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  • [Solved] Nursing

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  • [Solved] HEALTH ASSESSMENT

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    – ## ASSESSMENT2.docx **## ASSESSMENT2.docx** Preparing the assignment Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions. 1. Complete a health history and physical examination on an individual. This individual must be different from the in…

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    – ## ASSESSMENT2.docx

    **## ASSESSMENT2.docx**

    Preparing the assignment

    Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    1. Complete a health history and physical examination on an individual. This individual must be different from the individual used for the NR302 health history and physical examination assignment. Using the following subjective and objective components, as well as your textbook for explicit details about each category, complete a health history and physical examination on an individual. You may choose to complete portions of this assignment as you obtain the health history and perform the physical examination associated with the body systems covered in NR304. The person interviewed must be 18 years of age or older. Please be sure to avoid the use of any identifiers in preparing the assignment and follow HIPAA protocols.

    2.Students may seek input from the course instructor on securing an individual for this assignment.

    b. Avoid the use of client identifiers in the assignment, HIPAA protocols must be utilized.

    c. During the lab experiences, you will conduct a series of physical exams that includes the systems listed in Objective Data below.

    d. Refer to the course textbook for detailed components of each system exam.

    1) Remember, assessment of the integumentary system is an integral part of the physical exam and should be

    included throughout each system.

    e. Keep notes on each part of the health history and physical examination as you complete them so that you can refer to the notes as you write the paper, particularly the reflection section.

    f. Utilize proper medical terminology.

    3. Include the following sections, used as section headers within the paper.

    a. Health History: Subjective Data (30 points/30% [1-2 paragraphs in length])

    1) Demographic data

    2) Reason for care

    3) Present illness (PQRST of current illness)

    4) Perception of health

    5) Past medical history (including medications, allergies, and vaccinations and immunizations)

    6) Family medical history

    7) Review of systems

    8) Developmental considerations- use Erikson’s Stages of Psychosocial Development- which stage is your participant at and give examples of if they have met or not met the milestones for that stage.

    9) Cultural considerations- definition, cultural traditions, cultural viewpoints on healing/healers, traditional and complementary medicine, these are examples but please add more

    10) Psychosocial considerations- support systems-family, religious, occupational, community these are examples but please add more

    11) Presence or absence of collaborative resources (community, family, groups, and healthcare system)

    b. Physical Examination: Objective Data (30 points/30% [1 paragraph])

    1) From NR302

    a) HEENT (head, eyes, ears, nose, and throat)

    b) Neck (including thyroid and lymph chains)

    c) Respiratory system

    d) Cardiovascular system

    2) From NR304

    a) Neurological system

    b) Gastrointestinal system

    c) Musculoskeletal system

    d) Peripheral vascular system

    c. Needs Assessment (20 points/20% [2 paragraphs])

    1) Based on the health history and physical examination findings, determine at least two health education needs for the individual. Remember, you may identify an educational topic that is focused on wellness.

    2) Support the identified health teaching needs selected with evidence from two current, peer-reviewed journal articles.

    3) Discuss how the interrelationships of physiological, developmental, cultural, and psychosocial considerations will influence, assist, or become barriers to the effectiveness of the proposed health education.

    4) Describe how the individual’s strengths (personal, family, and friends) and collaborative resources (clinical, community, and health and wellness resources) effect proposed teaching.

    d. Reflection (10 points/10% [1 paragraph])

    Reflection is used to intentionally examine our thought processes, actions, and behaviors in order to evaluate outcomes. Provide a written reflection that describes your experience with conducting this complete health history and physical assessment.

    1) Reflect on your interaction with the interviewee holistically.

    a) Describe the interaction in its entirety: include the environment, your approach to the individual, time of day, and other features relevant to therapeutic communication and to the interview process.

    2) How did your interaction compare to what you have learned?

    3) What barriers to communication did you experience?

    a) How did you overcome them?

    b) What will you do to overcome them in the future?

    4) What went well with this assignment?

    5) Were there unanticipated challenges during this assignment?

    6) Was there information you wished you had available but did not?

    7) How will you alter your approach next time?

    e. Writing Style and Format (10 points/10%)

    1) Writing reflects synthesis of information from prior learning applied to completion of the assignment.

    2) Grammar and mechanics are free of errors.

    3) Able to verbalize thoughts and reasoning clearly.

    4) Use appropriate resources and ideas to support topic with APA where applicable.

    5) HIPAA protocols followed.

    **## ASSESSMENT2.docx**

    Preparing the assignment

    Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    1. Complete a health history and physical examination on an individual. This individual must be different from the individual used for the NR302 health history and physical examination assignment. Using the following subjective and objective components, as well as your textbook for explicit details about each category, complete a health history and physical examination on an individual. You may choose to complete portions of this assignment as you obtain the health history and perform the physical examination associated with the body systems covered in NR304. The person interviewed must be 18 years of age or older. Please be sure to avoid the use of any identifiers in preparing the assignment and follow HIPAA protocols.

    2.Students may seek input from the course instructor on securing an individual for this assignment.

    b. Avoid the use of client identifiers in the assignment, HIPAA protocols must be utilized.

    c. During the lab experiences, you will conduct a series of physical exams that includes the systems listed in Objective Data below.

    d. Refer to the course textbook for detailed components of each system exam.

    1) Remember, assessment of the integumentary system is an integral part of the physical exam and should be

    included throughout each system.

    e. Keep notes on each part of the health history and physical examination as you complete them so that you can refer to the notes as you write the paper, particularly the reflection section.

    f. Utilize proper medical terminology.

    3. Include the following sections, used as section headers within the paper.

    a. Health History: Subjective Data (30 points/30% [1-2 paragraphs in length])

    1) Demographic data

    2) Reason for care

    3) Present illness (PQRST of current illness)

    4) Perception of health

    5) Past medical history (including medications, allergies, and vaccinations and immunizations)

    6) Family medical history

    7) Review of systems

    8) Developmental considerations- use Erikson’s Stages of Psychosocial Development- which stage is your participant at and give examples of if they have met or not met the milestones for that stage.

    9) Cultural considerations- definition, cultural traditions, cultural viewpoints on healing/healers, traditional and complementary medicine, these are examples but please add more

    10) Psychosocial considerations- support systems-family, religious, occupational, community these are examples but please add more

    11) Presence or absence of collaborative resources (community, family, groups, and healthcare system)

    b. Physical Examination: Objective Data (30 points/30% [1 paragraph])

    1) From NR302

    a) HEENT (head, eyes, ears, nose, and throat)

    b) Neck (including thyroid and lymph chains)

    c) Respiratory system

    d) Cardiovascular system

    2) From NR304

    a) Neurological system

    b) Gastrointestinal system

    c) Musculoskeletal system

    d) Peripheral vascular system

    c. Needs Assessment (20 points/20% [2 paragraphs])

    1) Based on the health history and physical examination findings, determine at least two health education needs for the individual. Remember, you may identify an educational topic that is focused on wellness.

    2) Support the identified health teaching needs selected with evidence from two current, peer-reviewed journal articles.

    3) Discuss how the interrelationships of physiological, developmental, cultural, and psychosocial considerations will influence, assist, or become barriers to the effectiveness of the proposed health education.

    4) Describe how the individual’s strengths (personal, family, and friends) and collaborative resources (clinical, community, and health and wellness resources) effect proposed teaching.

    d. Reflection (10 points/10% [1 paragraph])

    Reflection is used to intentionally examine our thought processes, actions, and behaviors in order to evaluate outcomes. Provide a written reflection that describes your experience with conducting this complete health history and physical assessment.

    1) Reflect on your interaction with the interviewee holistically.

    a) Describe the interaction in its entirety: include the environment, your approach to the individual, time of day, and other features relevant to therapeutic communication and to the interview process.

    2) How did your interaction compare to what you have learned?

    3) What barriers to communication did you experience?

    a) How did you overcome them?

    b) What will you do to overcome them in the future?

    4) What went well with this assignment?

    5) Were there unanticipated challenges during this assignment?

    6) Was there information you wished you had available but did not?

    7) How will you alter your approach next time?

    e. Writing Style and Format (10 points/10%)

    1) Writing reflects synthesis of information from prior learning applied to completion of the assignment.

    2) Grammar and mechanics are free of errors.

    3) Able to verbalize thoughts and reasoning clearly.

    4) Use appropriate resources and ideas to support topic with APA where applicable.

    5) HIPAA protocols followed.

  • [Solved] 612m6r

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  • [Solved] 612clm6r

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  • [Solved] final

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    In-depth study guidance and analytical solution covering final.

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  • [Solved] Soap note Rw

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    Soap note rw – ## SOAPNoteTemplate-Final4.docx **## SOAPNoteTemplate-Final4.docx** | | | | — | — | | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: ______________…

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    Soap note rw

    – ## SOAPNoteTemplate-Final4.docx

    **## SOAPNoteTemplate-Final4.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

    **## SOAPNoteTemplate-Final4.docx**

    | | |
    | — | — |
    | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |

    | | | |
    | — | — | — |
    | S: SUBJECTIVE DATA |
    | CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
    | HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
    | PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
    | ALLERGIES | State the offending medication/food and the reactions. |
    | MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
    | SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
    | FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
    | HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
    | ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
    | | Head | |
    | | Eyes | |
    | | Ears, Nose, Mouth, Throat | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | | | |
    | — | — | — | — | — |
    | O: OBJECTIVE DATA |
    | VITALS: | HR: | RR: | BP: | Temp: |
    | | SpO2%: | Ht: | Wt: | BMI: |
    | | Age: | LMP: | PAIN: | |
    | PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
    | | Head | |
    | | Eyes | |
    | | ENT, Mouth | |
    | | Neck | |
    | | Cardiovascular/Peripheral Vascular | |
    | | Respiratory | |
    | | Breast | |
    | | Gastrointestinal | |
    | | Genitourinary Male |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Genitourinary Female |
    | | · External Exam | |
    | | · Internal Exam | |
    | | Musculoskeletal | |
    | | Integumentary | |
    | | Neurological | |
    | | Psychiatric | |
    | | Endocrine | |
    | | Hematologic/Lymphatic | |
    | | Allergic/Immunologic | |
    | | Other | |

    | | | |
    | — | — | — |
    | A: ASSESSMENT AND DIAGNOSIS |
    | | DIAGNOSIS | ICD-10 CODES |
    | PRIORITIZE DIAGNOSIS | 1. | |
    | | 2. | |
    | | 3. | |

    | | | | |
    | — | — | — | — |
    | VISIT CODES | | CPT BILLING CODES | |
    | DIAGNOSTICS | | POC TESTING | |
    | | | TESTS REVIEWED | |

    | | | |
    | — | — | — |
    | P: PLAN |
    | ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
    | | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
    | PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
    | FOLLOW UP | | |

  • [Solved] Power point

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    – ## 611assignment4done.edited.docx – ## PowerPointPresentation.docx – Screenshot2025-08-06at9.13.58PM.png – Screenshot2025-08-06at9.14.39PM.png – Screenshot2025-08-06at9.15.01PM.png – Screenshot2025-08-06at9.15.10PM.png – 611week3asignment.docx **## 611assignment4done.edited.docx** 4 **Nursing 611 …

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    – ## 611assignment4done.edited.docx

    – ## PowerPointPresentation.docx

    – Screenshot2025-08-06at9.13.58PM.png
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    – Screenshot2025-08-06at9.15.10PM.png
    – 611week3asignment.docx

    **## 611assignment4done.edited.docx**

    4

    **Nursing 611 Assignment 4**

    **PICOT Question**

    In community-dwelling older adults aged 60 years and above (P), how do evidence-based nursing interventions, including health education, centralized reminders, and onsite vaccination (I), compared to standard care (C), affect influenza vaccination uptake rates (O) over six months (T)?

    **Purpose Rationale for the Scholarly Project**

    This study-oriented endeavor addresses a pressing issue in the implementation of influenza vaccination among elderly community dwellers. Since its inception, it has been the most effective means of preventing flu-like complications. However, the rates are still grossly inadequate among elderly community-dwelling individuals (Antonelli Incalzi et al., 2024). Meanwhile, from an epidemiological standpoint, influenza and its complications account for hospitalizations in approximately 45% of cases and deaths in about 58.7% of cases, predominantly affecting people older than 65 years (Du et al., 2024). The influenza vaccination disparity for elderly community residents is recognized as a major issue in public health. It has major hospitalizing and life-threatening potential, which makes its prevention an important public health concern.

    Evidence-based nursing interventions offer great benefits, both prevention-wise and economically, based on efficiency. An increase in vaccination levels would directly impact reducing morbidity and mortality figures, preventing further hospitalizations and loss of function. On a fiscal basis, the project seeks to avert expensive emergency room visits and long-term care attendance. Gains in efficiency are accrued when nursing work is undertaken systematically to maximize resources to attain optimal health outcomes.

    **Background for the Problem and Population of Interest**

                Influenza is the foremost viral respiratory infection and health threat for the older population, who experience much higher rates of mortality and morbidity compared to younger patients. Adult vaccination has existed for decades; however, acceptance has been an issue for community-dwelling elderly individuals (Jiang et al., 2022). Studies show that a lack of information about infection severity and vaccine safety is the main barrier preventing people from getting vaccinated.

                Du et al. (2024) systematically reviewed 22 RCTs involving 385,182 older adults. They concluded that combined interventions – healthcare education, centralized reminders, and onsite vaccination – were most effective in increasing vaccine uptake. Nevertheless, gaps remain in standardized nursing protocols and community-investigated, evidence-based, and tailored interventions.

    **Significance of the Issue to Nursing and Healthcare**

                The problem ties into the healthcare community's interest in preventive care, population health management, and reducing disparities among vulnerable populations. The significance encompasses public health concerns such as community immunity and the sustainability of the healthcare system. Nurses are well-placed to combat vaccine hesitancy using individual persuasion and interventions grounded in altering evidence to foster vaccine confidence in older adults (Antonelli Incalzi et al., 2024). This translation can be seen as congruous with national health priorities in preventive care delivery and chronic disease management among the aging populations.

    **Benefits of the Project to Nursing Practice**

                The project will establish standardized, evidence-based protocols to be implemented by nurses working in all communities throughout the country. Other expected outcomes are older adults receiving more vaccines, patients knowing more about influenza and its risks as well as the benefits of vaccines, and nurses becoming more confident in delivering interventions that promote vaccination.

    These outcomes directly correlate to the evidence-based guidelines from the Centers for Disease Control and Prevention and their corresponding professional nursing organizations, which have all emphasized the critical role of nurses in promoting vaccination. This systematic approach to mixing various evidence-based interventions may be extended to other populations and settings to provide a replicable model for addressing vaccine hesitancy and determining best practices for chronic disease prevention interventions targeting community-dwelling older adults.

    **References**

    Antonelli Incalzi, R., Consoli, A., Lopalco, P., Maggi, S., Sesti, G., Veronese, N., & Volpe, M. (2024). Influenza vaccination for elderly, vulnerable, and high-risk subjects: a narrative review and expert opinion.
    _Internal and Emergency Medicine_,
    _19_(3), 619-640.
    [https://link.springer.com/article/10.1007/s11739-023-03456-9](https://link.springer.com/article/10.1007/s11739-023-03456-9)

    Du, P., Jin, S., Lu, S., Wang, L., Ma, X., Wang, J., & Feng, X. (2024). Strategies to increase the coverage of influenza and pneumonia vaccination in older adults: a systematic review and network meta-analysis.
    _Age and ageing_,
    _53_(3), afae035.
    [https://academic.oup.com/ageing/article-abstract/53/3/afae035/7626920](https://academic.oup.com/ageing/article-abstract/53/3/afae035/7626920)

    Jiang, M., Yao, X., Li, P., Fang, Y., Feng, L., Hayat, K., & Atif, N. (2022). Impact of video-led educational intervention on uptake of influenza vaccine among the elderly in western China: a community-based randomized controlled trial.
    _BMC Public Health_,
    _22_(1), 1128.
    [https://link.springer.com/article/10.1186/s12889-022-13536-8](https://link.springer.com/article/10.1186/s12889-022-13536-8)

    **## PowerPointPresentation.docx**

    ![icon](https://www.sweetstudy.com/questions/power-point-20932569)**_PowerPoint Presentation: Advanced Practice_**

    Develop a PowerPoint Presentation in regards to the issue of Advanced Practice.

    1. Identify a current research problem related to advanced nursing practice that is of interest to you. Include WHY this is a problem. (Limit response to no more than 3 sentences). Develop a research question to provide information about the research problem.

    2. Based on your research question, do you believe it will best be answered by a qualitative or quantitative study ? Support your decision as to why you believe the answers would best be provided by the type of study you have chosen.

    3. Select a middle-range theory and identify the application of nursing theories to your research problem.
    Conduct a literature review.

    4. Based on your literature review answer the following questions:

    · If qualitative,

    · Identify the purpose of the study.

    · Briefly, describe the design of the study and explain why you think it is either appropriate or inappropriate to meet the purpose.

    · Identify ethical issues related to the study and how they were/were not addressed.

    · Identify the sampling method and recruitment strategy that was used.

    · Discuss whether sampling and recruitment were appropriate to the aims of the research.

    · Identify the data collection method(s) and discuss whether the method(s) is/are appropriate to the aims of the study.

    · Identify how the data was analyzed and discuss whether the method(s) of analysis is/are appropriate to the aims of the study.

    · Identify four (4) criteria by which the rigor of a qualitative project can be judged.

    · Discuss the rigor of this study using the four criteria.

    · Briefly, describe the findings of the study and identify any limitations.

    · Use the information that you have gained from your critique of the study to discuss the trustworthiness and applicability of the study. Include in your discussion any implications for the discipline of nursing.

    · If quantitative,

    · Identify the purpose and design of the study.

    · Explain what is meant by ‘blinding’ and ‘randomization’ and discuss how these were addressed in the design of the study.

    · Identify ethical issues related to the study and how they were/were not addressed.

    · Explain the sampling method and the recruitment strategy was used.

    · Discuss how the sample size was determined – include in your discussion an explanation of terms used.

    · Briefly, outline how the data was collected and identify any data collection instrument(s).

    · Define the terms of validity and reliability, and discuss how the validity & reliability of the instruments were/were not addressed in this study and why this is important.

    · Outline how the data were analyzed.

    · Identify the statistics used and the level of measurement of the data described by each statistical test – include in your discussion an explanation of terms used.

    · Briefly, outline the findings and identify any limitations of the study.

    · Use the information that you have gained from your critique of the study to briefly discuss the trustworthiness and applicability of the study. Include in your discussion an explanation of the term statistical significance and name the tests of statistical significance used in this study.

    **Submission Instructions:**

    · The presentation is original work and logically organized.

    · Follow current APA format including citation of references.

    · The PowerPoint presentation should include 10-15 slides which are clear and easy to read.

    · Speaker notes expand upon and clarify content on the slides.

    · Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

    · Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual).

    · Your submission will be reviewed for plagiarism with Turnitin.

    ![null](https://www.sweetstudy.com/questions/power-point-20932569)

    **Grading Rubric**

    Your assignment will be graded according to the grading rubric.

    **Presentation Rubric**

    | | | |
    | — | — | — |
    | Presentation Rubric |
    | **Criteria** | **Ratings** | **Points** |
    | **Identification of Main Issues/Problems** | **Distinguished**<br>Identify and demonstrate a sophisticated understanding of the issues/problems.<br>**4 pts**<br>**Excellent**<br>Identifies and demonstrate an accomplished understanding of most of issues/problems.<br>**3 pts**<br>**Fair**<br>Identifies and demonstrate an an acceptable understanding of most of issues/problems.<br>**2 pts**<br>**Poor**<br>Identifies and demonstrate an unacceptable understanding of most of issues/problems.<br>**1 pts** | /4 pts |
    | **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems.<br>**1 pts** | /4 pts |
    | **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 pts**<br>**Excellent**<br>Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 pts**<br>**Fair**<br>Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.<br>**1 pts** | /4 pts |
    | **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.<br>**1 pts** | /4 pts |
    | **Writing Mechanics and APA Formatting Guidelines**<br>view longer description | **Full Marks**<br>Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 pts**<br>**Excellent**<br>Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 pts**<br>**Fair**<br>Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.<br>**1 pts** | /4 pts |

    ## image1.png

    ## image2.png

    **Screenshot2025-08-06at9.13.58PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-08-06at9-13-58pm-png)

    **Screenshot2025-08-06at9.14.39PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-08-06at9-14-39pm-png)

    **Screenshot2025-08-06at9.15.01PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-08-06at9-15-01pm-png)

    **Screenshot2025-08-06at9.15.10PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-08-06at9-15-10pm-png)

    **611week3asignment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/611week3asignment-docx-10370673)

    **611week3asignment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/611week3asignment-docx-10370673)

    **## 611assignment4done.edited.docx**

    4

    **Nursing 611 Assignment 4**

    **PICOT Question**

    In community-dwelling older adults aged 60 years and above (P), how do evidence-based nursing interventions, including health education, centralized reminders, and onsite vaccination (I), compared to standard care (C), affect influenza vaccination uptake rates (O) over six months (T)?

    **Purpose Rationale for the Scholarly Project**

    This study-oriented endeavor addresses a pressing issue in the implementation of influenza vaccination among elderly community dwellers. Since its inception, it has been the most effective means of preventing flu-like complications. However, the rates are still grossly inadequate among elderly community-dwelling individuals (Antonelli Incalzi et al., 2024). Meanwhile, from an epidemiological standpoint, influenza and its complications account for hospitalizations in approximately 45% of cases and deaths in about 58.7% of cases, predominantly affecting people older than 65 years (Du et al., 2024). The influenza vaccination disparity for elderly community residents is recognized as a major issue in public health. It has major hospitalizing and life-threatening potential, which makes its prevention an important public health concern.

    Evidence-based nursing interventions offer great benefits, both prevention-wise and economically, based on efficiency. An increase in vaccination levels would directly impact reducing morbidity and mortality figures, preventing further hospitalizations and loss of function. On a fiscal basis, the project seeks to avert expensive emergency room visits and long-term care attendance. Gains in efficiency are accrued when nursing work is undertaken systematically to maximize resources to attain optimal health outcomes.

    **Background for the Problem and Population of Interest**

                Influenza is the foremost viral respiratory infection and health threat for the older population, who experience much higher rates of mortality and morbidity compared to younger patients. Adult vaccination has existed for decades; however, acceptance has been an issue for community-dwelling elderly individuals (Jiang et al., 2022). Studies show that a lack of information about infection severity and vaccine safety is the main barrier preventing people from getting vaccinated.

                Du et al. (2024) systematically reviewed 22 RCTs involving 385,182 older adults. They concluded that combined interventions – healthcare education, centralized reminders, and onsite vaccination – were most effective in increasing vaccine uptake. Nevertheless, gaps remain in standardized nursing protocols and community-investigated, evidence-based, and tailored interventions.

    **Significance of the Issue to Nursing and Healthcare**

                The problem ties into the healthcare community's interest in preventive care, population health management, and reducing disparities among vulnerable populations. The significance encompasses public health concerns such as community immunity and the sustainability of the healthcare system. Nurses are well-placed to combat vaccine hesitancy using individual persuasion and interventions grounded in altering evidence to foster vaccine confidence in older adults (Antonelli Incalzi et al., 2024). This translation can be seen as congruous with national health priorities in preventive care delivery and chronic disease management among the aging populations.

    **Benefits of the Project to Nursing Practice**

                The project will establish standardized, evidence-based protocols to be implemented by nurses working in all communities throughout the country. Other expected outcomes are older adults receiving more vaccines, patients knowing more about influenza and its risks as well as the benefits of vaccines, and nurses becoming more confident in delivering interventions that promote vaccination.

    These outcomes directly correlate to the evidence-based guidelines from the Centers for Disease Control and Prevention and their corresponding professional nursing organizations, which have all emphasized the critical role of nurses in promoting vaccination. This systematic approach to mixing various evidence-based interventions may be extended to other populations and settings to provide a replicable model for addressing vaccine hesitancy and determining best practices for chronic disease prevention interventions targeting community-dwelling older adults.

    **References**

    Antonelli Incalzi, R., Consoli, A., Lopalco, P., Maggi, S., Sesti, G., Veronese, N., & Volpe, M. (2024). Influenza vaccination for elderly, vulnerable, and high-risk subjects: a narrative review and expert opinion.
    _Internal and Emergency Medicine_,
    _19_(3), 619-640.
    [https://link.springer.com/article/10.1007/s11739-023-03456-9](https://link.springer.com/article/10.1007/s11739-023-03456-9)

    Du, P., Jin, S., Lu, S., Wang, L., Ma, X., Wang, J., & Feng, X. (2024). Strategies to increase the coverage of influenza and pneumonia vaccination in older adults: a systematic review and network meta-analysis.
    _Age and ageing_,
    _53_(3), afae035.
    [https://academic.oup.com/ageing/article-abstract/53/3/afae035/7626920](https://academic.oup.com/ageing/article-abstract/53/3/afae035/7626920)

    Jiang, M., Yao, X., Li, P., Fang, Y., Feng, L., Hayat, K., & Atif, N. (2022). Impact of video-led educational intervention on uptake of influenza vaccine among the elderly in western China: a community-based randomized controlled trial.
    _BMC Public Health_,
    _22_(1), 1128.
    [https://link.springer.com/article/10.1186/s12889-022-13536-8](https://link.springer.com/article/10.1186/s12889-022-13536-8)

    **## PowerPointPresentation.docx**

    ![icon](https://www.sweetstudy.com/questions/power-point-20932569)**_PowerPoint Presentation: Advanced Practice_**

    Develop a PowerPoint Presentation in regards to the issue of Advanced Practice.

    1. Identify a current research problem related to advanced nursing practice that is of interest to you. Include WHY this is a problem. (Limit response to no more than 3 sentences). Develop a research question to provide information about the research problem.

    2. Based on your research question, do you believe it will best be answered by a qualitative or quantitative study ? Support your decision as to why you believe the answers would best be provided by the type of study you have chosen.

    3. Select a middle-range theory and identify the application of nursing theories to your research problem.
    Conduct a literature review.

    4. Based on your literature review answer the following questions:

    · If qualitative,

    · Identify the purpose of the study.

    · Briefly, describe the design of the study and explain why you think it is either appropriate or inappropriate to meet the purpose.

    · Identify ethical issues related to the study and how they were/were not addressed.

    · Identify the sampling method and recruitment strategy that was used.

    · Discuss whether sampling and recruitment were appropriate to the aims of the research.

    · Identify the data collection method(s) and discuss whether the method(s) is/are appropriate to the aims of the study.

    · Identify how the data was analyzed and discuss whether the method(s) of analysis is/are appropriate to the aims of the study.

    · Identify four (4) criteria by which the rigor of a qualitative project can be judged.

    · Discuss the rigor of this study using the four criteria.

    · Briefly, describe the findings of the study and identify any limitations.

    · Use the information that you have gained from your critique of the study to discuss the trustworthiness and applicability of the study. Include in your discussion any implications for the discipline of nursing.

    · If quantitative,

    · Identify the purpose and design of the study.

    · Explain what is meant by ‘blinding’ and ‘randomization’ and discuss how these were addressed in the design of the study.

    · Identify ethical issues related to the study and how they were/were not addressed.

    · Explain the sampling method and the recruitment strategy was used.

    · Discuss how the sample size was determined – include in your discussion an explanation of terms used.

    · Briefly, outline how the data was collected and identify any data collection instrument(s).

    · Define the terms of validity and reliability, and discuss how the validity & reliability of the instruments were/were not addressed in this study and why this is important.

    · Outline how the data were analyzed.

    · Identify the statistics used and the level of measurement of the data described by each statistical test – include in your discussion an explanation of terms used.

    · Briefly, outline the findings and identify any limitations of the study.

    · Use the information that you have gained from your critique of the study to briefly discuss the trustworthiness and applicability of the study. Include in your discussion an explanation of the term statistical significance and name the tests of statistical significance used in this study.

    **Submission Instructions:**

    · The presentation is original work and logically organized.

    · Follow current APA format including citation of references.

    · The PowerPoint presentation should include 10-15 slides which are clear and easy to read.

    · Speaker notes expand upon and clarify content on the slides.

    · Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

    · Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual).

    · Your submission will be reviewed for plagiarism with Turnitin.

    ![null](https://www.sweetstudy.com/questions/power-point-20932569)

    **Grading Rubric**

    Your assignment will be graded according to the grading rubric.

    **Presentation Rubric**

    | | | |
    | — | — | — |
    | Presentation Rubric |
    | **Criteria** | **Ratings** | **Points** |
    | **Identification of Main Issues/Problems** | **Distinguished**<br>Identify and demonstrate a sophisticated understanding of the issues/problems.<br>**4 pts**<br>**Excellent**<br>Identifies and demonstrate an accomplished understanding of most of issues/problems.<br>**3 pts**<br>**Fair**<br>Identifies and demonstrate an an acceptable understanding of most of issues/problems.<br>**2 pts**<br>**Poor**<br>Identifies and demonstrate an unacceptable understanding of most of issues/problems.<br>**1 pts** | /4 pts |
    | **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems.<br>**1 pts** | /4 pts |
    | **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 pts**<br>**Excellent**<br>Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 pts**<br>**Fair**<br>Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.<br>**1 pts** | /4 pts |
    | **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.<br>**1 pts** | /4 pts |
    | **Writing Mechanics and APA Formatting Guidelines**<br>view longer description | **Full Marks**<br>Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 pts**<br>**Excellent**<br>Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 pts**<br>**Fair**<br>Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.<br>**1 pts** | /4 pts |

    ## image1.png

    ## image2.png

    **Screenshot2025-08-06at9.13.58PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-08-06at9-13-58pm-png)

    **Screenshot2025-08-06at9.14.39PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-08-06at9-14-39pm-png)

    **Screenshot2025-08-06at9.15.01PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-08-06at9-15-01pm-png)

    **Screenshot2025-08-06at9.15.10PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-08-06at9-15-10pm-png)

    **611week3asignment.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/611week3asignment-docx-10370673)

    **## 611assignment4done.edited.docx**

    4

    **Nursing 611 Assignment 4**

    **PICOT Question**

    In community-dwelling older adults aged 60 years and above (P), how do evidence-based nursing interventions, including health education, centralized reminders, and onsite vaccination (I), compared to standard care (C), affect influenza vaccination uptake rates (O) over six months (T)?

    **Purpose Rationale for the Scholarly Project**

    This study-oriented endeavor addresses a pressing issue in the implementation of influenza vaccination among elderly community dwellers. Since its inception, it has been the most effective means of preventing flu-like complications. However, the rates are still grossly inadequate among elderly community-dwelling individuals (Antonelli Incalzi et al., 2024). Meanwhile, from an epidemiological standpoint, influenza and its complications account for hospitalizations in approximately 45% of cases and deaths in about 58.7% of cases, predominantly affecting people older than 65 years (Du et al., 2024). The influenza vaccination disparity for elderly community residents is recognized as a major issue in public health. It has major hospitalizing and life-threatening potential, which makes its prevention an important public health concern.

    Evidence-based nursing interventions offer great benefits, both prevention-wise and economically, based on efficiency. An increase in vaccination levels would directly impact reducing morbidity and mortality figures, preventing further hospitalizations and loss of function. On a fiscal basis, the project seeks to avert expensive emergency room visits and long-term care attendance. Gains in efficiency are accrued when nursing work is undertaken systematically to maximize resources to attain optimal health outcomes.

    **Background for the Problem and Population of Interest**

                Influenza is the foremost viral respiratory infection and health threat for the older population, who experience much higher rates of mortality and morbidity compared to younger patients. Adult vaccination has existed for decades; however, acceptance has been an issue for community-dwelling elderly individuals (Jiang et al., 2022). Studies show that a lack of information about infection severity and vaccine safety is the main barrier preventing people from getting vaccinated.

                Du et al. (2024) systematically reviewed 22 RCTs involving 385,182 older adults. They concluded that combined interventions – healthcare education, centralized reminders, and onsite vaccination – were most effective in increasing vaccine uptake. Nevertheless, gaps remain in standardized nursing protocols and community-investigated, evidence-based, and tailored interventions.

    **Significance of the Issue to Nursing and Healthcare**

                The problem ties into the healthcare community's interest in preventive care, population health management, and reducing disparities among vulnerable populations. The significance encompasses public health concerns such as community immunity and the sustainability of the healthcare system. Nurses are well-placed to combat vaccine hesitancy using individual persuasion and interventions grounded in altering evidence to foster vaccine confidence in older adults (Antonelli Incalzi et al., 2024). This translation can be seen as congruous with national health priorities in preventive care delivery and chronic disease management among the aging populations.

    **Benefits of the Project to Nursing Practice**

                The project will establish standardized, evidence-based protocols to be implemented by nurses working in all communities throughout the country. Other expected outcomes are older adults receiving more vaccines, patients knowing more about influenza and its risks as well as the benefits of vaccines, and nurses becoming more confident in delivering interventions that promote vaccination.

    These outcomes directly correlate to the evidence-based guidelines from the Centers for Disease Control and Prevention and their corresponding professional nursing organizations, which have all emphasized the critical role of nurses in promoting vaccination. This systematic approach to mixing various evidence-based interventions may be extended to other populations and settings to provide a replicable model for addressing vaccine hesitancy and determining best practices for chronic disease prevention interventions targeting community-dwelling older adults.

    **References**

    Antonelli Incalzi, R., Consoli, A., Lopalco, P., Maggi, S., Sesti, G., Veronese, N., & Volpe, M. (2024). Influenza vaccination for elderly, vulnerable, and high-risk subjects: a narrative review and expert opinion.
    _Internal and Emergency Medicine_,
    _19_(3), 619-640.
    [https://link.springer.com/article/10.1007/s11739-023-03456-9](https://link.springer.com/article/10.1007/s11739-023-03456-9)

    Du, P., Jin, S., Lu, S., Wang, L., Ma, X., Wang, J., & Feng, X. (2024). Strategies to increase the coverage of influenza and pneumonia vaccination in older adults: a systematic review and network meta-analysis.
    _Age and ageing_,
    _53_(3), afae035.
    [https://academic.oup.com/ageing/article-abstract/53/3/afae035/7626920](https://academic.oup.com/ageing/article-abstract/53/3/afae035/7626920)

    Jiang, M., Yao, X., Li, P., Fang, Y., Feng, L., Hayat, K., & Atif, N. (2022). Impact of video-led educational intervention on uptake of influenza vaccine among the elderly in western China: a community-based randomized controlled trial.
    _BMC Public Health_,
    _22_(1), 1128.
    [https://link.springer.com/article/10.1186/s12889-022-13536-8](https://link.springer.com/article/10.1186/s12889-022-13536-8)

    **## PowerPointPresentation.docx**

    ![icon](https://www.sweetstudy.com/questions/power-point-20932569)**_PowerPoint Presentation: Advanced Practice_**

    Develop a PowerPoint Presentation in regards to the issue of Advanced Practice.

    1. Identify a current research problem related to advanced nursing practice that is of interest to you. Include WHY this is a problem. (Limit response to no more than 3 sentences). Develop a research question to provide information about the research problem.

    2. Based on your research question, do you believe it will best be answered by a qualitative or quantitative study ? Support your decision as to why you believe the answers would best be provided by the type of study you have chosen.

    3. Select a middle-range theory and identify the application of nursing theories to your research problem.
    Conduct a literature review.

    4. Based on your literature review answer the following questions:

    · If qualitative,

    · Identify the purpose of the study.

    · Briefly, describe the design of the study and explain why you think it is either appropriate or inappropriate to meet the purpose.

    · Identify ethical issues related to the study and how they were/were not addressed.

    · Identify the sampling method and recruitment strategy that was used.

    · Discuss whether sampling and recruitment were appropriate to the aims of the research.

    · Identify the data collection method(s) and discuss whether the method(s) is/are appropriate to the aims of the study.

    · Identify how the data was analyzed and discuss whether the method(s) of analysis is/are appropriate to the aims of the study.

    · Identify four (4) criteria by which the rigor of a qualitative project can be judged.

    · Discuss the rigor of this study using the four criteria.

    · Briefly, describe the findings of the study and identify any limitations.

    · Use the information that you have gained from your critique of the study to discuss the trustworthiness and applicability of the study. Include in your discussion any implications for the discipline of nursing.

    · If quantitative,

    · Identify the purpose and design of the study.

    · Explain what is meant by ‘blinding’ and ‘randomization’ and discuss how these were addressed in the design of the study.

    · Identify ethical issues related to the study and how they were/were not addressed.

    · Explain the sampling method and the recruitment strategy was used.

    · Discuss how the sample size was determined – include in your discussion an explanation of terms used.

    · Briefly, outline how the data was collected and identify any data collection instrument(s).

    · Define the terms of validity and reliability, and discuss how the validity & reliability of the instruments were/were not addressed in this study and why this is important.

    · Outline how the data were analyzed.

    · Identify the statistics used and the level of measurement of the data described by each statistical test – include in your discussion an explanation of terms used.

    · Briefly, outline the findings and identify any limitations of the study.

    · Use the information that you have gained from your critique of the study to briefly discuss the trustworthiness and applicability of the study. Include in your discussion an explanation of the term statistical significance and name the tests of statistical significance used in this study.

    **Submission Instructions:**

    · The presentation is original work and logically organized.

    · Follow current APA format including citation of references.

    · The PowerPoint presentation should include 10-15 slides which are clear and easy to read.

    · Speaker notes expand upon and clarify content on the slides.

    · Incorporate a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

    · Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual).

    · Your submission will be reviewed for plagiarism with Turnitin.

    ![null](https://www.sweetstudy.com/questions/power-point-20932569)

    **Grading Rubric**

    Your assignment will be graded according to the grading rubric.

    **Presentation Rubric**

    | | | |
    | — | — | — |
    | Presentation Rubric |
    | **Criteria** | **Ratings** | **Points** |
    | **Identification of Main Issues/Problems** | **Distinguished**<br>Identify and demonstrate a sophisticated understanding of the issues/problems.<br>**4 pts**<br>**Excellent**<br>Identifies and demonstrate an accomplished understanding of most of issues/problems.<br>**3 pts**<br>**Fair**<br>Identifies and demonstrate an an acceptable understanding of most of issues/problems.<br>**2 pts**<br>**Poor**<br>Identifies and demonstrate an unacceptable understanding of most of issues/problems.<br>**1 pts** | /4 pts |
    | **Analysis and Evaluation of Issues/Probelms** | **Distinguished**<br>Presents an insightful, thorough analysis and evaluation of issues/problems.<br>**4 pts**<br>**Excellent**<br>Presents a thorough analysis and evaluation of most of the issues/problems.<br>**3 pts**<br>**Fair**<br>Presents a superficial or incomplete analysis and evaluation of issues/problems.<br>**2 pts**<br>**Poor**<br>Presents unacceptable analysis and evaluation of issues/problems.<br>**1 pts** | /4 pts |
    | **Demonstrates a Conceptual Understanding** | **Distinguished**<br>Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.<br>**4 pts**<br>**Excellent**<br>Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.<br>**3 pts**<br>**Fair**<br>Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.<br>**2 pts**<br>**Poor**<br>Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.<br>**1 pts** | /4 pts |
    | **Use of Citations to Course Readings and Additional Research/Literature** | **Distinguished**<br>Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.<br>**4 pts**<br>**Excellent**<br>Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**3 pts**<br>**Fair**<br>Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.<br>**2 pts**<br>**Poor**<br>Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.<br>**1 pts** | /4 pts |
    | **Writing Mechanics and APA Formatting Guidelines**<br>view longer description | **Full Marks**<br>Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.<br>**4 pts**<br>**Excellent**<br>Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**3 pts**<br>**Fair**<br>Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.<br>**2 pts**<br>**Poor**<br>Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.<br>**1 pts** | /4 pts |

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    **611week3asignment.docx**

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  • [Solved] Experiential Learning Reflective 420

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Reflection Outline** I. Introduction (1 paragraph). Briefly inform the reader of the Experiential Learning Activity you took part in by describing: – The name, date(s), and location(s) of the experiential learning event you participated in – A brief overview of the organization’s mission and how i…

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    Assignment Prompt & Instructions

    **Reflection Outline**
    I. Introduction (1 paragraph).  Briefly inform the reader of the Experiential Learning Activity you took part in by describing:
    – The name, date(s), and location(s) of the experiential learning event you participated in
    – A brief overview of the organization’s mission and how it fits with your goals.
    – A description of the specific activities and responsibilities you took part in that were related to the learning outcomes identified in advance for this activity.
    II. Essential Career Skills Developed (3-5 paragraphs).  Analyze your experience in terms of the essential career skills you developed during your Experiential Learning activity in the following categories:
        A. Problem solving
    – Describe problems you may have encountered and how you solved them
    – Provide examples of instances where you used creative or innovative initiatives
         B. Interpersonal skills
    – Explain how this experience may have improved your self-confidence, helped you with time management skills, and/or taught you about relationship building and teamwork
    – Provide examples of how your ethical leadership skills were developed in accordance with the mission of St. Thomas University
         C. Technical skills
    – Identify the primary technical skills you acquired pertaining to your major or field and how these skills may help you in your future career (e.g., new technology or software, technology design/programming, lab management, etc.).
    – Name any certifications you earned during your experiential learning event
    III. Reflection (3-5 paragraphs).  Reflect upon this particular experiential learning experience.  Elaborate on the relationship the experiential learning event has to your course of studies and/or future field or career:
    – Describe to what degree your initial expectations/goals/learning outcomes were met
    – Describe how the essential career skills you developed have value for your major or field of study.
    – Describe how your experience encouraged you to continue your career path in this direction. If you learned through this experience that you would not like to pursue this career in the future, that is a valid answer as well.
    – Give an example of how the essential career skills you developed may be transferable to other situations, including both within and outside of academia
    – Describe any essential career skills that you did not develop during your Experiential Learning event that you
    IV. Conclusion (1 paragraph).  Summarize the most important outcomes you will take away from your experience.
    title "Experiential Learning Reflective
    – Microsoft Word, double-spaced, using 12-point Times New Roman font.
    – All margins should be set to 1".
    – Paragraphs should be left-justified with the first sentence of each paragraph indented by 0.5".
    – approximately 1000 words in length, excluding the title page.

  • [Solved] Theory for doctoral Nursing Practice

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Formative 1:** Write a brief summary (approximately 500 words) reflecting on the importance of scholarly writing conventions in the dissemination of translational research. Include the following components: – Key conventions of scholarly writing that enhance research communication. – The role of e…

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    Assignment Prompt & Instructions

    **Formative 1:**
    Write a brief summary (approximately 500 words) reflecting on the importance of scholarly writing conventions in the dissemination of translational research. Include the following components:
    – Key conventions of scholarly writing that enhance research communication.
    – The role of ethical practices in maintaining research integrity.
    – How tailoring communication to diverse audiences can improve the impact of research findings.
    **Document Type/Template:**
    – Word Document
    \
    Rubric.pdf](https://www.sweetstudy.com/files/rubric-pdf-10370769 "Rubric.pdf")

  • [Solved] Theory for doctoral Nursing Practice

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Background** The Community Health Initiative for Diabetes Prevention (CHIDP) was launched in a suburban area with a high prevalence of type 2 diabetes. The initiative aimed to reduce the incidence of diabetes through a multifaceted approach that included education, lifestyle modification, and comm…

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    Assignment Prompt & Instructions

    **Background**
    The Community Health Initiative for Diabetes Prevention (CHIDP) was launched in a suburban area with a high prevalence of type 2 diabetes. The initiative aimed to reduce the incidence of diabetes through a multifaceted approach that included education, lifestyle modification, and community engagement. The program targeted adults aged 30-65, particularly those with risk factors such as obesity, sedentary lifestyle, and family history of diabetes.
    **Program Components**
    1. **Education Workshops**: The initiative offered a series of workshops focused on nutrition, physical activity, and self-management skills. These workshops were designed to increase participants' knowledge about diabetes and empower them to make healthier choices.
    2. **Physical Activity Programs**: The initiative provided free access to community fitness classes, walking groups, and recreational activities designed to promote physical activity among participants. Local fitness trainers and health educators facilitated these programs.
    3. **Nutritional Support**: Participants received personalized nutritional counseling from registered dietitians. This included meal planning, cooking demonstrations, and guidelines for healthy eating on a budget.
    4. **Community Partnerships**: The initiative collaborated with local businesses, schools, and health organizations to create a supportive environment for participants. This included establishing partnerships with grocery stores to provide discounts on healthy foods and promoting physical activity opportunities in local parks.
    **Theoretical Frameworks Used**
    The CHIDP was guided by two primary theoretical frameworks:
    1. **Pender’s Health Promotion Model**: This model emphasizes the importance of individual beliefs and perceptions in influencing health behaviors. The initiative used this framework to assess participants' attitudes toward health and their perceived benefits and barriers to making lifestyle changes.
    2. **Social Cognitive Theory**: This theory highlights the interaction between personal factors, behavior, and environmental influences. The initiative utilized this framework to create supportive environments that encouraged healthy behaviors, such as peer support groups and community role models.
    **Ethical Considerations**
    The CHIDP took several ethical considerations into account during its planning and implementation:
    1. **Informed Consent**: Participants were fully informed about the program's purpose, activities, and potential risks before enrolling. They were encouraged to ask questions and were provided with written materials detailing the initiative.
    2. **Equity and Access**: The program aimed to address health disparities by ensuring that all community members, regardless of socio-economic status, could participate in the initiative free of charge. This commitment to equity reflected the ethical principle of justice.
    3. **Cultural Competence**: The initiative recognized the diverse cultural backgrounds of participants and incorporated culturally relevant materials and practices into the workshops and counseling sessions. This approach respected participants' identities and values.
    **Evaluation of Effectiveness**
    The effectiveness of the CHIDP was evaluated using a combination of qualitative and quantitative methods:
    1. **Pre- and Post-Program Surveys**: Participants completed surveys before and after the program to assess changes in knowledge, attitudes, and behaviors related to diabetes prevention. Results showed a significant increase in participants’ knowledge about diabetes and a higher self-reported engagement in physical activity and healthy eating.
    2. **Health Outcomes**: Health screenings conducted at the beginning and end of the program measured participants' weight, body mass index (BMI), and blood glucose levels. Preliminary results indicated a reduction in average BMI and improvements in blood glucose levels among participants.
    3. **Participant Feedback**: Qualitative feedback was collected through focus groups and interviews, providing insights into participants’ experiences and the perceived value of the initiative. Participants reported increased motivation and confidence in managing their health.
    **Assignment Instructions:**
    You are required to analyze a provided case study that illustrates a health promotion initiative. Your analysis should be 2 pages in length and should address the following key components:
    1. **Identify the Theoretical Frameworks Used in the Initiative:**
    – Discuss the specific nursing, ethical, or scientific theories that guided the health promotion initiative.
    – Explain how these frameworks were applied in the design and implementation of the intervention.
    2. **Discuss the Ethical Considerations:**
    – Identify and elaborate on the ethical considerations considered during the planning and execution of the initiative.
    – Discuss how these considerations align with ethical principles such as autonomy, beneficence, non-maleficence, and justice.
    3. **Evaluate the Effectiveness of the Intervention:**
    – Assess the outcomes of the health promotion initiative based on the chosen theoretical frameworks.
    – Provide evidence from the case study that illustrates the effectiveness of the intervention in achieving its goals.
    – Discuss any challenges or limitations encountered in the implementation of the initiative.
    **Document Type/Template:**
    – Word Document
    \
    Rubric.pdf](https://www.sweetstudy.com/files/rubric-pdf-10370771 "Rubric.pdf")