Tag: Care Plans, Pathophysiology & Pharmacology

[Solved] nursing

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Executive Solution Overview

**files (1)** – ## Wk1instruc.docx **## Wk1instruc.docx** **To prepare:** Watch a video of two providers interviewing a patient. · Video demonstrates example of _standard interviewing_ techniques versus example of _motivational interviewing (MI)_ using _The Process of MI framework_: · Engage – Build…

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Assignment Prompt & Instructions

**files (1)**

– ## Wk1instruc.docx

**## Wk1instruc.docx**

**To prepare:**

Watch a video of two providers interviewing a patient.

· Video demonstrates example of
_standard interviewing_ techniques versus example of
_motivational interviewing (MI)_ using
_The Process of MI framework_:

· Engage – Build rapport, use open-ended questions, uncover values/hopes, and offer compassionate reflections.

· Focus – Bring the discussion to the health concern at hand, eliciting symptoms, concerns, and wellness indicators.

· Evoke – Explore reasons for and against change; use readiness rulers, double-sided reflections, and pros/cons.

· Plan – Collaboratively set attainable goals and elicit patient commitment to specific next steps.

**Assignment (1–2 pages)**

Compare the efficacy of each provider's approach to patient interviewing in regard to effect on patient behavior. Which approach is more effective in helping patients achieve health-related behavioral changes?

· Explain how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing.

· Reflect on how you might use MI techniques in your own advanced practice role to promote patient-centered outcomes.

· Consider how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.

Use at least 3 scholarly resources that are less than 5 years old. Cite all sources in APA format.

**NURS_6512_Module1_Assignment1_Rubric**

| | | |
| — | — | — |
| NURS_6512_Module1_Assignment1_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCompare the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Which approach is more effective in helping patients achieve health-related behavioral changes? | **20 to >17.88 ptsExcellent** Provides a fully developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Thoroughly explains which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Adequately explains which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Minimal or undeveloped explanation of which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a comparison of the efficacy of each provider's approach to patient interviewing regarding effect on patient behavior; comparison is vague, unclear, or inaccurate. | 20 pts |
| This criterion is linked to a Learning OutcomeExplain how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing. | **20 to >17.88 ptsExcellent** Provides a fully developed explanation of how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes; reflection is vague, unclear, or inaccurate. | 20 pts |
| This criterion is linked to a Learning OutcomeReflect on how you might use MI techniques in your own advanced practice role to promote patient-centered outcomes. | **20 to >17.88 ptsExcellent** Provides a fully developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes; reflection is vague, unclear, or inaccurate. | 20 pts |
| This criterion is linked to a Learning OutcomeConsider how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices. | **20 to >17.88 ptsExcellent** Provides a fully developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**13.88 to >0 ptsPoor** Does not provide an analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices; analysis is vague, unclear, or inadequate. | 20 pts |
| This criterion is linked to a Learning OutcomeUse at least 3 scholarly resources that are less than 5 years old. | **10 to >8.94 ptsExcellent** Uses 3 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**8.94 to >7.94 ptsGood** Uses 2 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**7.94 to >6.94 ptsFair** Uses 1 peer-reviewed scholarly source published within the last 5 years.<br> <br>**6.94 to >0 ptsPoor** Does not use peer-reviewed scholarly sources or sources used are older than 5 years. | 10 pts |
| This criterion is linked to a Learning OutcomeSource Attribution and APA Formatting | **5 to >4.46 ptsExcellent** All sources are cited in APA format without any errors.<br> <br>**4.46 to >3.96 ptsGood** All sources are cited in APA format with some minor errors.<br> <br>**3.96 to >3.46 ptsFair** All sources are cited with frequent APA formatting errors.<br> <br>**3.46 to >0 ptsPoor** Missing source citations and/or minimal adherence to APA formatting rules. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Mechanics, and Punctuation | **5 to >4.46 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4.46 to >3.96 ptsGood** Uses correct grammar, spelling, and punctuation with few errors.<br> <br>**3.96 to >3.46 ptsFair** Uses correct grammar, spelling, and punctuation with frequent errors.<br> <br>**3.46 to >0 ptsPoor** Post contains frequent errors in grammar, spelling, and punctuation that interfere with comprehension. | 5 pts |

Total Points: 100

**## Wk1instruc.docx**

**To prepare:**

Watch a video of two providers interviewing a patient.

· Video demonstrates example of
_standard interviewing_ techniques versus example of
_motivational interviewing (MI)_ using
_The Process of MI framework_:

· Engage – Build rapport, use open-ended questions, uncover values/hopes, and offer compassionate reflections.

· Focus – Bring the discussion to the health concern at hand, eliciting symptoms, concerns, and wellness indicators.

· Evoke – Explore reasons for and against change; use readiness rulers, double-sided reflections, and pros/cons.

· Plan – Collaboratively set attainable goals and elicit patient commitment to specific next steps.

**Assignment (1–2 pages)**

Compare the efficacy of each provider's approach to patient interviewing in regard to effect on patient behavior. Which approach is more effective in helping patients achieve health-related behavioral changes?

· Explain how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing.

· Reflect on how you might use MI techniques in your own advanced practice role to promote patient-centered outcomes.

· Consider how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.

Use at least 3 scholarly resources that are less than 5 years old. Cite all sources in APA format.

**NURS_6512_Module1_Assignment1_Rubric**

| | | |
| — | — | — |
| NURS_6512_Module1_Assignment1_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeCompare the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Which approach is more effective in helping patients achieve health-related behavioral changes? | **20 to >17.88 ptsExcellent** Provides a fully developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Thoroughly explains which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Adequately explains which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed comparison of the efficacy of each provider's approach to patient interviewing regarding the effect on patient behavior. Minimal or undeveloped explanation of which approach is more effective in helping patients achieve health-related behavioral changes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a comparison of the efficacy of each provider's approach to patient interviewing regarding effect on patient behavior; comparison is vague, unclear, or inaccurate. | 20 pts |
| This criterion is linked to a Learning OutcomeExplain how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing. | **20 to >17.88 ptsExcellent** Provides a fully developed explanation of how motivational interviewing (MI) differs in tone, structure, and patient engagement compared to traditional interviewing.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes; reflection is vague, unclear, or inaccurate. | 20 pts |
| This criterion is linked to a Learning OutcomeReflect on how you might use MI techniques in your own advanced practice role to promote patient-centered outcomes. | **20 to >17.88 ptsExcellent** Provides a fully developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes.<br> <br>**13.88 to >0 ptsPoor** Does not provide a reflection on how they might use MI techniques in their own advanced practice role to promote patient-centered outcomes; reflection is vague, unclear, or inaccurate. | 20 pts |
| This criterion is linked to a Learning OutcomeConsider how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices. | **20 to >17.88 ptsExcellent** Provides a fully developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**17.88 to >15.88 ptsGood** Provides an adequately developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**15.88 to >13.88 ptsFair** Provides a minimally developed analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices.<br> <br>**13.88 to >0 ptsPoor** Does not provide an analysis of how principles of autonomy, beneficence, nonmaleficence, and justice apply to patient interviewing and communication practices; analysis is vague, unclear, or inadequate. | 20 pts |
| This criterion is linked to a Learning OutcomeUse at least 3 scholarly resources that are less than 5 years old. | **10 to >8.94 ptsExcellent** Uses 3 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**8.94 to >7.94 ptsGood** Uses 2 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**7.94 to >6.94 ptsFair** Uses 1 peer-reviewed scholarly source published within the last 5 years.<br> <br>**6.94 to >0 ptsPoor** Does not use peer-reviewed scholarly sources or sources used are older than 5 years. | 10 pts |
| This criterion is linked to a Learning OutcomeSource Attribution and APA Formatting | **5 to >4.46 ptsExcellent** All sources are cited in APA format without any errors.<br> <br>**4.46 to >3.96 ptsGood** All sources are cited in APA format with some minor errors.<br> <br>**3.96 to >3.46 ptsFair** All sources are cited with frequent APA formatting errors.<br> <br>**3.46 to >0 ptsPoor** Missing source citations and/or minimal adherence to APA formatting rules. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Mechanics, and Punctuation | **5 to >4.46 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4.46 to >3.96 ptsGood** Uses correct grammar, spelling, and punctuation with few errors.<br> <br>**3.96 to >3.46 ptsFair** Uses correct grammar, spelling, and punctuation with frequent errors.<br> <br>**3.46 to >0 ptsPoor** Post contains frequent errors in grammar, spelling, and punctuation that interfere with comprehension. | 5 pts |

Total Points: 100

November 6, 2026
[Solved] Lorem, Ipsum

✓ Verified Academic Solution Available

Executive Solution Overview

**files (2)** – ## Module5assignmentinstructions.docx – ## Module5assignmentresources.docx **## Module5assignmentinstructions.docx** 1. You are going to construct an APA formatted paper for the assignment. 2. Provide an APA formatted title page. 3. Develop an introduction section that includes th…

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Assignment Prompt & Instructions

**files (2)**

– ## Module5assignmentinstructions.docx

– ## Module5assignmentresources.docx

**## Module5assignmentinstructions.docx**

1. You are going to construct an APA formatted paper for the assignment.

2. Provide an APA formatted title page.

3. Develop an introduction section that includes the professional nurses’ role in using evidence from the literature to address a practice problem.

4. Provide a review of the practice problem and supporting evidence of its existence and significance using the
**primary article only** from the Unit 4 literature list (including any suggested edits from the faculty).

5. Search for evidence-based interventions from scholarly literature to address this practice problem and choose ONE from this search that is the best intervention if the problem existed in YOUR CLINICAL PRACTICE

Conduct a search of scholarly literature and select ONE evidence-based intervention that is best to address the practice problem if it existed in YOUR CLINICAL PRACTICE. The intervention should be one that is new, innovative, and/or improves the current standards of care.

6. Write a Literature Review for your selected intervention supported with three (3) articles.

1. Synthesize the 3 articles by comparing/contrasting study design, population, results, and limitations/gaps showing the intervention addresses the practice problem.

2.
**NOTE**: the three (3) additional articles for the literature review cannot be articles that are referenced in the primary article you selected from the list in Unit 4.

3. The 3 additional articles discussing this single intervention will have a publication date within the last 5 to 10 years.

4.
Do not do a summary of each intervention individually. Refer to the video on “Your First Literature Review” for organization of this section.

7. Explain why this is the best evidence-based intervention for your clinical practice setting.

8. Develop a conclusion section for the paper that summarizes the content and your thoughts about the significance of the using evidence from the literature to address practice problems.

9. Provide an APA formatted reference page and include citations for each source in the body of the assignment where appropriate.

10. The suggested length for this submission, excluding title and reference pages, is no less than 3 pages.

**The assignment requirements include that you upload a file of the full-text article for each listed reference.**

[https://www.youtube.com/watch?v=ki0JCQLepgo](https://www.youtube.com/watch?v=ki0JCQLepgo)

**## Module5assignmentresources.docx**

**Knowledge-to-Action Part 1: Intervention**

Student Name

University

Course Name and Title

Full Faculty’s Name and Credentials

Month date, year

1

8

**Knowledge-to-Action Part 1: Intervention**

It is always good to start a paper with a grabbing statistic (with citation) and statement regarding the topic (the focus of the clinical practice problem) to capture the attention of the reader. Then in a sentence or two, discuss the importance of the professional nurse’s role in using evidence from literature to address practice problems. Be sure to connect the nurse’s role in using literature evidence to address the specific problem of your paper so there is no interruption in the flow of the narrative. End the introductory paragraph with a purpose or thesis statement as your last sentence to emphasize the main points/sections of your paper. The development of the purpose or thesis statement is guided by the level 1 headings that organize the body of the paper.

Review of the Practice Problem

“In sentence case and quotes” provide the name of the article, cite authors, and a description of the practice setting. Be sure that you are providing appropriate citations throughout the narrative. Clearly identify and state the main problem found in the article (state the clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics (%, $, #) adds credibility to the significance of the problem.
**A problem needs to be a real problem, or it is not worth addressing. Prove there is a real problem with data because data drives decisions**. Data can be in the form of numbers (quantitative) or themes (qualitative). Significance is also validated by content from the article that discusses what happens as a result of this problem. This section of your paper is only about the problem from the Unit 4 article you selected, not a diagnosis, or an intervention and will be the same content for the problem section of all remaining papers for this course. DO NOT INCLUDE SUPPORTING LITERATURE OF ANY TYPE IN THIS SECTION. *if faculty suggested edits from Unit 4 for this section, please make those edits; otherwise this section is the same (this is NOT self-plagiarism as this is a building paper within the same course).

**Literature Review: Intervention**

Prior to writing the literature review, critically appraised each article. This involves examining research design, sample size, intervention implementation, outcome measures, and reported results, as well as noting strengths and limitations. This appraisal allows the writer to determine the quality of the evidence and prepare for discussion of analytical findings. You will select one (1) intervention for the literature review.

The writing of the literature review should focus on synthesizing the evidence across studies rather than summarizing each article separately. The intervention is discussed as a central concept, with attention to how it was implemented in each study and where approaches were similar or different. Findings are then compared to identify consistent outcomes, variations in effectiveness, or conflicting results.

Using comparative language helps demonstrate synthesis and critical thinking. In a literature review, comparisons are commonly made using words and phrases such as
_similarly_,
_likewise_,
_in comparison_,
_by contrast_,
_in contrast_,
_while_,
_however_,
_although_,
_across the studies_,
_collectively_,
_taken together_, and
_overall_ to highlight similarities, differences, and patterns among findings rather than describing each study in isolation. In addition, the literature review should address any weaknesses or gaps in the study. This discussion shows an understanding of the strengths and limitations of the existing research.

The literature review should conclude by linking the synthesized findings to clinical practice and explain how the evidence supports this intervention as an effective solution to address the identified clinical problem. Specifically, the narrative should explain why the intervention is the
_best choice_ if this same problem were present in YOUR clinical practice setting. This justification should be based on the collective evidence from the three studies and may briefly consider factors such as demonstrated effectiveness, feasibility, consistency of outcomes, and relevance to the student’s clinical environment. The conclusion should make it clear how evidence from literature supports informed decision-making for practice improvement.

Conclusion

A conclusion is a concise summary of the paper’s key elements and should not present any citations or new information. Bring the reader back to the main topic of this paper (the focus of the clinical practice problem) and add your thoughts on the significance of the professional nurse’s role in using evidence-based literature to find solutions to the practice problem that was presented in this paper and for your clinical practice setting. You should also restate or rephrase your purpose/thesis statement (this reminds the reader what they should have learned). You end the conclusion by clarifying the importance of the paper for the future (why this information matters or is significant to healthcare).

**References**

This paper should be supported by no less than
**4 scholarly sources (no older than 10 years) with citations/references**. As a reminder, grey literature is not appropriate as “supporting literature”; however, may be useful for the introduction.

**Upload a pdf for each referenced journal article along with this paper.

**Make sure any website references have functioning retrieval links.

**## Module5assignmentresources.docx**

**Knowledge-to-Action Part 1: Intervention**

Student Name

University

Course Name and Title

Full Faculty’s Name and Credentials

Month date, year

1

8

**Knowledge-to-Action Part 1: Intervention**

It is always good to start a paper with a grabbing statistic (with citation) and statement regarding the topic (the focus of the clinical practice problem) to capture the attention of the reader. Then in a sentence or two, discuss the importance of the professional nurse’s role in using evidence from literature to address practice problems. Be sure to connect the nurse’s role in using literature evidence to address the specific problem of your paper so there is no interruption in the flow of the narrative. End the introductory paragraph with a purpose or thesis statement as your last sentence to emphasize the main points/sections of your paper. The development of the purpose or thesis statement is guided by the level 1 headings that organize the body of the paper.

Review of the Practice Problem

“In sentence case and quotes” provide the name of the article, cite authors, and a description of the practice setting. Be sure that you are providing appropriate citations throughout the narrative. Clearly identify and state the main problem found in the article (state the clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics (%, $, #) adds credibility to the significance of the problem.
**A problem needs to be a real problem, or it is not worth addressing. Prove there is a real problem with data because data drives decisions**. Data can be in the form of numbers (quantitative) or themes (qualitative). Significance is also validated by content from the article that discusses what happens as a result of this problem. This section of your paper is only about the problem from the Unit 4 article you selected, not a diagnosis, or an intervention and will be the same content for the problem section of all remaining papers for this course. DO NOT INCLUDE SUPPORTING LITERATURE OF ANY TYPE IN THIS SECTION. *if faculty suggested edits from Unit 4 for this section, please make those edits; otherwise this section is the same (this is NOT self-plagiarism as this is a building paper within the same course).

**Literature Review: Intervention**

Prior to writing the literature review, critically appraised each article. This involves examining research design, sample size, intervention implementation, outcome measures, and reported results, as well as noting strengths and limitations. This appraisal allows the writer to determine the quality of the evidence and prepare for discussion of analytical findings. You will select one (1) intervention for the literature review.

The writing of the literature review should focus on synthesizing the evidence across studies rather than summarizing each article separately. The intervention is discussed as a central concept, with attention to how it was implemented in each study and where approaches were similar or different. Findings are then compared to identify consistent outcomes, variations in effectiveness, or conflicting results.

Using comparative language helps demonstrate synthesis and critical thinking. In a literature review, comparisons are commonly made using words and phrases such as
_similarly_,
_likewise_,
_in comparison_,
_by contrast_,
_in contrast_,
_while_,
_however_,
_although_,
_across the studies_,
_collectively_,
_taken together_, and
_overall_ to highlight similarities, differences, and patterns among findings rather than describing each study in isolation. In addition, the literature review should address any weaknesses or gaps in the study. This discussion shows an understanding of the strengths and limitations of the existing research.

The literature review should conclude by linking the synthesized findings to clinical practice and explain how the evidence supports this intervention as an effective solution to address the identified clinical problem. Specifically, the narrative should explain why the intervention is the
_best choice_ if this same problem were present in YOUR clinical practice setting. This justification should be based on the collective evidence from the three studies and may briefly consider factors such as demonstrated effectiveness, feasibility, consistency of outcomes, and relevance to the student’s clinical environment. The conclusion should make it clear how evidence from literature supports informed decision-making for practice improvement.

Conclusion

A conclusion is a concise summary of the paper’s key elements and should not present any citations or new information. Bring the reader back to the main topic of this paper (the focus of the clinical practice problem) and add your thoughts on the significance of the professional nurse’s role in using evidence-based literature to find solutions to the practice problem that was presented in this paper and for your clinical practice setting. You should also restate or rephrase your purpose/thesis statement (this reminds the reader what they should have learned). You end the conclusion by clarifying the importance of the paper for the future (why this information matters or is significant to healthcare).

**References**

This paper should be supported by no less than
**4 scholarly sources (no older than 10 years) with citations/references**. As a reminder, grey literature is not appropriate as “supporting literature”; however, may be useful for the introduction.

**Upload a pdf for each referenced journal article along with this paper.

**Make sure any website references have functioning retrieval links.

**## Module5assignmentinstructions.docx**

1. You are going to construct an APA formatted paper for the assignment.

2. Provide an APA formatted title page.

3. Develop an introduction section that includes the professional nurses’ role in using evidence from the literature to address a practice problem.

4. Provide a review of the practice problem and supporting evidence of its existence and significance using the
**primary article only** from the Unit 4 literature list (including any suggested edits from the faculty).

5. Search for evidence-based interventions from scholarly literature to address this practice problem and choose ONE from this search that is the best intervention if the problem existed in YOUR CLINICAL PRACTICE

Conduct a search of scholarly literature and select ONE evidence-based intervention that is best to address the practice problem if it existed in YOUR CLINICAL PRACTICE. The intervention should be one that is new, innovative, and/or improves the current standards of care.

6. Write a Literature Review for your selected intervention supported with three (3) articles.

1. Synthesize the 3 articles by comparing/contrasting study design, population, results, and limitations/gaps showing the intervention addresses the practice problem.

2.
**NOTE**: the three (3) additional articles for the literature review cannot be articles that are referenced in the primary article you selected from the list in Unit 4.

3. The 3 additional articles discussing this single intervention will have a publication date within the last 5 to 10 years.

4.
Do not do a summary of each intervention individually. Refer to the video on “Your First Literature Review” for organization of this section.

7. Explain why this is the best evidence-based intervention for your clinical practice setting.

8. Develop a conclusion section for the paper that summarizes the content and your thoughts about the significance of the using evidence from the literature to address practice problems.

9. Provide an APA formatted reference page and include citations for each source in the body of the assignment where appropriate.

10. The suggested length for this submission, excluding title and reference pages, is no less than 3 pages.

**The assignment requirements include that you upload a file of the full-text article for each listed reference.**

[https://www.youtube.com/watch?v=ki0JCQLepgo](https://www.youtube.com/watch?v=ki0JCQLepgo)

**## Module5assignmentresources.docx**

**Knowledge-to-Action Part 1: Intervention**

Student Name

University

Course Name and Title

Full Faculty’s Name and Credentials

Month date, year

1

8

**Knowledge-to-Action Part 1: Intervention**

It is always good to start a paper with a grabbing statistic (with citation) and statement regarding the topic (the focus of the clinical practice problem) to capture the attention of the reader. Then in a sentence or two, discuss the importance of the professional nurse’s role in using evidence from literature to address practice problems. Be sure to connect the nurse’s role in using literature evidence to address the specific problem of your paper so there is no interruption in the flow of the narrative. End the introductory paragraph with a purpose or thesis statement as your last sentence to emphasize the main points/sections of your paper. The development of the purpose or thesis statement is guided by the level 1 headings that organize the body of the paper.

Review of the Practice Problem

“In sentence case and quotes” provide the name of the article, cite authors, and a description of the practice setting. Be sure that you are providing appropriate citations throughout the narrative. Clearly identify and state the main problem found in the article (state the clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics (%, $, #) adds credibility to the significance of the problem.
**A problem needs to be a real problem, or it is not worth addressing. Prove there is a real problem with data because data drives decisions**. Data can be in the form of numbers (quantitative) or themes (qualitative). Significance is also validated by content from the article that discusses what happens as a result of this problem. This section of your paper is only about the problem from the Unit 4 article you selected, not a diagnosis, or an intervention and will be the same content for the problem section of all remaining papers for this course. DO NOT INCLUDE SUPPORTING LITERATURE OF ANY TYPE IN THIS SECTION. *if faculty suggested edits from Unit 4 for this section, please make those edits; otherwise this section is the same (this is NOT self-plagiarism as this is a building paper within the same course).

**Literature Review: Intervention**

Prior to writing the literature review, critically appraised each article. This involves examining research design, sample size, intervention implementation, outcome measures, and reported results, as well as noting strengths and limitations. This appraisal allows the writer to determine the quality of the evidence and prepare for discussion of analytical findings. You will select one (1) intervention for the literature review.

The writing of the literature review should focus on synthesizing the evidence across studies rather than summarizing each article separately. The intervention is discussed as a central concept, with attention to how it was implemented in each study and where approaches were similar or different. Findings are then compared to identify consistent outcomes, variations in effectiveness, or conflicting results.

Using comparative language helps demonstrate synthesis and critical thinking. In a literature review, comparisons are commonly made using words and phrases such as
_similarly_,
_likewise_,
_in comparison_,
_by contrast_,
_in contrast_,
_while_,
_however_,
_although_,
_across the studies_,
_collectively_,
_taken together_, and
_overall_ to highlight similarities, differences, and patterns among findings rather than describing each study in isolation. In addition, the literature review should address any weaknesses or gaps in the study. This discussion shows an understanding of the strengths and limitations of the existing research.

The literature review should conclude by linking the synthesized findings to clinical practice and explain how the evidence supports this intervention as an effective solution to address the identified clinical problem. Specifically, the narrative should explain why the intervention is the
_best choice_ if this same problem were present in YOUR clinical practice setting. This justification should be based on the collective evidence from the three studies and may briefly consider factors such as demonstrated effectiveness, feasibility, consistency of outcomes, and relevance to the student’s clinical environment. The conclusion should make it clear how evidence from literature supports informed decision-making for practice improvement.

Conclusion

A conclusion is a concise summary of the paper’s key elements and should not present any citations or new information. Bring the reader back to the main topic of this paper (the focus of the clinical practice problem) and add your thoughts on the significance of the professional nurse’s role in using evidence-based literature to find solutions to the practice problem that was presented in this paper and for your clinical practice setting. You should also restate or rephrase your purpose/thesis statement (this reminds the reader what they should have learned). You end the conclusion by clarifying the importance of the paper for the future (why this information matters or is significant to healthcare).

**References**

This paper should be supported by no less than
**4 scholarly sources (no older than 10 years) with citations/references**. As a reminder, grey literature is not appropriate as “supporting literature”; however, may be useful for the introduction.

**Upload a pdf for each referenced journal article along with this paper.

**Make sure any website references have functioning retrieval links.

**## Module5assignmentinstructions.docx**

1. You are going to construct an APA formatted paper for the assignment.

2. Provide an APA formatted title page.

3. Develop an introduction section that includes the professional nurses’ role in using evidence from the literature to address a practice problem.

4. Provide a review of the practice problem and supporting evidence of its existence and significance using the
**primary article only** from the Unit 4 literature list (including any suggested edits from the faculty).

5. Search for evidence-based interventions from scholarly literature to address this practice problem and choose ONE from this search that is the best intervention if the problem existed in YOUR CLINICAL PRACTICE

Conduct a search of scholarly literature and select ONE evidence-based intervention that is best to address the practice problem if it existed in YOUR CLINICAL PRACTICE. The intervention should be one that is new, innovative, and/or improves the current standards of care.

6. Write a Literature Review for your selected intervention supported with three (3) articles.

1. Synthesize the 3 articles by comparing/contrasting study design, population, results, and limitations/gaps showing the intervention addresses the practice problem.

2.
**NOTE**: the three (3) additional articles for the literature review cannot be articles that are referenced in the primary article you selected from the list in Unit 4.

3. The 3 additional articles discussing this single intervention will have a publication date within the last 5 to 10 years.

4.
Do not do a summary of each intervention individually. Refer to the video on “Your First Literature Review” for organization of this section.

7. Explain why this is the best evidence-based intervention for your clinical practice setting.

8. Develop a conclusion section for the paper that summarizes the content and your thoughts about the significance of the using evidence from the literature to address practice problems.

9. Provide an APA formatted reference page and include citations for each source in the body of the assignment where appropriate.

10. The suggested length for this submission, excluding title and reference pages, is no less than 3 pages.

**The assignment requirements include that you upload a file of the full-text article for each listed reference.**

[https://www.youtube.com/watch?v=ki0JCQLepgo](https://www.youtube.com/watch?v=ki0JCQLepgo)

**## Module5assignmentresources.docx**

**Knowledge-to-Action Part 1: Intervention**

Student Name

University

Course Name and Title

Full Faculty’s Name and Credentials

Month date, year

1

8

**Knowledge-to-Action Part 1: Intervention**

It is always good to start a paper with a grabbing statistic (with citation) and statement regarding the topic (the focus of the clinical practice problem) to capture the attention of the reader. Then in a sentence or two, discuss the importance of the professional nurse’s role in using evidence from literature to address practice problems. Be sure to connect the nurse’s role in using literature evidence to address the specific problem of your paper so there is no interruption in the flow of the narrative. End the introductory paragraph with a purpose or thesis statement as your last sentence to emphasize the main points/sections of your paper. The development of the purpose or thesis statement is guided by the level 1 headings that organize the body of the paper.

Review of the Practice Problem

“In sentence case and quotes” provide the name of the article, cite authors, and a description of the practice setting. Be sure that you are providing appropriate citations throughout the narrative. Clearly identify and state the main problem found in the article (state the clinical practice problem identified within the article is…….). Provide an overview of the information contained within the selected article that supports the existence and significance of the problem. Including information such as participants/setting of the article and data or statistics (%, $, #) adds credibility to the significance of the problem.
**A problem needs to be a real problem, or it is not worth addressing. Prove there is a real problem with data because data drives decisions**. Data can be in the form of numbers (quantitative) or themes (qualitative). Significance is also validated by content from the article that discusses what happens as a result of this problem. This section of your paper is only about the problem from the Unit 4 article you selected, not a diagnosis, or an intervention and will be the same content for the problem section of all remaining papers for this course. DO NOT INCLUDE SUPPORTING LITERATURE OF ANY TYPE IN THIS SECTION. *if faculty suggested edits from Unit 4 for this section, please make those edits; otherwise this section is the same (this is NOT self-plagiarism as this is a building paper within the same course).

**Literature Review: Intervention**

Prior to writing the literature review, critically appraised each article. This involves examining research design, sample size, intervention implementation, outcome measures, and reported results, as well as noting strengths and limitations. This appraisal allows the writer to determine the quality of the evidence and prepare for discussion of analytical findings. You will select one (1) intervention for the literature review.

The writing of the literature review should focus on synthesizing the evidence across studies rather than summarizing each article separately. The intervention is discussed as a central concept, with attention to how it was implemented in each study and where approaches were similar or different. Findings are then compared to identify consistent outcomes, variations in effectiveness, or conflicting results.

Using comparative language helps demonstrate synthesis and critical thinking. In a literature review, comparisons are commonly made using words and phrases such as
_similarly_,
_likewise_,
_in comparison_,
_by contrast_,
_in contrast_,
_while_,
_however_,
_although_,
_across the studies_,
_collectively_,
_taken together_, and
_overall_ to highlight similarities, differences, and patterns among findings rather than describing each study in isolation. In addition, the literature review should address any weaknesses or gaps in the study. This discussion shows an understanding of the strengths and limitations of the existing research.

The literature review should conclude by linking the synthesized findings to clinical practice and explain how the evidence supports this intervention as an effective solution to address the identified clinical problem. Specifically, the narrative should explain why the intervention is the
_best choice_ if this same problem were present in YOUR clinical practice setting. This justification should be based on the collective evidence from the three studies and may briefly consider factors such as demonstrated effectiveness, feasibility, consistency of outcomes, and relevance to the student’s clinical environment. The conclusion should make it clear how evidence from literature supports informed decision-making for practice improvement.

Conclusion

A conclusion is a concise summary of the paper’s key elements and should not present any citations or new information. Bring the reader back to the main topic of this paper (the focus of the clinical practice problem) and add your thoughts on the significance of the professional nurse’s role in using evidence-based literature to find solutions to the practice problem that was presented in this paper and for your clinical practice setting. You should also restate or rephrase your purpose/thesis statement (this reminds the reader what they should have learned). You end the conclusion by clarifying the importance of the paper for the future (why this information matters or is significant to healthcare).

**References**

This paper should be supported by no less than
**4 scholarly sources (no older than 10 years) with citations/references**. As a reminder, grey literature is not appropriate as “supporting literature”; however, may be useful for the introduction.

**Upload a pdf for each referenced journal article along with this paper.

**Make sure any website references have functioning retrieval links.

November 6, 2026
[Solved] Apply advanced practice nursing knowledge to collecting health history information and examination findings for psychiatric mental health patients across the lifespan

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Apply advanced practice nursing knowledge to collecting health history information and examination findings for psychiatric mental health patients across the lifespan

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Apply advanced practice nursing knowledge to collecting health history information and examination findings for psychiatric mental health patients across the lifespan

November 6, 2026
[Solved] NUR 670

✓ Verified Academic Solution Available

Executive Solution Overview

I need your help with the week 3 discussion. Thank you **files (1)** – ## NUR670Week1-6discussionasign.pdf **## NUR670Week1-6discussionasign.pdf** Week 1: The PICO Question After studying Module 1: Lecture Materials & Resources, and completing 500 clinical hours, students undoubtedly witness problem…

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Assignment Prompt & Instructions

I need your help with the week 3 discussion. Thank you

**files (1)**

– ## NUR670Week1-6discussionasign.pdf

**## NUR670Week1-6discussionasign.pdf**

Week 1: The PICO Question

After studying Module 1: Lecture Materials & Resources,
and completing 500 clinical hours, students undoubtedly witness
problems or gaps in healthcare. The PICO question Population/
Patient Problem: (P), Intervention: (I), Comparison: (C), Outcome:
(O) is to ask a searchable and answerable question that provides
evidence to improve practice. In a well-written discussion post
address, the following:

• Describe a real-world, current problem in US psychiatric
care. This could be a problem that affects clinical decisions
and may include a broad range of biological, psychological,
and sociological issues.

• Formulate a PICO question based on the question chosen in
the announcement. You will use this question in each
discussion for this term.

• Summarize the reason this PICO question is so important to
advanced practice nursing.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

[https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 2: The Purpose of the
PICO Question
After studying Module 2: Lecture Materials & Resources, discuss
the following:

• Discuss the purpose defining the purpose of the PICO
question for the psychiatric mental health nurse practitioner.

• Explain the purpose of your selected PICO question
advanced practice psychiatric nurses or the patients or the
populations they treat.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 3: Selecting Inclusion/
Exclusion Criteria
After studying Module 3: Lecture Materials & Resources, discuss
the following:

• Discuss the databases searched to gather the evidence
based research for your selected PICO question.

• Describe the inclusion/exclusion criteria used to fine tune
the evidence-based research for your selected PICO
question.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 4 : Creating a Search
Strategy
After studying Module 4: Lecture Materials & Resources, discuss
the following:

• Compare the reliability of evidence-based research using an
evidence pyramid.

• Describe in detail the search strategy used to conduct the
literature review for your PICO question. A literature flow
diagram must be uploaded to this assignment.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 5: Interpreting the Results
of the Literature Review
After studying Module 5: Lecture Materials & Resources, discuss
the following:

• Compare the following processes: summarizing the
literature review and interpreting search results.

• Describe the process used to interpret the search results of
your PICO question.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 6: Methods of
Dissemination
After studying Module 6: Lecture Materials & Resources, discuss
the following:

• Compare three ways to disseminate research findings.

• Discuss your plan to disseminate the research findings

obtained during this course at a state or national platform.
Include your objective for disseminating the information and
your target audience.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 6 Assignment:
Academic Poster & Presentation
The purpose of this assignment is to provide the student the
opportunity to demonstrate competency in performing the role of
the psychiatric mental health nurse practitioner in a safe
environment.

Submission Instructions:

To complete this assignment, address the following criteria:

1. Posters should include the following content:

• A Project title. This should be placed towards the top

of the poster, including the names of the authors and
university affiliation.

• An Introduction section. This should highlight the
problem addressed in a brief literature review with
citations and your hypothesis or hypotheses.

• The Purpose section: The poster states the objectives
of this inquiry relative to the overall evidence-based
literature review on this topic.

• The Methods/Search Strategy section. An overview of
how you studied your primary source(s): Describe the
evidence-based solution. How was it developed?
Include the theoretical framework (if applicable).
Identify databases searched and inclusion/exclusion
criteria. A literature flow diagram must be uploaded
to this assignment.

• The Results The poster describes the search, the
number of studies included, and the level of evidence.

• The Synthesis of Evidence The poster briefly
describes the synthesis of the evidence including major
trends and notable gaps.

• The Implications for Practice section. The poster
includes recommendations for practice, education, or
future research based on the review and synthesis of
the evidence.

• A References section. Make sure your references
include at least seven references with four primary
research articles. Primary articles describe studies in
which the authors collected the data themselves.
References must be in the current APA format. If you
cannot fit seven or more references into your poster,
you should provide the references separately as an
attached Word document. For assistance with the
current APA formatting, please contact BrainFuse
Online Tutoring link in Canvas or visit the STU library
at https://www.stu.edu/libraryLinks to an external site.

Academic Poster Format

• Present your poster in electronic formatLinks to an external
site.
. Use the linked video as a guide for your assignment.

• Students may use PowerPoint Poster template.

will be graded according to the grading rubric below.

NUR 670 Poster Presentation Rubric (1)
NUR 670 Poster Presentation Rubric (1)

Criteria Ratings
Po
int
s

[https://www.stu.edu/library](https://www.stu.edu/library)

[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)

[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)

Project
Title

Exemplary

Thoroughly, accurately, and clearly reflect the content of the presentation.

5 to >3 pts

Distinguished

Reflects content very well but not thoroughly.

3 to >1 pts

Novice

Does not reflect content of the presentation.

1 to >0 pts

/5
pts

Introducti
on:

view longer
description

Exemplary

Identifies a creative, focused, and manageable

topic that addresses potentially significant and

previously less explored aspects of the topic,

problem, and/or project

5 to >3 pts

Distinguished

Project and/or research question moderately described. Moderately clear
rationale. Purpose was somewhat focused and clear.

3 to >1 pts

Novice

Vaguely described project and/or research question. Weak rationale.
Purpose was poorly focused and not sufficiently clear.

1 to >0 pts

/5
pts

Purpose:

view longer
description

Exemplary

Background information is engaging and leads to a clear purpose statement.
Relevance to advanced practice nursing and the field of psychiatry is
articulated well.

5 to >3 pts

Distinguished

Background information is at times unclear or uninteresting. Relevance to
advanced practice nursing or psychiatry could be more clearly articulated.

3 to >1 pts

Novice

Background information is illogical or unrelated to the topic. There is no
relevance to advanced practice nursing or the field of psychiatry.

1 to >0 pts

/5
pts

Search
Strategy

view longer
description

Exemplary

Methods are appropriate to address aim/question and connected to the
purpose of the research; Identifies method used to support thesis or answer
the research question.

10 to >6 pts

Distinguished

Methods are inappropriate to address research aim or question. Methods are
unclear or not connected to purpose of research

6 to >2 pts

Novice

Research strategy was not clearly mentioned but implied; or, not appropriate
for purpose of the research

2 to >0 pts

/10
pts

Synthesis
of
Evidence:

view longer
description

Exemplary

Thorough comparison and contrast of findings are provided and relate to the
main discussion points in the order of their appearance in the purpose

statement. Focus is on research findings rather

than research methods. Study limitations that might have led to different
findings are discussed. Gaps and controversies that exist in the literature are
clearly discussed.

20 to >13 pts

Distinguished

Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in

the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.

13 to >6 pts

Novice

Comparison and contrast of findings are lacking.

Discussion of findings does not relate well to the main discussion points in
the purpose statement.

Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not discussed.

6 to >0 pts

/20
pts

Implicatio
ns for
Practice:

view longer
description

Exemplary

Thorough comparison and contrast

of findings are provided and relate to

the main discussion points in the order

of their appearance in the purpose

statement.

� Focus is on research findings rather

than research methods.

10 to >6 pts

Distinguished

Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in

the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.

6 to >2 pts

Novice

Comparison and contrast of findings are lacking. Discussion of findings does
not relate well to the main discussion points in the purpose statement.

Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not

discussed.

2 to >0 pts

/10
pts

Writing
and
Scholarly
Voice:

view longer
description

Exemplary

Writing is fluid, precise, and clear; lexicon of the field is clearly explained and
defined; the tone is professional; vocabulary and syntax are mature; scholarly
style and format are accurately used;

the candidate’s ‘voice’ is heard and yields a definitive presence, authority, and
understanding of the issues being discussed.

5 to >3 pts

Distinguished

Writing is somewhat developed and professional; spelling, punctuation,
grammar, in general, meet program and institutional standards; dissertation
formatting is adequate; the lexicon of the respective field is understood and
used

properly.

3 to >1 pts

Novice

More work developing academic writing skills

necessary; syntax or vocabulary may not be well

developed; a reliance on jargon may be a weakness,

writing may be difficult to read or understand; tone

may not exhibit an understanding of the academic writing genre; errors of
spelling, punctuation

or formatting may be present; document may have

formatting problems, the candidate may not have a

command of the field’s lexicon.

1 to >0 pts

/5
pts

Oral
Presentat
ion

view longer
description

Exemplary

Narration and/or answering of questions is engaging, thorough, and adds
greatly to the presentation. Presentation is well-rehearsed. Voice, eye contact
and pacing hold interest and attention of the audience; introduced self and
project.

20 to >12 pts

Distinguished

Narration and/or answering of questions is somewhat lacking. Audio-Video
presentation does not support the content of the presentation. Some difficulty
communicating ideas. Poor voice projections; some eye contact; no
introduction; mispronounced a few words; long pauses; appears somewhat
confused.

12 to >3 pts

Novice

Narration and/or answering of questions is lacking, Audio-Video presentation
was not submitted or the video was not created using the audio or video
platform required in the instructions. Great difficulty communicating ideas.
Poor voice projection; no eye contact; no introduction; mispronounced
words; stopped or had long pauses; read entirely from notes

3 to >0 pts

/20
pts

Overall
Appearan
ce

view longer
description

Exemplary

Prominently positions title/authors of paper thoroughly but concisely presents
main points of introduction, hypotheses/ propositions, research methods,
results, and conclusions in a well-organized manner.

Overall visually appealing; not cluttered; colors and patterns enhance
readability; Uses font sizes/variations which facilitate the organization,
presentation, and readability of the research

Graphics (e.g., tables, figures, etc.) are engaging and enhance the text
content is clearly arranged so that the viewer can understand order without
narration

10 to >6 pts

Distinguished

Visual appeal is adequate; somewhat cluttered; colors and patterns detract
from readability

Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is somewhat inconsistent/distractions

Graphics (e.g., tables, figures, etc.) adequately enhance the text

Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration

6 to >2 pts

Novice

Not very visually appealing; cluttered; colors and patterns hinder readability

Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is inconsistent/distracting

Graphics (e.g., tables, figures, etc.) do not enhance the text

Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration

2 to >0 pts

/10
pts

APA
Formattin
g

view longer
description

Exemplary

Follows APA guidelines of components: double space, 12 pt. font, abstract,
level headings, hanging indent and in-text citations. The references contain at
least the 6-8 required current scholarly academic reference and text
reference.

10 to >6 pts

Distinguished

References page contains one current or outdated scholarly academic
resource. Many errors of APA 7th guidelines: double space, 12 pt. font,
abstract, level headings, hanging indent, and in-text citations

6 to >2 pts

Novice

References page contains no current scholarly academic resources, only
internet webpages or no reference page. Lack of APA guidelines for
references provided or in-text citations.

2 to >0 pts

/10
pts

**## NUR670Week1-6discussionasign.pdf**

Week 1: The PICO Question

After studying Module 1: Lecture Materials & Resources,
and completing 500 clinical hours, students undoubtedly witness
problems or gaps in healthcare. The PICO question Population/
Patient Problem: (P), Intervention: (I), Comparison: (C), Outcome:
(O) is to ask a searchable and answerable question that provides
evidence to improve practice. In a well-written discussion post
address, the following:

• Describe a real-world, current problem in US psychiatric
care. This could be a problem that affects clinical decisions
and may include a broad range of biological, psychological,
and sociological issues.

• Formulate a PICO question based on the question chosen in
the announcement. You will use this question in each
discussion for this term.

• Summarize the reason this PICO question is so important to
advanced practice nursing.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

[https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 2: The Purpose of the
PICO Question
After studying Module 2: Lecture Materials & Resources, discuss
the following:

• Discuss the purpose defining the purpose of the PICO
question for the psychiatric mental health nurse practitioner.

• Explain the purpose of your selected PICO question
advanced practice psychiatric nurses or the patients or the
populations they treat.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 3: Selecting Inclusion/
Exclusion Criteria
After studying Module 3: Lecture Materials & Resources, discuss
the following:

• Discuss the databases searched to gather the evidence
based research for your selected PICO question.

• Describe the inclusion/exclusion criteria used to fine tune
the evidence-based research for your selected PICO
question.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 4 : Creating a Search
Strategy
After studying Module 4: Lecture Materials & Resources, discuss
the following:

• Compare the reliability of evidence-based research using an
evidence pyramid.

• Describe in detail the search strategy used to conduct the
literature review for your PICO question. A literature flow
diagram must be uploaded to this assignment.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 5: Interpreting the Results
of the Literature Review
After studying Module 5: Lecture Materials & Resources, discuss
the following:

• Compare the following processes: summarizing the
literature review and interpreting search results.

• Describe the process used to interpret the search results of
your PICO question.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 6: Methods of
Dissemination
After studying Module 6: Lecture Materials & Resources, discuss
the following:

• Compare three ways to disseminate research findings.

• Discuss your plan to disseminate the research findings

obtained during this course at a state or national platform.
Include your objective for disseminating the information and
your target audience.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 6 Assignment:
Academic Poster & Presentation
The purpose of this assignment is to provide the student the
opportunity to demonstrate competency in performing the role of
the psychiatric mental health nurse practitioner in a safe
environment.

Submission Instructions:

To complete this assignment, address the following criteria:

1. Posters should include the following content:

• A Project title. This should be placed towards the top

of the poster, including the names of the authors and
university affiliation.

• An Introduction section. This should highlight the
problem addressed in a brief literature review with
citations and your hypothesis or hypotheses.

• The Purpose section: The poster states the objectives
of this inquiry relative to the overall evidence-based
literature review on this topic.

• The Methods/Search Strategy section. An overview of
how you studied your primary source(s): Describe the
evidence-based solution. How was it developed?
Include the theoretical framework (if applicable).
Identify databases searched and inclusion/exclusion
criteria. A literature flow diagram must be uploaded
to this assignment.

• The Results The poster describes the search, the
number of studies included, and the level of evidence.

• The Synthesis of Evidence The poster briefly
describes the synthesis of the evidence including major
trends and notable gaps.

• The Implications for Practice section. The poster
includes recommendations for practice, education, or
future research based on the review and synthesis of
the evidence.

• A References section. Make sure your references
include at least seven references with four primary
research articles. Primary articles describe studies in
which the authors collected the data themselves.
References must be in the current APA format. If you
cannot fit seven or more references into your poster,
you should provide the references separately as an
attached Word document. For assistance with the
current APA formatting, please contact BrainFuse
Online Tutoring link in Canvas or visit the STU library
at https://www.stu.edu/libraryLinks to an external site.

Academic Poster Format

• Present your poster in electronic formatLinks to an external
site.
. Use the linked video as a guide for your assignment.

• Students may use PowerPoint Poster template.

will be graded according to the grading rubric below.

NUR 670 Poster Presentation Rubric (1)
NUR 670 Poster Presentation Rubric (1)

Criteria Ratings
Po
int
s

[https://www.stu.edu/library](https://www.stu.edu/library)

[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)

[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)

Project
Title

Exemplary

Thoroughly, accurately, and clearly reflect the content of the presentation.

5 to >3 pts

Distinguished

Reflects content very well but not thoroughly.

3 to >1 pts

Novice

Does not reflect content of the presentation.

1 to >0 pts

/5
pts

Introducti
on:

view longer
description

Exemplary

Identifies a creative, focused, and manageable

topic that addresses potentially significant and

previously less explored aspects of the topic,

problem, and/or project

5 to >3 pts

Distinguished

Project and/or research question moderately described. Moderately clear
rationale. Purpose was somewhat focused and clear.

3 to >1 pts

Novice

Vaguely described project and/or research question. Weak rationale.
Purpose was poorly focused and not sufficiently clear.

1 to >0 pts

/5
pts

Purpose:

view longer
description

Exemplary

Background information is engaging and leads to a clear purpose statement.
Relevance to advanced practice nursing and the field of psychiatry is
articulated well.

5 to >3 pts

Distinguished

Background information is at times unclear or uninteresting. Relevance to
advanced practice nursing or psychiatry could be more clearly articulated.

3 to >1 pts

Novice

Background information is illogical or unrelated to the topic. There is no
relevance to advanced practice nursing or the field of psychiatry.

1 to >0 pts

/5
pts

Search
Strategy

view longer
description

Exemplary

Methods are appropriate to address aim/question and connected to the
purpose of the research; Identifies method used to support thesis or answer
the research question.

10 to >6 pts

Distinguished

Methods are inappropriate to address research aim or question. Methods are
unclear or not connected to purpose of research

6 to >2 pts

Novice

Research strategy was not clearly mentioned but implied; or, not appropriate
for purpose of the research

2 to >0 pts

/10
pts

Synthesis
of
Evidence:

view longer
description

Exemplary

Thorough comparison and contrast of findings are provided and relate to the
main discussion points in the order of their appearance in the purpose

statement. Focus is on research findings rather

than research methods. Study limitations that might have led to different
findings are discussed. Gaps and controversies that exist in the literature are
clearly discussed.

20 to >13 pts

Distinguished

Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in

the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.

13 to >6 pts

Novice

Comparison and contrast of findings are lacking.

Discussion of findings does not relate well to the main discussion points in
the purpose statement.

Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not discussed.

6 to >0 pts

/20
pts

Implicatio
ns for
Practice:

view longer
description

Exemplary

Thorough comparison and contrast

of findings are provided and relate to

the main discussion points in the order

of their appearance in the purpose

statement.

� Focus is on research findings rather

than research methods.

10 to >6 pts

Distinguished

Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in

the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.

6 to >2 pts

Novice

Comparison and contrast of findings are lacking. Discussion of findings does
not relate well to the main discussion points in the purpose statement.

Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not

discussed.

2 to >0 pts

/10
pts

Writing
and
Scholarly
Voice:

view longer
description

Exemplary

Writing is fluid, precise, and clear; lexicon of the field is clearly explained and
defined; the tone is professional; vocabulary and syntax are mature; scholarly
style and format are accurately used;

the candidate’s ‘voice’ is heard and yields a definitive presence, authority, and
understanding of the issues being discussed.

5 to >3 pts

Distinguished

Writing is somewhat developed and professional; spelling, punctuation,
grammar, in general, meet program and institutional standards; dissertation
formatting is adequate; the lexicon of the respective field is understood and
used

properly.

3 to >1 pts

Novice

More work developing academic writing skills

necessary; syntax or vocabulary may not be well

developed; a reliance on jargon may be a weakness,

writing may be difficult to read or understand; tone

may not exhibit an understanding of the academic writing genre; errors of
spelling, punctuation

or formatting may be present; document may have

formatting problems, the candidate may not have a

command of the field’s lexicon.

1 to >0 pts

/5
pts

Oral
Presentat
ion

view longer
description

Exemplary

Narration and/or answering of questions is engaging, thorough, and adds
greatly to the presentation. Presentation is well-rehearsed. Voice, eye contact
and pacing hold interest and attention of the audience; introduced self and
project.

20 to >12 pts

Distinguished

Narration and/or answering of questions is somewhat lacking. Audio-Video
presentation does not support the content of the presentation. Some difficulty
communicating ideas. Poor voice projections; some eye contact; no
introduction; mispronounced a few words; long pauses; appears somewhat
confused.

12 to >3 pts

Novice

Narration and/or answering of questions is lacking, Audio-Video presentation
was not submitted or the video was not created using the audio or video
platform required in the instructions. Great difficulty communicating ideas.
Poor voice projection; no eye contact; no introduction; mispronounced
words; stopped or had long pauses; read entirely from notes

3 to >0 pts

/20
pts

Overall
Appearan
ce

view longer
description

Exemplary

Prominently positions title/authors of paper thoroughly but concisely presents
main points of introduction, hypotheses/ propositions, research methods,
results, and conclusions in a well-organized manner.

Overall visually appealing; not cluttered; colors and patterns enhance
readability; Uses font sizes/variations which facilitate the organization,
presentation, and readability of the research

Graphics (e.g., tables, figures, etc.) are engaging and enhance the text
content is clearly arranged so that the viewer can understand order without
narration

10 to >6 pts

Distinguished

Visual appeal is adequate; somewhat cluttered; colors and patterns detract
from readability

Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is somewhat inconsistent/distractions

Graphics (e.g., tables, figures, etc.) adequately enhance the text

Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration

6 to >2 pts

Novice

Not very visually appealing; cluttered; colors and patterns hinder readability

Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is inconsistent/distracting

Graphics (e.g., tables, figures, etc.) do not enhance the text

Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration

2 to >0 pts

/10
pts

APA
Formattin
g

view longer
description

Exemplary

Follows APA guidelines of components: double space, 12 pt. font, abstract,
level headings, hanging indent and in-text citations. The references contain at
least the 6-8 required current scholarly academic reference and text
reference.

10 to >6 pts

Distinguished

References page contains one current or outdated scholarly academic
resource. Many errors of APA 7th guidelines: double space, 12 pt. font,
abstract, level headings, hanging indent, and in-text citations

6 to >2 pts

Novice

References page contains no current scholarly academic resources, only
internet webpages or no reference page. Lack of APA guidelines for
references provided or in-text citations.

2 to >0 pts

/10
pts

November 6, 2026
[Solved] Nursing assignment 3

✓ Verified Academic Solution Available

Executive Solution Overview

A current research problem related to advanced nursing practice that is of interest to me is the prevention of heart failure patients being continuously readmitted to the hospital and seeing improvement with patient education and follow-up care by nurse practitioners. I believe this is important bec…

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Assignment Prompt & Instructions

A current research problem related to advanced nursing practice that is of interest to me is the

prevention of heart failure patients being continuously readmitted to the hospital and seeing

improvement with patient education and follow-up care by nurse practitioners. I believe this is

important because there are many readmissions that can be prevented due to limited outpatient

resources, poor medication adherence, and poorly management self-care which harmfully affects

patient outcomes and increases healthcare costs.

– [\
\
assignment3.pdf](https://www.sweetstudy.com/files/assignment3-pdf-10555647 "assignment3.pdf")

November 6, 2026
[Solved] Discussion 3

✓ Verified Academic Solution Available

Executive Solution Overview

– [\ \ ScreenShot2026-06-01at12.45.46PM.png](https://www.sweetstudy.com/files/screenshot2026-06-01at12-45-46pm-png "ScreenShot2026-06-01at12.45.46PM.png")

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Assignment Prompt & Instructions

– [\
\
ScreenShot2026-06-01at12.45.46PM.png](https://www.sweetstudy.com/files/screenshot2026-06-01at12-45-46pm-png "ScreenShot2026-06-01at12.45.46PM.png")

November 6, 2026
[Solved] Mixed work

✓ Verified Academic Solution Available

Executive Solution Overview

I need this work by 8PM EST tonight! **files (1)** – ## WORKSNEEDED.docx **## WORKSNEEDED.docx** **ART APPRECIATION CLASS** **UNIT III Assignment Instructions** **Assignment Objective:** You will write an essay that analyzes a painting of your choice by a local artist and compares it to two other ar…

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Assignment Prompt & Instructions

I need this work by 8PM EST tonight!

**files (1)**

– ## WORKSNEEDED.docx

**## WORKSNEEDED.docx**

**ART APPRECIATION CLASS**

**UNIT III Assignment Instructions**

**Assignment Objective:** You will write an essay that analyzes a painting of your choice by a local artist and compares it to two other artworks.

**Length:** Your essay must be at least three (3) pages in length, not counting the title page, images, and references. Include an image of the primary painting you are discussing at the end of your essay as Appendix A.

**References:** All information sources and artworks used in this assignment must have citations and references formatted in APA Style, including for artworks viewed in person. Valid, accessible links for each source are required and must direct to the specific information or artwork described at that source. Please access the following
[Artwork citation resource](https://online.columbiasouthern.edu/bbcswebdav/pid-17917116-dt-asiobject-rid-173715556_1/xid-173715556_1) for assistance in formatting your references.

**Details:** For this assignment, you will choose paintings from local artists in your community or hometown to study their use of the visual elements. The lesson for this unit discussed three approaches that one can take when discussing artwork: technical, historical, and observational. Begin your essay with an introduction that includes identifying which approach you will take and why you chose that approach. Next, discuss your selected painting and its visual elements using your chosen approach. Include two other paintings by local artists that are similar in style, era, or subject matter, and discuss the similarities between the three. After reading the chapter on painting, identify your favorite medium in painting. In 1 to 2 paragraphs, briefly discuss how it differs from other mediums and the advantages and disadvantages of using that medium. Finally, end your discussion with a question for your audience.

Note: If you live in a remote area or are currently deployed, select artists from your hometown or a larger town or city in your region. If needed, please contact your instructor for approval to use specific open-access works from the CSU Library’s Art Appreciation LibGuide resources.

**Submission:** Save the submission as a Word document (.doc or .docx), and upload it to Blackboard.

**Grading:** This assignment will be reviewed in alignment with the grading rubric criteria. The assignment is worth 15% of your final course grade.

**Resources**

The following resource(s) may help you with this assignment.

·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)

·
[How can information literacy help me with the research process?](https://libguides.columbiasouthern.edu/researchprocessofinfolit)

·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)

**UNIT V Discussion Board 200 words Each**

For this unit discussion, we will discuss collages. Artists frequently combine unlike images or textures next to each other through collage to create a new meaning. Find a collage in real life or online (not one featured in our textbook) that uses a minimum of three different images, and describe how new meaning is created through the combination of images. How does the collage relate to your life?

Incorporate language, concepts, and vocabulary from the textbook in your responses. Try and respond to images that do not yet have responses. Please keep all images school appropriate.

Please include an image of the collage you chose along with proper identifying information (title, artist, and year created, if known).

Collages can be found at:

The Met:
[https://www.metmuseum.org/art/collection/search?material=Collages](https://www.metmuseum.org/art/collection/search?material=Collages)

National Gallery of Art:
[https://www.nga.gov/artwork-search?f%5B%5D=awtype:105181](https://www.nga.gov/artwork-search?f%5B%5D=awtype:105181)

Smithsonian American Art Museum:
[https://americanart.si.edu/search?query=collage](https://americanart.si.edu/search?query=collage)

Please include a reference for your chosen collage artwork.

Use the following APA format:

Artist Last Name, First Initial. (Year). Title of artwork [Medium]. Museum or Gallery Name, City, State or Country. URL

Example:

Bearden, R. (1971). The Block [Paper collage on Masonite]. The Metropolitan Museum of Art, New York, NY.
[https://www.metmuseum.org/art/collection/search/481891](https://www.metmuseum.org/art/collection/search/481891)

**Health Care Management Class**

**UNIT V Discussion Board 200 words Each**

Health care organizations adopt various structures to manage their operations and achieve their goals.

· Reflect on the importance of organizational structure in fostering collaboration, leadership effectiveness, and adaptability in a dynamic health care environment.

· Share your perspective on how structure influences the success of health care organizations.

**## WORKSNEEDED.docx**

**ART APPRECIATION CLASS**

**UNIT III Assignment Instructions**

**Assignment Objective:** You will write an essay that analyzes a painting of your choice by a local artist and compares it to two other artworks.

**Length:** Your essay must be at least three (3) pages in length, not counting the title page, images, and references. Include an image of the primary painting you are discussing at the end of your essay as Appendix A.

**References:** All information sources and artworks used in this assignment must have citations and references formatted in APA Style, including for artworks viewed in person. Valid, accessible links for each source are required and must direct to the specific information or artwork described at that source. Please access the following
[Artwork citation resource](https://online.columbiasouthern.edu/bbcswebdav/pid-17917116-dt-asiobject-rid-173715556_1/xid-173715556_1) for assistance in formatting your references.

**Details:** For this assignment, you will choose paintings from local artists in your community or hometown to study their use of the visual elements. The lesson for this unit discussed three approaches that one can take when discussing artwork: technical, historical, and observational. Begin your essay with an introduction that includes identifying which approach you will take and why you chose that approach. Next, discuss your selected painting and its visual elements using your chosen approach. Include two other paintings by local artists that are similar in style, era, or subject matter, and discuss the similarities between the three. After reading the chapter on painting, identify your favorite medium in painting. In 1 to 2 paragraphs, briefly discuss how it differs from other mediums and the advantages and disadvantages of using that medium. Finally, end your discussion with a question for your audience.

Note: If you live in a remote area or are currently deployed, select artists from your hometown or a larger town or city in your region. If needed, please contact your instructor for approval to use specific open-access works from the CSU Library’s Art Appreciation LibGuide resources.

**Submission:** Save the submission as a Word document (.doc or .docx), and upload it to Blackboard.

**Grading:** This assignment will be reviewed in alignment with the grading rubric criteria. The assignment is worth 15% of your final course grade.

**Resources**

The following resource(s) may help you with this assignment.

·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)

·
[How can information literacy help me with the research process?](https://libguides.columbiasouthern.edu/researchprocessofinfolit)

·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)

**UNIT V Discussion Board 200 words Each**

For this unit discussion, we will discuss collages. Artists frequently combine unlike images or textures next to each other through collage to create a new meaning. Find a collage in real life or online (not one featured in our textbook) that uses a minimum of three different images, and describe how new meaning is created through the combination of images. How does the collage relate to your life?

Incorporate language, concepts, and vocabulary from the textbook in your responses. Try and respond to images that do not yet have responses. Please keep all images school appropriate.

Please include an image of the collage you chose along with proper identifying information (title, artist, and year created, if known).

Collages can be found at:

The Met:
[https://www.metmuseum.org/art/collection/search?material=Collages](https://www.metmuseum.org/art/collection/search?material=Collages)

National Gallery of Art:
[https://www.nga.gov/artwork-search?f%5B%5D=awtype:105181](https://www.nga.gov/artwork-search?f%5B%5D=awtype:105181)

Smithsonian American Art Museum:
[https://americanart.si.edu/search?query=collage](https://americanart.si.edu/search?query=collage)

Please include a reference for your chosen collage artwork.

Use the following APA format:

Artist Last Name, First Initial. (Year). Title of artwork [Medium]. Museum or Gallery Name, City, State or Country. URL

Example:

Bearden, R. (1971). The Block [Paper collage on Masonite]. The Metropolitan Museum of Art, New York, NY.
[https://www.metmuseum.org/art/collection/search/481891](https://www.metmuseum.org/art/collection/search/481891)

**Health Care Management Class**

**UNIT V Discussion Board 200 words Each**

Health care organizations adopt various structures to manage their operations and achieve their goals.

· Reflect on the importance of organizational structure in fostering collaboration, leadership effectiveness, and adaptability in a dynamic health care environment.

· Share your perspective on how structure influences the success of health care organizations.

November 6, 2026
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Identify the most commonly prescribed agents in the major psychopharmacologic drug classes.

November 6, 2026
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**files (3)** – ## NURS_6512_M1AS2_Assignment_Template.docx – ## NURS_6512_ComprehensiveHealthHistory_ReferenceSheet.pdf – ## Simulationcasestudyforwk2plusintruc.docx **## NURS_6512_M1AS2_Assignment_Template.docx** **NURS 6512** **Week 2 Assignment Template** **Part I: Comprehensive Healt…

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**files (3)**

– ## NURS_6512_M1AS2_Assignment_Template.docx

– ## NURS_6512_ComprehensiveHealthHistory_ReferenceSheet.pdf

– ## Simulationcasestudyforwk2plusintruc.docx

**## NURS_6512_M1AS2_Assignment_Template.docx**

**NURS 6512**

**Week 2 Assignment Template**

**Part I: Comprehensive Health History**

**Subjective Data**

Chief Complaint (CC):

History of Present Illness (HPI):

Past Medical History (PMH):

Surgical History (PSH):

Medications:

Allergies:

Preventive Health:

Social History (social determinants of health):

**Review of Systems (ROS)**

General:

Skin:

HEENT:

Cardiac:

Respiratory:

Gastrointestinal (GI):

Genitourinary (GU):

Musculoskeletal (MSK):

Neurologic:

Psychiatric:

Endocrine:

Hematologic/Lymphatic/Immune:

**Part II: Reflection (1 page minimum)**

**Part II, Section 1: Additional Questions**

Identify 3–5 questions you would ask the patient to further strengthen your assessment. Make sure at least one question relates to social determinants of health.

For each question:
• State the question
• Explain why it is clinically important
• Describe how the answer could influence your assessment

**Part II, Section 2: Professional Growth**

Identify one area where you would improve your interviewing skills based on this case. Briefly explain how you plan to strengthen that area.

**References**

List 3–5 peer-reviewed references, less than 5 Years Old. Cite all sources in APA format.

**## NURS_6512_ComprehensiveHealthHistory_ReferenceSheet.pdf**

NURS 6512: Comprehensive Health History Reference Sheet

⚠ Reminder: The health history includes **subjective data only** — information
provided by the patient about their symptoms, perceptions, and experiences.
Objective findings belong in the physical exam section.

Chief Complaint (CC)

• State the patient’s main reason for visit — concise and focused.
• Use the patient’s own words in quotes (1–2 words or one short sentence).
• Example: “Sore throat for two days.” or “Shortness of breath.”

History of Present Illness (HPI) – OLDCARTS + Pertinent History

• Use OLDCARTS to gather data, then synthesize into a cohesive paragraph written
in complete sentences.
• Avoid bullet points. Tell the story of the symptom(s) using the data you collected.
• O – Onset: When did it start?
• L – Location: Where is it? Does it radiate?
• D – Duration: Constant or intermittent?
• C – Character: Describe the quality (sharp, dull, throbbing).
• A – Aggravating factors: What makes it worse?
• R – Relieving factors: What makes it better?
• T – Timing: Pattern, frequency, time of day.
• S – Severity: 0–10 pain scale or functional impact.
• Include associated symptoms and pertinent negatives (important symptoms the
patient denies).
• Incorporate pertinent history such as recent illness, exposures, travel, medications
tried, previous episodes, or related chronic conditions.
• Example: The HPI should read as a full paragraph that flows logically and reflects
critical thinking — not as a list of OLDCARTS items.

Past Medical History (PMH)

• Chronic illnesses (HTN, DM, asthma, etc.)
• Childhood illnesses (if relevant)
• Hospitalizations and psychiatric history

Surgical History (PSH)

• List all surgeries/procedures with year, indication, and complications

Medications

• List all: prescription, OTC, herbal, and supplements
• Include name, dose, route, frequency, indication
• Note adherence and side effects

Allergies

• Drug, food, environmental — include reaction type (rash, anaphylaxis, etc.)
• Document tolerated alternatives if known

Preventive Health

• Immunizations: Flu, COVID-19, Tdap, shingles, pneumococcal
• Screenings: Pap, mammogram, colonoscopy, lipid, glucose, DEXA
• Risk factors: Diet, exercise, safety, sexual health, sleep, stress, dental, vision

Social History

• Tobacco: Type, amount, duration, quit attempts
• Alcohol: Type, frequency, quantity (CAGE if indicated)
• Substance use: Illicit or prescription misuse
• Occupation: Exposures, stress, satisfaction
• Living situation & support system
• Safety: IPV, firearms, seatbelt use
• Social Determinants of Health (SDOH): Housing, food, transport, access, finances

Review of Systems (ROS)

These are subjective symptoms that the patient reports. No objective exam findings
should be included here.

• General: Fever, chills, weight change, fatigue
• Skin: Rashes, lesions, itching
• HEENT: Vision, hearing, congestion, sore throat
• Cardiac: Chest pain, palpitations, edema
• Respiratory: Cough, SOB, wheezing
• GI: N/V/D, constipation, pain, appetite
• GU: Dysuria, frequency, hematuria
• MSK: Joint pain, stiffness, weakness
• Neuro: Headache, dizziness, numbness, seizures
• Psych: Mood, anxiety, sleep
• Endo: Heat/cold intolerance, polyuria/polydipsia
• Heme: Easy bruising/bleeding

**## Simulationcasestudyforwk2plusintruc.docx**

**Influenza Presentation**

**Mike Taylor**

![](https://www.sweetstudy.com/questions/nursing-20974757)

**Age:** 27

**Sex:** Male

**Race/Ethnicity:** Hispanic

**Marital Status:** Married

**Occupation:** Construction worker

**Insurance:** Private

**Living Situation:** Lives with wife, mother, and 4-year-old son

**Chief Complaint (CC):** Fever and body aches for three days.

**Patient Statement**

About three days ago I started feeling really run down, like I was coming down with something. The next day I developed a fever — I think it was around 102 — and I’ve had chills on and off since then. My whole body aches, especially my back and legs, and I have this pounding headache that won’t go away. I’ve also had a dry cough and a sore throat.

I did feel a little short of breath yesterday when I walked up the stairs, but I wasn’t sure if that was just because I was tired. I’ve also had some nausea and haven’t really felt like eating much. I haven’t had any vomiting or diarrhea.

A few people at work have been out sick with the flu. I didn’t get my flu shot this year because last time I got it, I felt sick afterward.

I’m mostly worried because I can’t afford to miss work, and my mom lives with us — she has diabetes — so I don’t want her getting sick.

© 2026 Walden University, LLC

Using only the information provided in the initial patient presentation, complete a comprehensive adult health history as if you conducted the patient interview yourself.

Expand the history as appropriate by identifying and documenting expected history findings. You may include your own version of history sections as you see fit. In other words, you can formulate your own health history of the patient as long as it is
**properly documented**.

Your written submission must include the following sections:

· Identifying Data

· Chief Complaint (in patient’s own words)

· History of Present Illness (fully developed provider-written narrative using OLDCART or OPQRST format)

· Past Medical History

· Surgical History

· Current Medications (including OTC and supplements)

· Allergies (including reactions)

· Family History

· Social History (including occupation, living situation, substance use)

· Social Determinants of Health (employment stability, financial strain, housing, transportation, access to care, ability to isolate, vaccine hesitancy)

· Vaccination History (including influenza and COVID status)

· Focused Review of Systems

**Evidence-Based Practice Requirement**

Your documentation must incorporate a minimum of three evidence-based scholarly references published within the last five years (≤ 5 years old). Cite all sources in APA format.

References must support:

· Clinical presentation and pathophysiology of influenza

· Risk stratification and high-risk populations

· Current influenza vaccination recommendations

· Best practices in advanced health assessment documentation

· Any portion of the “reflection” section

Acceptable Sources

· Peer-reviewed scholarly journal articles

· CDC clinical guidelines

· IDSA clinical practice guidelines

· WHO clinical guidance documents

· Evidence-based advanced practice nursing resources

Unacceptable Sources

· Patient education websites (e.g., Mayo Clinic, Cleveland Clinic, WebMD, Healthline)

· General health blogs

· Wikipedia

· Non–peer-reviewed commercial websites

· This reflection is designed to strengthen clinical reasoning by evaluating your interviewing process and identifying opportunities to enhance assessment quality.

· After completing your comprehensive health history, submit a 1-page reflection addressing the questions listed in the assignment template.

·

· Rubric

·
**NURS_6512_Module1_Assignment2_Rubric**

| | | |
| — | — | — |
| NURS_6512_Module1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart I: Obtaining and Documenting a Comprehensive Health History… Demonstrates accurate and complete documentation of patient history containing only subjective data. Includes a focused (not comprehensive) review of systems. | **50 to >44.7 ptsExcellent** Provides accurate and complete documentation of patient health history containing subjective data and a focused review of systems.<br> <br>**44.7 to >39.7 ptsGood** Provides a mostly accurate and complete documentation of patient health history containing subjective data and a focused review of systems.<br> <br>**39.7 to >0 ptsPoor** Does not provide documentation of patient health history; documentation is inaccurate and/or incomplete. | 50 pts |
| This criterion is linked to a Learning OutcomePart II, Section 1: Additional Questions… Identify 3–5 questions you would ask the patient to further strengthen your assessment. Make sure at least one question relates to social determinants of health. | **20 to >17.88 ptsExcellent** Identifies 3–5 questions they would ask the patient to further strengthen their assessment. At least one question relates to social determinants of health<br> <br>**17.88 to >15.88 ptsGood** Identifies 3–5 questions they would ask the patient to further strengthen their assessment. None of the questions relates to social determinants of health.<br> <br>**15.88 to >0 ptsPoor** Does not identify 3–5 questions they would ask the patient; questions provided are unclear or incomplete. | 20 pts |
| This criterion is linked to a Learning OutcomePart II, Section 2: Professional Growth… Identify one area where you would improve your interviewing skills based on this case. Briefly explain how you plan to strengthen that area. | **15 to >13.41 ptsExcellent** Identifies one area of professional growth related to interviewing skills. Provides fully developed explanations of how they plan to strengthen their interviewing skills.<br> <br>**13.41 to >11.91 ptsGood** Identifies one area of professional growth related to interviewing skills. Provides adequately developed explanations of how they plan to strengthen their interviewing skills.<br> <br>**11.91 to >0 ptsPoor** Does not identify one area of professional growth related to interviewing skills; explanation of how they plan to strengthen their interviewing skills is vague, unclear, or incomplete. | 15 pts |
| This criterion is linked to a Learning OutcomeUses at least 3 scholarly resources that are less than 5 years old. | **5 to >4.46 ptsExcellent** Uses 3 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**4.46 to >3.96 ptsGood** Uses 2 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**3.96 to >3.46 ptsFair** Uses 1 peer-reviewed scholarly source published within the last 5 years.<br> <br>**3.46 to >0 ptsPoor** Does not use peer-reviewed scholarly sources or sources used are older than 5 years. | 5 pts |
| This criterion is linked to a Learning OutcomeSource Attribution and APA Formatting | **5 to >4.46 ptsExcellent** All sources are cited in APA format without any errors.<br> <br>**4.46 to >3.96 ptsGood** All sources are cited in APA format with some minor errors.<br> <br>**3.96 to >3.46 ptsFair** All sources are cited with frequent APA formatting errors.<br> <br>**3.46 to >0 ptsPoor** Missing source citations and/or minimal adherence to APA formatting rules. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Mechanics, and Punctuation | **5 to >4.46 ptsExcellent** Correct grammar, spelling, and punctuation with no errors.<br> <br>**4.46 to >3.96 ptsGood** Correct grammar, spelling, and punctuation with few errors.<br> <br>**3.96 to >3.46 ptsFair** Correct grammar, spelling, and punctuation with frequent errors.<br> <br>**3.46 to >0 ptsPoor** Frequent errors in grammar, spelling, and punctuation that interfere with comprehension. | 5 pts |

· Total Points: 100

## image1.jpeg

**## Simulationcasestudyforwk2plusintruc.docx**

**Influenza Presentation**

**Mike Taylor**

![](https://www.sweetstudy.com/questions/nursing-20974757)

**Age:** 27

**Sex:** Male

**Race/Ethnicity:** Hispanic

**Marital Status:** Married

**Occupation:** Construction worker

**Insurance:** Private

**Living Situation:** Lives with wife, mother, and 4-year-old son

**Chief Complaint (CC):** Fever and body aches for three days.

**Patient Statement**

About three days ago I started feeling really run down, like I was coming down with something. The next day I developed a fever — I think it was around 102 — and I’ve had chills on and off since then. My whole body aches, especially my back and legs, and I have this pounding headache that won’t go away. I’ve also had a dry cough and a sore throat.

I did feel a little short of breath yesterday when I walked up the stairs, but I wasn’t sure if that was just because I was tired. I’ve also had some nausea and haven’t really felt like eating much. I haven’t had any vomiting or diarrhea.

A few people at work have been out sick with the flu. I didn’t get my flu shot this year because last time I got it, I felt sick afterward.

I’m mostly worried because I can’t afford to miss work, and my mom lives with us — she has diabetes — so I don’t want her getting sick.

© 2026 Walden University, LLC

Using only the information provided in the initial patient presentation, complete a comprehensive adult health history as if you conducted the patient interview yourself.

Expand the history as appropriate by identifying and documenting expected history findings. You may include your own version of history sections as you see fit. In other words, you can formulate your own health history of the patient as long as it is
**properly documented**.

Your written submission must include the following sections:

· Identifying Data

· Chief Complaint (in patient’s own words)

· History of Present Illness (fully developed provider-written narrative using OLDCART or OPQRST format)

· Past Medical History

· Surgical History

· Current Medications (including OTC and supplements)

· Allergies (including reactions)

· Family History

· Social History (including occupation, living situation, substance use)

· Social Determinants of Health (employment stability, financial strain, housing, transportation, access to care, ability to isolate, vaccine hesitancy)

· Vaccination History (including influenza and COVID status)

· Focused Review of Systems

**Evidence-Based Practice Requirement**

Your documentation must incorporate a minimum of three evidence-based scholarly references published within the last five years (≤ 5 years old). Cite all sources in APA format.

References must support:

· Clinical presentation and pathophysiology of influenza

· Risk stratification and high-risk populations

· Current influenza vaccination recommendations

· Best practices in advanced health assessment documentation

· Any portion of the “reflection” section

Acceptable Sources

· Peer-reviewed scholarly journal articles

· CDC clinical guidelines

· IDSA clinical practice guidelines

· WHO clinical guidance documents

· Evidence-based advanced practice nursing resources

Unacceptable Sources

· Patient education websites (e.g., Mayo Clinic, Cleveland Clinic, WebMD, Healthline)

· General health blogs

· Wikipedia

· Non–peer-reviewed commercial websites

· This reflection is designed to strengthen clinical reasoning by evaluating your interviewing process and identifying opportunities to enhance assessment quality.

· After completing your comprehensive health history, submit a 1-page reflection addressing the questions listed in the assignment template.

·

· Rubric

·
**NURS_6512_Module1_Assignment2_Rubric**

| | | |
| — | — | — |
| NURS_6512_Module1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart I: Obtaining and Documenting a Comprehensive Health History… Demonstrates accurate and complete documentation of patient history containing only subjective data. Includes a focused (not comprehensive) review of systems. | **50 to >44.7 ptsExcellent** Provides accurate and complete documentation of patient health history containing subjective data and a focused review of systems.<br> <br>**44.7 to >39.7 ptsGood** Provides a mostly accurate and complete documentation of patient health history containing subjective data and a focused review of systems.<br> <br>**39.7 to >0 ptsPoor** Does not provide documentation of patient health history; documentation is inaccurate and/or incomplete. | 50 pts |
| This criterion is linked to a Learning OutcomePart II, Section 1: Additional Questions… Identify 3–5 questions you would ask the patient to further strengthen your assessment. Make sure at least one question relates to social determinants of health. | **20 to >17.88 ptsExcellent** Identifies 3–5 questions they would ask the patient to further strengthen their assessment. At least one question relates to social determinants of health<br> <br>**17.88 to >15.88 ptsGood** Identifies 3–5 questions they would ask the patient to further strengthen their assessment. None of the questions relates to social determinants of health.<br> <br>**15.88 to >0 ptsPoor** Does not identify 3–5 questions they would ask the patient; questions provided are unclear or incomplete. | 20 pts |
| This criterion is linked to a Learning OutcomePart II, Section 2: Professional Growth… Identify one area where you would improve your interviewing skills based on this case. Briefly explain how you plan to strengthen that area. | **15 to >13.41 ptsExcellent** Identifies one area of professional growth related to interviewing skills. Provides fully developed explanations of how they plan to strengthen their interviewing skills.<br> <br>**13.41 to >11.91 ptsGood** Identifies one area of professional growth related to interviewing skills. Provides adequately developed explanations of how they plan to strengthen their interviewing skills.<br> <br>**11.91 to >0 ptsPoor** Does not identify one area of professional growth related to interviewing skills; explanation of how they plan to strengthen their interviewing skills is vague, unclear, or incomplete. | 15 pts |
| This criterion is linked to a Learning OutcomeUses at least 3 scholarly resources that are less than 5 years old. | **5 to >4.46 ptsExcellent** Uses 3 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**4.46 to >3.96 ptsGood** Uses 2 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**3.96 to >3.46 ptsFair** Uses 1 peer-reviewed scholarly source published within the last 5 years.<br> <br>**3.46 to >0 ptsPoor** Does not use peer-reviewed scholarly sources or sources used are older than 5 years. | 5 pts |
| This criterion is linked to a Learning OutcomeSource Attribution and APA Formatting | **5 to >4.46 ptsExcellent** All sources are cited in APA format without any errors.<br> <br>**4.46 to >3.96 ptsGood** All sources are cited in APA format with some minor errors.<br> <br>**3.96 to >3.46 ptsFair** All sources are cited with frequent APA formatting errors.<br> <br>**3.46 to >0 ptsPoor** Missing source citations and/or minimal adherence to APA formatting rules. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Mechanics, and Punctuation | **5 to >4.46 ptsExcellent** Correct grammar, spelling, and punctuation with no errors.<br> <br>**4.46 to >3.96 ptsGood** Correct grammar, spelling, and punctuation with few errors.<br> <br>**3.96 to >3.46 ptsFair** Correct grammar, spelling, and punctuation with frequent errors.<br> <br>**3.46 to >0 ptsPoor** Frequent errors in grammar, spelling, and punctuation that interfere with comprehension. | 5 pts |

· Total Points: 100

## image1.jpeg

**## NURS_6512_M1AS2_Assignment_Template.docx**

**NURS 6512**

**Week 2 Assignment Template**

**Part I: Comprehensive Health History**

**Subjective Data**

Chief Complaint (CC):

History of Present Illness (HPI):

Past Medical History (PMH):

Surgical History (PSH):

Medications:

Allergies:

Preventive Health:

Social History (social determinants of health):

**Review of Systems (ROS)**

General:

Skin:

HEENT:

Cardiac:

Respiratory:

Gastrointestinal (GI):

Genitourinary (GU):

Musculoskeletal (MSK):

Neurologic:

Psychiatric:

Endocrine:

Hematologic/Lymphatic/Immune:

**Part II: Reflection (1 page minimum)**

**Part II, Section 1: Additional Questions**

Identify 3–5 questions you would ask the patient to further strengthen your assessment. Make sure at least one question relates to social determinants of health.

For each question:
• State the question
• Explain why it is clinically important
• Describe how the answer could influence your assessment

**Part II, Section 2: Professional Growth**

Identify one area where you would improve your interviewing skills based on this case. Briefly explain how you plan to strengthen that area.

**References**

List 3–5 peer-reviewed references, less than 5 Years Old. Cite all sources in APA format.

**## NURS_6512_ComprehensiveHealthHistory_ReferenceSheet.pdf**

NURS 6512: Comprehensive Health History Reference Sheet

⚠ Reminder: The health history includes **subjective data only** — information
provided by the patient about their symptoms, perceptions, and experiences.
Objective findings belong in the physical exam section.

Chief Complaint (CC)

• State the patient’s main reason for visit — concise and focused.
• Use the patient’s own words in quotes (1–2 words or one short sentence).
• Example: “Sore throat for two days.” or “Shortness of breath.”

History of Present Illness (HPI) – OLDCARTS + Pertinent History

• Use OLDCARTS to gather data, then synthesize into a cohesive paragraph written
in complete sentences.
• Avoid bullet points. Tell the story of the symptom(s) using the data you collected.
• O – Onset: When did it start?
• L – Location: Where is it? Does it radiate?
• D – Duration: Constant or intermittent?
• C – Character: Describe the quality (sharp, dull, throbbing).
• A – Aggravating factors: What makes it worse?
• R – Relieving factors: What makes it better?
• T – Timing: Pattern, frequency, time of day.
• S – Severity: 0–10 pain scale or functional impact.
• Include associated symptoms and pertinent negatives (important symptoms the
patient denies).
• Incorporate pertinent history such as recent illness, exposures, travel, medications
tried, previous episodes, or related chronic conditions.
• Example: The HPI should read as a full paragraph that flows logically and reflects
critical thinking — not as a list of OLDCARTS items.

Past Medical History (PMH)

• Chronic illnesses (HTN, DM, asthma, etc.)
• Childhood illnesses (if relevant)
• Hospitalizations and psychiatric history

Surgical History (PSH)

• List all surgeries/procedures with year, indication, and complications

Medications

• List all: prescription, OTC, herbal, and supplements
• Include name, dose, route, frequency, indication
• Note adherence and side effects

Allergies

• Drug, food, environmental — include reaction type (rash, anaphylaxis, etc.)
• Document tolerated alternatives if known

Preventive Health

• Immunizations: Flu, COVID-19, Tdap, shingles, pneumococcal
• Screenings: Pap, mammogram, colonoscopy, lipid, glucose, DEXA
• Risk factors: Diet, exercise, safety, sexual health, sleep, stress, dental, vision

Social History

• Tobacco: Type, amount, duration, quit attempts
• Alcohol: Type, frequency, quantity (CAGE if indicated)
• Substance use: Illicit or prescription misuse
• Occupation: Exposures, stress, satisfaction
• Living situation & support system
• Safety: IPV, firearms, seatbelt use
• Social Determinants of Health (SDOH): Housing, food, transport, access, finances

Review of Systems (ROS)

These are subjective symptoms that the patient reports. No objective exam findings
should be included here.

• General: Fever, chills, weight change, fatigue
• Skin: Rashes, lesions, itching
• HEENT: Vision, hearing, congestion, sore throat
• Cardiac: Chest pain, palpitations, edema
• Respiratory: Cough, SOB, wheezing
• GI: N/V/D, constipation, pain, appetite
• GU: Dysuria, frequency, hematuria
• MSK: Joint pain, stiffness, weakness
• Neuro: Headache, dizziness, numbness, seizures
• Psych: Mood, anxiety, sleep
• Endo: Heat/cold intolerance, polyuria/polydipsia
• Heme: Easy bruising/bleeding

**## Simulationcasestudyforwk2plusintruc.docx**

**Influenza Presentation**

**Mike Taylor**

![](https://www.sweetstudy.com/questions/nursing-20974757)

**Age:** 27

**Sex:** Male

**Race/Ethnicity:** Hispanic

**Marital Status:** Married

**Occupation:** Construction worker

**Insurance:** Private

**Living Situation:** Lives with wife, mother, and 4-year-old son

**Chief Complaint (CC):** Fever and body aches for three days.

**Patient Statement**

About three days ago I started feeling really run down, like I was coming down with something. The next day I developed a fever — I think it was around 102 — and I’ve had chills on and off since then. My whole body aches, especially my back and legs, and I have this pounding headache that won’t go away. I’ve also had a dry cough and a sore throat.

I did feel a little short of breath yesterday when I walked up the stairs, but I wasn’t sure if that was just because I was tired. I’ve also had some nausea and haven’t really felt like eating much. I haven’t had any vomiting or diarrhea.

A few people at work have been out sick with the flu. I didn’t get my flu shot this year because last time I got it, I felt sick afterward.

I’m mostly worried because I can’t afford to miss work, and my mom lives with us — she has diabetes — so I don’t want her getting sick.

© 2026 Walden University, LLC

Using only the information provided in the initial patient presentation, complete a comprehensive adult health history as if you conducted the patient interview yourself.

Expand the history as appropriate by identifying and documenting expected history findings. You may include your own version of history sections as you see fit. In other words, you can formulate your own health history of the patient as long as it is
**properly documented**.

Your written submission must include the following sections:

· Identifying Data

· Chief Complaint (in patient’s own words)

· History of Present Illness (fully developed provider-written narrative using OLDCART or OPQRST format)

· Past Medical History

· Surgical History

· Current Medications (including OTC and supplements)

· Allergies (including reactions)

· Family History

· Social History (including occupation, living situation, substance use)

· Social Determinants of Health (employment stability, financial strain, housing, transportation, access to care, ability to isolate, vaccine hesitancy)

· Vaccination History (including influenza and COVID status)

· Focused Review of Systems

**Evidence-Based Practice Requirement**

Your documentation must incorporate a minimum of three evidence-based scholarly references published within the last five years (≤ 5 years old). Cite all sources in APA format.

References must support:

· Clinical presentation and pathophysiology of influenza

· Risk stratification and high-risk populations

· Current influenza vaccination recommendations

· Best practices in advanced health assessment documentation

· Any portion of the “reflection” section

Acceptable Sources

· Peer-reviewed scholarly journal articles

· CDC clinical guidelines

· IDSA clinical practice guidelines

· WHO clinical guidance documents

· Evidence-based advanced practice nursing resources

Unacceptable Sources

· Patient education websites (e.g., Mayo Clinic, Cleveland Clinic, WebMD, Healthline)

· General health blogs

· Wikipedia

· Non–peer-reviewed commercial websites

· This reflection is designed to strengthen clinical reasoning by evaluating your interviewing process and identifying opportunities to enhance assessment quality.

· After completing your comprehensive health history, submit a 1-page reflection addressing the questions listed in the assignment template.

·

· Rubric

·
**NURS_6512_Module1_Assignment2_Rubric**

| | | |
| — | — | — |
| NURS_6512_Module1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart I: Obtaining and Documenting a Comprehensive Health History… Demonstrates accurate and complete documentation of patient history containing only subjective data. Includes a focused (not comprehensive) review of systems. | **50 to >44.7 ptsExcellent** Provides accurate and complete documentation of patient health history containing subjective data and a focused review of systems.<br> <br>**44.7 to >39.7 ptsGood** Provides a mostly accurate and complete documentation of patient health history containing subjective data and a focused review of systems.<br> <br>**39.7 to >0 ptsPoor** Does not provide documentation of patient health history; documentation is inaccurate and/or incomplete. | 50 pts |
| This criterion is linked to a Learning OutcomePart II, Section 1: Additional Questions… Identify 3–5 questions you would ask the patient to further strengthen your assessment. Make sure at least one question relates to social determinants of health. | **20 to >17.88 ptsExcellent** Identifies 3–5 questions they would ask the patient to further strengthen their assessment. At least one question relates to social determinants of health<br> <br>**17.88 to >15.88 ptsGood** Identifies 3–5 questions they would ask the patient to further strengthen their assessment. None of the questions relates to social determinants of health.<br> <br>**15.88 to >0 ptsPoor** Does not identify 3–5 questions they would ask the patient; questions provided are unclear or incomplete. | 20 pts |
| This criterion is linked to a Learning OutcomePart II, Section 2: Professional Growth… Identify one area where you would improve your interviewing skills based on this case. Briefly explain how you plan to strengthen that area. | **15 to >13.41 ptsExcellent** Identifies one area of professional growth related to interviewing skills. Provides fully developed explanations of how they plan to strengthen their interviewing skills.<br> <br>**13.41 to >11.91 ptsGood** Identifies one area of professional growth related to interviewing skills. Provides adequately developed explanations of how they plan to strengthen their interviewing skills.<br> <br>**11.91 to >0 ptsPoor** Does not identify one area of professional growth related to interviewing skills; explanation of how they plan to strengthen their interviewing skills is vague, unclear, or incomplete. | 15 pts |
| This criterion is linked to a Learning OutcomeUses at least 3 scholarly resources that are less than 5 years old. | **5 to >4.46 ptsExcellent** Uses 3 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**4.46 to >3.96 ptsGood** Uses 2 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**3.96 to >3.46 ptsFair** Uses 1 peer-reviewed scholarly source published within the last 5 years.<br> <br>**3.46 to >0 ptsPoor** Does not use peer-reviewed scholarly sources or sources used are older than 5 years. | 5 pts |
| This criterion is linked to a Learning OutcomeSource Attribution and APA Formatting | **5 to >4.46 ptsExcellent** All sources are cited in APA format without any errors.<br> <br>**4.46 to >3.96 ptsGood** All sources are cited in APA format with some minor errors.<br> <br>**3.96 to >3.46 ptsFair** All sources are cited with frequent APA formatting errors.<br> <br>**3.46 to >0 ptsPoor** Missing source citations and/or minimal adherence to APA formatting rules. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Mechanics, and Punctuation | **5 to >4.46 ptsExcellent** Correct grammar, spelling, and punctuation with no errors.<br> <br>**4.46 to >3.96 ptsGood** Correct grammar, spelling, and punctuation with few errors.<br> <br>**3.96 to >3.46 ptsFair** Correct grammar, spelling, and punctuation with frequent errors.<br> <br>**3.46 to >0 ptsPoor** Frequent errors in grammar, spelling, and punctuation that interfere with comprehension. | 5 pts |

· Total Points: 100

## image1.jpeg

**## NURS_6512_M1AS2_Assignment_Template.docx**

**NURS 6512**

**Week 2 Assignment Template**

**Part I: Comprehensive Health History**

**Subjective Data**

Chief Complaint (CC):

History of Present Illness (HPI):

Past Medical History (PMH):

Surgical History (PSH):

Medications:

Allergies:

Preventive Health:

Social History (social determinants of health):

**Review of Systems (ROS)**

General:

Skin:

HEENT:

Cardiac:

Respiratory:

Gastrointestinal (GI):

Genitourinary (GU):

Musculoskeletal (MSK):

Neurologic:

Psychiatric:

Endocrine:

Hematologic/Lymphatic/Immune:

**Part II: Reflection (1 page minimum)**

**Part II, Section 1: Additional Questions**

Identify 3–5 questions you would ask the patient to further strengthen your assessment. Make sure at least one question relates to social determinants of health.

For each question:
• State the question
• Explain why it is clinically important
• Describe how the answer could influence your assessment

**Part II, Section 2: Professional Growth**

Identify one area where you would improve your interviewing skills based on this case. Briefly explain how you plan to strengthen that area.

**References**

List 3–5 peer-reviewed references, less than 5 Years Old. Cite all sources in APA format.

**## NURS_6512_ComprehensiveHealthHistory_ReferenceSheet.pdf**

NURS 6512: Comprehensive Health History Reference Sheet

⚠ Reminder: The health history includes **subjective data only** — information
provided by the patient about their symptoms, perceptions, and experiences.
Objective findings belong in the physical exam section.

Chief Complaint (CC)

• State the patient’s main reason for visit — concise and focused.
• Use the patient’s own words in quotes (1–2 words or one short sentence).
• Example: “Sore throat for two days.” or “Shortness of breath.”

History of Present Illness (HPI) – OLDCARTS + Pertinent History

• Use OLDCARTS to gather data, then synthesize into a cohesive paragraph written
in complete sentences.
• Avoid bullet points. Tell the story of the symptom(s) using the data you collected.
• O – Onset: When did it start?
• L – Location: Where is it? Does it radiate?
• D – Duration: Constant or intermittent?
• C – Character: Describe the quality (sharp, dull, throbbing).
• A – Aggravating factors: What makes it worse?
• R – Relieving factors: What makes it better?
• T – Timing: Pattern, frequency, time of day.
• S – Severity: 0–10 pain scale or functional impact.
• Include associated symptoms and pertinent negatives (important symptoms the
patient denies).
• Incorporate pertinent history such as recent illness, exposures, travel, medications
tried, previous episodes, or related chronic conditions.
• Example: The HPI should read as a full paragraph that flows logically and reflects
critical thinking — not as a list of OLDCARTS items.

Past Medical History (PMH)

• Chronic illnesses (HTN, DM, asthma, etc.)
• Childhood illnesses (if relevant)
• Hospitalizations and psychiatric history

Surgical History (PSH)

• List all surgeries/procedures with year, indication, and complications

Medications

• List all: prescription, OTC, herbal, and supplements
• Include name, dose, route, frequency, indication
• Note adherence and side effects

Allergies

• Drug, food, environmental — include reaction type (rash, anaphylaxis, etc.)
• Document tolerated alternatives if known

Preventive Health

• Immunizations: Flu, COVID-19, Tdap, shingles, pneumococcal
• Screenings: Pap, mammogram, colonoscopy, lipid, glucose, DEXA
• Risk factors: Diet, exercise, safety, sexual health, sleep, stress, dental, vision

Social History

• Tobacco: Type, amount, duration, quit attempts
• Alcohol: Type, frequency, quantity (CAGE if indicated)
• Substance use: Illicit or prescription misuse
• Occupation: Exposures, stress, satisfaction
• Living situation & support system
• Safety: IPV, firearms, seatbelt use
• Social Determinants of Health (SDOH): Housing, food, transport, access, finances

Review of Systems (ROS)

These are subjective symptoms that the patient reports. No objective exam findings
should be included here.

• General: Fever, chills, weight change, fatigue
• Skin: Rashes, lesions, itching
• HEENT: Vision, hearing, congestion, sore throat
• Cardiac: Chest pain, palpitations, edema
• Respiratory: Cough, SOB, wheezing
• GI: N/V/D, constipation, pain, appetite
• GU: Dysuria, frequency, hematuria
• MSK: Joint pain, stiffness, weakness
• Neuro: Headache, dizziness, numbness, seizures
• Psych: Mood, anxiety, sleep
• Endo: Heat/cold intolerance, polyuria/polydipsia
• Heme: Easy bruising/bleeding

**## Simulationcasestudyforwk2plusintruc.docx**

**Influenza Presentation**

**Mike Taylor**

![](https://www.sweetstudy.com/questions/nursing-20974757)

**Age:** 27

**Sex:** Male

**Race/Ethnicity:** Hispanic

**Marital Status:** Married

**Occupation:** Construction worker

**Insurance:** Private

**Living Situation:** Lives with wife, mother, and 4-year-old son

**Chief Complaint (CC):** Fever and body aches for three days.

**Patient Statement**

About three days ago I started feeling really run down, like I was coming down with something. The next day I developed a fever — I think it was around 102 — and I’ve had chills on and off since then. My whole body aches, especially my back and legs, and I have this pounding headache that won’t go away. I’ve also had a dry cough and a sore throat.

I did feel a little short of breath yesterday when I walked up the stairs, but I wasn’t sure if that was just because I was tired. I’ve also had some nausea and haven’t really felt like eating much. I haven’t had any vomiting or diarrhea.

A few people at work have been out sick with the flu. I didn’t get my flu shot this year because last time I got it, I felt sick afterward.

I’m mostly worried because I can’t afford to miss work, and my mom lives with us — she has diabetes — so I don’t want her getting sick.

© 2026 Walden University, LLC

Using only the information provided in the initial patient presentation, complete a comprehensive adult health history as if you conducted the patient interview yourself.

Expand the history as appropriate by identifying and documenting expected history findings. You may include your own version of history sections as you see fit. In other words, you can formulate your own health history of the patient as long as it is
**properly documented**.

Your written submission must include the following sections:

· Identifying Data

· Chief Complaint (in patient’s own words)

· History of Present Illness (fully developed provider-written narrative using OLDCART or OPQRST format)

· Past Medical History

· Surgical History

· Current Medications (including OTC and supplements)

· Allergies (including reactions)

· Family History

· Social History (including occupation, living situation, substance use)

· Social Determinants of Health (employment stability, financial strain, housing, transportation, access to care, ability to isolate, vaccine hesitancy)

· Vaccination History (including influenza and COVID status)

· Focused Review of Systems

**Evidence-Based Practice Requirement**

Your documentation must incorporate a minimum of three evidence-based scholarly references published within the last five years (≤ 5 years old). Cite all sources in APA format.

References must support:

· Clinical presentation and pathophysiology of influenza

· Risk stratification and high-risk populations

· Current influenza vaccination recommendations

· Best practices in advanced health assessment documentation

· Any portion of the “reflection” section

Acceptable Sources

· Peer-reviewed scholarly journal articles

· CDC clinical guidelines

· IDSA clinical practice guidelines

· WHO clinical guidance documents

· Evidence-based advanced practice nursing resources

Unacceptable Sources

· Patient education websites (e.g., Mayo Clinic, Cleveland Clinic, WebMD, Healthline)

· General health blogs

· Wikipedia

· Non–peer-reviewed commercial websites

· This reflection is designed to strengthen clinical reasoning by evaluating your interviewing process and identifying opportunities to enhance assessment quality.

· After completing your comprehensive health history, submit a 1-page reflection addressing the questions listed in the assignment template.

·

· Rubric

·
**NURS_6512_Module1_Assignment2_Rubric**

| | | |
| — | — | — |
| NURS_6512_Module1_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomePart I: Obtaining and Documenting a Comprehensive Health History… Demonstrates accurate and complete documentation of patient history containing only subjective data. Includes a focused (not comprehensive) review of systems. | **50 to >44.7 ptsExcellent** Provides accurate and complete documentation of patient health history containing subjective data and a focused review of systems.<br> <br>**44.7 to >39.7 ptsGood** Provides a mostly accurate and complete documentation of patient health history containing subjective data and a focused review of systems.<br> <br>**39.7 to >0 ptsPoor** Does not provide documentation of patient health history; documentation is inaccurate and/or incomplete. | 50 pts |
| This criterion is linked to a Learning OutcomePart II, Section 1: Additional Questions… Identify 3–5 questions you would ask the patient to further strengthen your assessment. Make sure at least one question relates to social determinants of health. | **20 to >17.88 ptsExcellent** Identifies 3–5 questions they would ask the patient to further strengthen their assessment. At least one question relates to social determinants of health<br> <br>**17.88 to >15.88 ptsGood** Identifies 3–5 questions they would ask the patient to further strengthen their assessment. None of the questions relates to social determinants of health.<br> <br>**15.88 to >0 ptsPoor** Does not identify 3–5 questions they would ask the patient; questions provided are unclear or incomplete. | 20 pts |
| This criterion is linked to a Learning OutcomePart II, Section 2: Professional Growth… Identify one area where you would improve your interviewing skills based on this case. Briefly explain how you plan to strengthen that area. | **15 to >13.41 ptsExcellent** Identifies one area of professional growth related to interviewing skills. Provides fully developed explanations of how they plan to strengthen their interviewing skills.<br> <br>**13.41 to >11.91 ptsGood** Identifies one area of professional growth related to interviewing skills. Provides adequately developed explanations of how they plan to strengthen their interviewing skills.<br> <br>**11.91 to >0 ptsPoor** Does not identify one area of professional growth related to interviewing skills; explanation of how they plan to strengthen their interviewing skills is vague, unclear, or incomplete. | 15 pts |
| This criterion is linked to a Learning OutcomeUses at least 3 scholarly resources that are less than 5 years old. | **5 to >4.46 ptsExcellent** Uses 3 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**4.46 to >3.96 ptsGood** Uses 2 peer-reviewed scholarly sources published within the last 5 years.<br> <br>**3.96 to >3.46 ptsFair** Uses 1 peer-reviewed scholarly source published within the last 5 years.<br> <br>**3.46 to >0 ptsPoor** Does not use peer-reviewed scholarly sources or sources used are older than 5 years. | 5 pts |
| This criterion is linked to a Learning OutcomeSource Attribution and APA Formatting | **5 to >4.46 ptsExcellent** All sources are cited in APA format without any errors.<br> <br>**4.46 to >3.96 ptsGood** All sources are cited in APA format with some minor errors.<br> <br>**3.96 to >3.46 ptsFair** All sources are cited with frequent APA formatting errors.<br> <br>**3.46 to >0 ptsPoor** Missing source citations and/or minimal adherence to APA formatting rules. | 5 pts |
| This criterion is linked to a Learning OutcomeGrammar, Mechanics, and Punctuation | **5 to >4.46 ptsExcellent** Correct grammar, spelling, and punctuation with no errors.<br> <br>**4.46 to >3.96 ptsGood** Correct grammar, spelling, and punctuation with few errors.<br> <br>**3.96 to >3.46 ptsFair** Correct grammar, spelling, and punctuation with frequent errors.<br> <br>**3.46 to >0 ptsPoor** Frequent errors in grammar, spelling, and punctuation that interfere with comprehension. | 5 pts |

· Total Points: 100

## image1.jpeg

November 6, 2026
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November 6, 2026