjusted diff −0.3% (95% CI −0.5 to 0.0; P=.022). Hypoglycemia and QoL did not differ meaningfully; CGM use 6.7 days/week. |
    | Haak et al., 2016 (Diabetes Therapy) | Determine whether Flash CGM can replace SMBG in insulin‑treated T2D over 6 months. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. European diabetes centers (France, Germany, UK). (primary care relevant population focus) | Independent: Flash CGM vs SMBG; Dependent: HbA1c change at 6 months; hypoglycemia; treatment satisfaction; SMBG frequency. | Central lab HbA1c; sensor‑derived hypoglycemia (time <70 and <55 mg/dL); Diabetes Treatment Satisfaction Questionnaire. | Between‑group comparisons; p‑values for primary and secondary endpoints. | No between‑group difference in HbA1c at 6 months overall (−0.29% vs −0.31%; p=0.82). Significant reductions in hypoglycemia (−0.47 h/day <70 mg/dL; −0.22 h/day <55 mg/dL) and higher treatment satisfaction with Flash CGM; SMBG frequency dropped from ~3.8/day to 0.3/day. |
    | Moon et al., 2023 (Diabetes Obes Metab) | Test intermittent short‑term RT‑CGM sessions in non‑insulin‑treated T2D uncontrolled on OADs. | Level II: Randomized Controlled Trial (individual). | Adults aged 30–70 years. Korean tertiary hospitals/diabetes centers. (primary care relevant population focus) | Independent: RT‑CGM (1 vs 2 sessions) vs control; Dependent: HbA1c at 3 and 6 months; effect modification by SMBG frequency. | Laboratory HbA1c; blinded CGM at baseline; SMBG frequency. | Adjusted differences in HbA1c vs control; P values. | At 6 months, only the two‑session group had significant HbA1c reduction vs control (adjusted −0.68%; P=.018); benefits greater in those performing SMBG ≥1.5 times/day. |
    | Shields et al., 2024 (Scientific Reports) | Evaluate CGM effectiveness in primary care for T2D patients not on bolus insulin (non‑insulin or basal‑only). | Level III: Observational cohort with matched controls. | Adults aged 30–70 years. U.S. multispecialty primary‑care clinics. (primary care relevant population focus) | Independent: CGM initiation vs usual care; Dependent: HbA1c change at 3 months; CGM metrics (TIR, time >180/250 mg/dL, mean estimated glucose, GMI) at 3 and 6 months. | EHR‑derived HbA1c; CGM data from clinic accounts. | Difference‑in‑differences; regression models adjusting for covariates. | CGM group saw greater A1c reduction than controls (−0.62%, P<.01) at 3 months; TIR improved from 39.7% to 61.9%; mean estimated glucose 212→173 mg/dL; improvements persisted in 6‑month subset. |
    | Grace et al., 2024 (Clinical Diabetes) | Assess 6‑month outcomes of a primary care–driven CGM program in adults with T2D lacking CGM coverage. | Level III: Prospective cohort (pre/post). | Adults aged 30–70 years. Primary care practice in Ohio (U.S.) in partnership with the local health agency. | Independent: RT‑CGM program participation; Dependent: A1c change; CGM metrics (TIR, GMI, mean glucose). | Point‑of‑care A1c; CGM metrics from Dexcom Clarity (subset meeting data sufficiency). | Paired t‑tests for within‑group changes; significance P<.05. | Mean A1c decreased by 2.4% (9.4→7.1%, P<.001); proportion at A1c <7% rose from 0.4% to 54.0% and <8% from 18.6% to 82.7%; TIR increased by ~5.5 percentage points in analyzable subset. |

    **Section 3 Recommendations for APRN Professionals**

    1. Provide a summary of the research findings and make recommendations for if APRN professionals should incorporate these findings into their practice. Minimum length of two paragraphs.

    Across randomized trials and real‑world studies, CGM consistently improves glycemic outcomes compared with SMBG in adults aged 30–70 years with type 2 diabetes in primary care. In basal‑insulin users seen in primary care, RT‑CGM achieved a clinically meaningful HbA1c advantage of ~0.4% at ~8 months and substantial gains in time‑in‑range and reductions in hyperglycemia. In intensively insulin‑treated T2D, Flash CGM markedly reduced time in hypoglycemia (43–53%) and improved treatment satisfaction, despite no overall HbA1c difference at 6 months; a separate MDI RCT showed a 0.3% HbA1c benefit at 24 weeks. Among non‑insulin‑treated patients, a randomized trial showed that two short RT‑CGM sessions over 6 months reduced HbA1c by ~0.7% versus control, and pragmatic/real‑world primary‑care cohorts demonstrated significant A1c improvements and better CGM metrics, with benefits persisting to 6 months in subsets.

    Recommendations for APRNs: APRNs should incorporate CGM into care pathways for adults aged 30–70 years with type 2 diabetes in primary care who have suboptimal control on non‑insulin or basal‑only regimens, and for those on intensive insulin therapy with problematic hypoglycemia or glucose variability. Core elements include: (1) patient selection and shared decision‑making; (2) device onboarding and interpretation training (focus on TIR, GMI, time >180/250 mg/dL, and time <70 mg/dL); (3) structured follow‑up at ~2 weeks, 3 months, and 6 months to use CGM data for medication titration and lifestyle coaching; and (4) documentation to support coverage and equitable access in primary care. Based on the cumulative evidence, APRNs **should** use CGM as a standard adjunct to SMBG for appropriate T2D patients to improve glycemic outcomes over 6 months.io

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