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  • [Solved] Article critique

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    Need help with qualitative and quantitative article critique **files (5)** – ## IndividualQuantitativeArticleCritique-Su26NURS370-03NursingResearchand.pdf – ## IndividualQualitativeCritiqueWorksheet-Li-ORBurnout-2025.docx – ## IndividualQuantitativeCritiqueWorksheet-Choi-FallRisk-2024.docx – Quantit…

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    Need help with qualitative and quantitative article critique

    **files (5)**

    – ## IndividualQuantitativeArticleCritique-Su26NURS370-03NursingResearchand.pdf

    – ## IndividualQualitativeCritiqueWorksheet-Li-ORBurnout-2025.docx

    – ## IndividualQuantitativeCritiqueWorksheet-Choi-FallRisk-2024.docx

    – Quantitativeresearcharticle.pdf
    – Qualitativeresearcharticle.pdf

    **## IndividualQuantitativeArticleCritique-Su26NURS370-03NursingResearchand.pdf**

    Individual Article Critique Rubric
    Course: Su26 NURS 370-03 Nursing Research and Evidence-Based Practice

    Criteria Criterion Details Criterion Score

    Problem Statement / 2

    Purpose and Research Questions / 3

    Literature Review / 3

    Study Design / 3

    Variables / 2

    Quantitative or Quantitative Characteris-

    tics

    / 3

    Sample, Population, Setting / 3

    Protection of Human Participants / 2

    Data Collection, Management, and Analysis / 3

    2 points

    Identifies the clinical problem that led to the study.

    3 points

    Identified the purpose of the study. Listed research

    questions the study was designed to answer. Dis-

    cussed the relationship between the purpose/ques-

    tion and the clinical problem.

    3 points

    Discussed the authors' citation of relevant studies

    and types of literature included in the review. Identi-

    fied age of cited literature. Identified the knowledge

    gap.

    3 points

    Study design identified. Appropriateness of the de-

    sign, as well as rationale for design selection, was dis-

    cussed. Link between the study purpose and study

    design identified.

    2 points

    Dependent and independent variables identified (if

    applicable).

    3 points

    Discussion of study's quantitative or qualitative char-

    acteristics.

    3 points

    Described location and number of setting used in the

    study. Identified how and how many subjects were

    selected. Randomization, as well as inclusion and ex-

    clusion criteria, were discussed.

    2 points

    Risks and benefits discussed. IRB approval and in-

    formed consent discussed.

    3 points

    Total / 30

    Overall Score

    Findings / 3

    Confidence / 3

    Discussed method of data collection. Identified in-

    struments used, as well as their validity and reliabili-

    ty. Data analysis techniques identified.

    3 points

    Findings of the study, and how they applied to the

    purpose of the study, discussed. Generalizability dis-

    cussed. Identified whether or not the study offered

    new information on the topics and if findings were

    linked to other studies. Significance of findings dis-

    cussed.

    3 points

    Confidence in findings discussed.

    Level 0
    0 points minimum

    **## IndividualQualitativeCritiqueWorksheet-Li-ORBurnout-2025.docx**

    NURSING 370 – Nursing Research and Evidence-Based Practice

    **INDIVIDUAL CRITICAL APPRAISAL EXERCISE – QUALIITATIVE**

    Read the assigned article and perform a basic analysis of this study by answering the questions below.

    **ARTICLE:** Li Y, Xiang D, Jiang Y and Gu S (2025). Understanding burnout among operating room nurses: a qualitative study.
    _Front. Public Health_ 13:1604631. doi: 10.3389/fpubh.2025.1604631

    | |
    | — |
    | 1. <br>**Problem Statement**. Identify the underlying clinical problem that led to the study. |
    | 2. <br>**Purpose and Research Questions**. Identify the purpose of the study. List research questions that the study was designed to answer, where stated or inferred. Were the purpose and questions related to the problem(s)? |
    | 3. <br>**Literature Review**. Did the author cite studies relevant to the focus of the study? What other types of literature did the author include? How many articles on the reference page? Are the references current (within 5-10 years of the study)? If older consider why? Did the authors speak to the need for this research – or how the research study was going to fill a gap in knowledge? |
    | 4. What is the study <br>**design**? Was the study design appropriate to answer the questions? What is the author’s <br>**rationale** for the study design – the link between the purpose of the study and this design? Compare to what the textbook says. |
    | 5. Overall, what characteristics did this study possess that were <br>**qualitative** in nature? |
    | 6. <br>**Sample, Population, and Setting.** Describe the location/country the research was conducted and number of settings used for this study. Identify how the subjects were selected. How many people participated in the study? Was randomization used to compare groups? What were the inclusion and exclusion criteria? |
    | 7. <br>**Protection of Human Participants**. (Informed Consent & IRB) Were any benefits and risks of participation addressed by the author? What organization (if any) granted Institutional Review Board (IRB) approval to ensure human subjects’ safety allowing the investigators to conduct the study? |
    | 8. <br>**Data Collection, Management, and Analysis**. How were data collected in this study? Be specif to identify the survey, tool, or other. Were any instruments used? Were the instruments valid & reliable? What data analysis techniques were used? Explain how validity and reliability were established (refer to textbook). |
    | 9. What were the <br>**findings** or<br>**themes** identified in this study? Go back to the study questions in Question #2. Did the findings address the purpose of the study? Is the evidence sufficient enough to generalize the results of the study (threats to external validity)? Did the results offer new information about the topic being studied? Were study findings linked to other published studies? What was the significance of study findings? |
    | 10. Do you have <br>**confidence** in the findings? Explain. |

    NURS 370 Fall 2025

    **## IndividualQuantitativeCritiqueWorksheet-Choi-FallRisk-2024.docx**

    NURSING 370 – Nursing Research and Evidence-Based Practice

    **INDIVIDUAL CRITICAL APPRAISAL EXERCISE – QUANTITATIVE**

    Read the assigned article and perform a basic analysis of this study by answering the questions below.

    **ARTICLE:** Choi, J., Lee, S., Park, E. et al. (2024). Congruency and its related factors between patients’ fall risk perception and nursing’ fall risk assessment in acute care hospitals. Journal of Nursing Scholarship. 56, 507-516.

    | |
    | — |
    | 1. <br>**Problem Statement**. Identify the clinical problem that led to the study. |
    | 2. <br>**Purpose and Research Questions**. Identify the purpose of the study. List research questions that the study was designed to answer, where stated or inferred. Were the purpose and questions related to the problem(s)? |
    | 3. <br>**Literature Review**. Did the author cite studies relevant to the focus of the study? What other types of literature did the author include? How many articles on the reference page? Are the references current (within 5-10 years of the study)? Why would authors include older articles? Did the authors speak to the need for this research – or how the research study was going to fill a gap in knowledge? |
    | 4. What is the study <br>**design**? Was the study design appropriate to answer the questions? What is the author’s <br>**rationale** for the study design – the link between the purpose of the study and this design?<br> <br>Compare to textbook. |
    | 5. <br>**Variables**- What are the dependent and independent variables? |
    | 6. Overall, what characteristics did this study possess that were <br>**quantitative** in nature? |
    | 7. <br>**Sample, Population, and Setting.** Describe the country/location and number of settings used for this study. Identify how the subjects were selected. How many people participated in the study? Was randomization used to compare groups? What were the inclusion and exclusion criteria? |
    | 8. <br>**Protection of Human Participants**. (Informed Consent & IRB) Were any benefits and risks of participation addressed by the author? Was human subjects’ approval sought by the investigators and approved by an institutional review board (IRB)? What organization granted IRB approval? |
    | 9. <br>**Data Collection, Management, and Analysis**. How were data collected in this study? Were any instruments used? Be specific to identify the survey, tool, etc. Were the instruments valid & reliable? What data analysis techniques were used? Explain how validity and reliability were established (refer textbook). |
    | 10. What were the <br>**findings** in this study? (Findings should answer research questions in Question #2). Did the findings address the purpose of the study? Is the evidence sufficient enough to generalize the results of the study (threats to external validity)? Did the results offer new information about the topic being studied? Were study findings linked to other published studies? What was the significance of study findings? |
    | 11. Do you have <br>**confidence** in the findings? Explain. |

    NURS 370 Fall 2025

    **Quantitativeresearcharticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/quantitativeresearcharticle-pdf-10564673)

    **Qualitativeresearcharticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/qualitativeresearcharticle-pdf-10564671)

    **Qualitativeresearcharticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/qualitativeresearcharticle-pdf-10564671)

    **## IndividualQuantitativeArticleCritique-Su26NURS370-03NursingResearchand.pdf**

    Individual Article Critique Rubric
    Course: Su26 NURS 370-03 Nursing Research and Evidence-Based Practice

    Criteria Criterion Details Criterion Score

    Problem Statement / 2

    Purpose and Research Questions / 3

    Literature Review / 3

    Study Design / 3

    Variables / 2

    Quantitative or Quantitative Characteris-

    tics

    / 3

    Sample, Population, Setting / 3

    Protection of Human Participants / 2

    Data Collection, Management, and Analysis / 3

    2 points

    Identifies the clinical problem that led to the study.

    3 points

    Identified the purpose of the study. Listed research

    questions the study was designed to answer. Dis-

    cussed the relationship between the purpose/ques-

    tion and the clinical problem.

    3 points

    Discussed the authors' citation of relevant studies

    and types of literature included in the review. Identi-

    fied age of cited literature. Identified the knowledge

    gap.

    3 points

    Study design identified. Appropriateness of the de-

    sign, as well as rationale for design selection, was dis-

    cussed. Link between the study purpose and study

    design identified.

    2 points

    Dependent and independent variables identified (if

    applicable).

    3 points

    Discussion of study's quantitative or qualitative char-

    acteristics.

    3 points

    Described location and number of setting used in the

    study. Identified how and how many subjects were

    selected. Randomization, as well as inclusion and ex-

    clusion criteria, were discussed.

    2 points

    Risks and benefits discussed. IRB approval and in-

    formed consent discussed.

    3 points

    Total / 30

    Overall Score

    Findings / 3

    Confidence / 3

    Discussed method of data collection. Identified in-

    struments used, as well as their validity and reliabili-

    ty. Data analysis techniques identified.

    3 points

    Findings of the study, and how they applied to the

    purpose of the study, discussed. Generalizability dis-

    cussed. Identified whether or not the study offered

    new information on the topics and if findings were

    linked to other studies. Significance of findings dis-

    cussed.

    3 points

    Confidence in findings discussed.

    Level 0
    0 points minimum

    **## IndividualQualitativeCritiqueWorksheet-Li-ORBurnout-2025.docx**

    NURSING 370 – Nursing Research and Evidence-Based Practice

    **INDIVIDUAL CRITICAL APPRAISAL EXERCISE – QUALIITATIVE**

    Read the assigned article and perform a basic analysis of this study by answering the questions below.

    **ARTICLE:** Li Y, Xiang D, Jiang Y and Gu S (2025). Understanding burnout among operating room nurses: a qualitative study.
    _Front. Public Health_ 13:1604631. doi: 10.3389/fpubh.2025.1604631

    | |
    | — |
    | 1. <br>**Problem Statement**. Identify the underlying clinical problem that led to the study. |
    | 2. <br>**Purpose and Research Questions**. Identify the purpose of the study. List research questions that the study was designed to answer, where stated or inferred. Were the purpose and questions related to the problem(s)? |
    | 3. <br>**Literature Review**. Did the author cite studies relevant to the focus of the study? What other types of literature did the author include? How many articles on the reference page? Are the references current (within 5-10 years of the study)? If older consider why? Did the authors speak to the need for this research – or how the research study was going to fill a gap in knowledge? |
    | 4. What is the study <br>**design**? Was the study design appropriate to answer the questions? What is the author’s <br>**rationale** for the study design – the link between the purpose of the study and this design? Compare to what the textbook says. |
    | 5. Overall, what characteristics did this study possess that were <br>**qualitative** in nature? |
    | 6. <br>**Sample, Population, and Setting.** Describe the location/country the research was conducted and number of settings used for this study. Identify how the subjects were selected. How many people participated in the study? Was randomization used to compare groups? What were the inclusion and exclusion criteria? |
    | 7. <br>**Protection of Human Participants**. (Informed Consent & IRB) Were any benefits and risks of participation addressed by the author? What organization (if any) granted Institutional Review Board (IRB) approval to ensure human subjects’ safety allowing the investigators to conduct the study? |
    | 8. <br>**Data Collection, Management, and Analysis**. How were data collected in this study? Be specif to identify the survey, tool, or other. Were any instruments used? Were the instruments valid & reliable? What data analysis techniques were used? Explain how validity and reliability were established (refer to textbook). |
    | 9. What were the <br>**findings** or<br>**themes** identified in this study? Go back to the study questions in Question #2. Did the findings address the purpose of the study? Is the evidence sufficient enough to generalize the results of the study (threats to external validity)? Did the results offer new information about the topic being studied? Were study findings linked to other published studies? What was the significance of study findings? |
    | 10. Do you have <br>**confidence** in the findings? Explain. |

    NURS 370 Fall 2025

    **## IndividualQuantitativeCritiqueWorksheet-Choi-FallRisk-2024.docx**

    NURSING 370 – Nursing Research and Evidence-Based Practice

    **INDIVIDUAL CRITICAL APPRAISAL EXERCISE – QUANTITATIVE**

    Read the assigned article and perform a basic analysis of this study by answering the questions below.

    **ARTICLE:** Choi, J., Lee, S., Park, E. et al. (2024). Congruency and its related factors between patients’ fall risk perception and nursing’ fall risk assessment in acute care hospitals. Journal of Nursing Scholarship. 56, 507-516.

    | |
    | — |
    | 1. <br>**Problem Statement**. Identify the clinical problem that led to the study. |
    | 2. <br>**Purpose and Research Questions**. Identify the purpose of the study. List research questions that the study was designed to answer, where stated or inferred. Were the purpose and questions related to the problem(s)? |
    | 3. <br>**Literature Review**. Did the author cite studies relevant to the focus of the study? What other types of literature did the author include? How many articles on the reference page? Are the references current (within 5-10 years of the study)? Why would authors include older articles? Did the authors speak to the need for this research – or how the research study was going to fill a gap in knowledge? |
    | 4. What is the study <br>**design**? Was the study design appropriate to answer the questions? What is the author’s <br>**rationale** for the study design – the link between the purpose of the study and this design?<br> <br>Compare to textbook. |
    | 5. <br>**Variables**- What are the dependent and independent variables? |
    | 6. Overall, what characteristics did this study possess that were <br>**quantitative** in nature? |
    | 7. <br>**Sample, Population, and Setting.** Describe the country/location and number of settings used for this study. Identify how the subjects were selected. How many people participated in the study? Was randomization used to compare groups? What were the inclusion and exclusion criteria? |
    | 8. <br>**Protection of Human Participants**. (Informed Consent & IRB) Were any benefits and risks of participation addressed by the author? Was human subjects’ approval sought by the investigators and approved by an institutional review board (IRB)? What organization granted IRB approval? |
    | 9. <br>**Data Collection, Management, and Analysis**. How were data collected in this study? Were any instruments used? Be specific to identify the survey, tool, etc. Were the instruments valid & reliable? What data analysis techniques were used? Explain how validity and reliability were established (refer textbook). |
    | 10. What were the <br>**findings** in this study? (Findings should answer research questions in Question #2). Did the findings address the purpose of the study? Is the evidence sufficient enough to generalize the results of the study (threats to external validity)? Did the results offer new information about the topic being studied? Were study findings linked to other published studies? What was the significance of study findings? |
    | 11. Do you have <br>**confidence** in the findings? Explain. |

    NURS 370 Fall 2025

    **Quantitativeresearcharticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/quantitativeresearcharticle-pdf-10564673)

    **Qualitativeresearcharticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/qualitativeresearcharticle-pdf-10564671)

    **## IndividualQuantitativeArticleCritique-Su26NURS370-03NursingResearchand.pdf**

    Individual Article Critique Rubric
    Course: Su26 NURS 370-03 Nursing Research and Evidence-Based Practice

    Criteria Criterion Details Criterion Score

    Problem Statement / 2

    Purpose and Research Questions / 3

    Literature Review / 3

    Study Design / 3

    Variables / 2

    Quantitative or Quantitative Characteris-

    tics

    / 3

    Sample, Population, Setting / 3

    Protection of Human Participants / 2

    Data Collection, Management, and Analysis / 3

    2 points

    Identifies the clinical problem that led to the study.

    3 points

    Identified the purpose of the study. Listed research

    questions the study was designed to answer. Dis-

    cussed the relationship between the purpose/ques-

    tion and the clinical problem.

    3 points

    Discussed the authors' citation of relevant studies

    and types of literature included in the review. Identi-

    fied age of cited literature. Identified the knowledge

    gap.

    3 points

    Study design identified. Appropriateness of the de-

    sign, as well as rationale for design selection, was dis-

    cussed. Link between the study purpose and study

    design identified.

    2 points

    Dependent and independent variables identified (if

    applicable).

    3 points

    Discussion of study's quantitative or qualitative char-

    acteristics.

    3 points

    Described location and number of setting used in the

    study. Identified how and how many subjects were

    selected. Randomization, as well as inclusion and ex-

    clusion criteria, were discussed.

    2 points

    Risks and benefits discussed. IRB approval and in-

    formed consent discussed.

    3 points

    Total / 30

    Overall Score

    Findings / 3

    Confidence / 3

    Discussed method of data collection. Identified in-

    struments used, as well as their validity and reliabili-

    ty. Data analysis techniques identified.

    3 points

    Findings of the study, and how they applied to the

    purpose of the study, discussed. Generalizability dis-

    cussed. Identified whether or not the study offered

    new information on the topics and if findings were

    linked to other studies. Significance of findings dis-

    cussed.

    3 points

    Confidence in findings discussed.

    Level 0
    0 points minimum

    **## IndividualQualitativeCritiqueWorksheet-Li-ORBurnout-2025.docx**

    NURSING 370 – Nursing Research and Evidence-Based Practice

    **INDIVIDUAL CRITICAL APPRAISAL EXERCISE – QUALIITATIVE**

    Read the assigned article and perform a basic analysis of this study by answering the questions below.

    **ARTICLE:** Li Y, Xiang D, Jiang Y and Gu S (2025). Understanding burnout among operating room nurses: a qualitative study.
    _Front. Public Health_ 13:1604631. doi: 10.3389/fpubh.2025.1604631

    | |
    | — |
    | 1. <br>**Problem Statement**. Identify the underlying clinical problem that led to the study. |
    | 2. <br>**Purpose and Research Questions**. Identify the purpose of the study. List research questions that the study was designed to answer, where stated or inferred. Were the purpose and questions related to the problem(s)? |
    | 3. <br>**Literature Review**. Did the author cite studies relevant to the focus of the study? What other types of literature did the author include? How many articles on the reference page? Are the references current (within 5-10 years of the study)? If older consider why? Did the authors speak to the need for this research – or how the research study was going to fill a gap in knowledge? |
    | 4. What is the study <br>**design**? Was the study design appropriate to answer the questions? What is the author’s <br>**rationale** for the study design – the link between the purpose of the study and this design? Compare to what the textbook says. |
    | 5. Overall, what characteristics did this study possess that were <br>**qualitative** in nature? |
    | 6. <br>**Sample, Population, and Setting.** Describe the location/country the research was conducted and number of settings used for this study. Identify how the subjects were selected. How many people participated in the study? Was randomization used to compare groups? What were the inclusion and exclusion criteria? |
    | 7. <br>**Protection of Human Participants**. (Informed Consent & IRB) Were any benefits and risks of participation addressed by the author? What organization (if any) granted Institutional Review Board (IRB) approval to ensure human subjects’ safety allowing the investigators to conduct the study? |
    | 8. <br>**Data Collection, Management, and Analysis**. How were data collected in this study? Be specif to identify the survey, tool, or other. Were any instruments used? Were the instruments valid & reliable? What data analysis techniques were used? Explain how validity and reliability were established (refer to textbook). |
    | 9. What were the <br>**findings** or<br>**themes** identified in this study? Go back to the study questions in Question #2. Did the findings address the purpose of the study? Is the evidence sufficient enough to generalize the results of the study (threats to external validity)? Did the results offer new information about the topic being studied? Were study findings linked to other published studies? What was the significance of study findings? |
    | 10. Do you have <br>**confidence** in the findings? Explain. |

    NURS 370 Fall 2025

    **## IndividualQuantitativeCritiqueWorksheet-Choi-FallRisk-2024.docx**

    NURSING 370 – Nursing Research and Evidence-Based Practice

    **INDIVIDUAL CRITICAL APPRAISAL EXERCISE – QUANTITATIVE**

    Read the assigned article and perform a basic analysis of this study by answering the questions below.

    **ARTICLE:** Choi, J., Lee, S., Park, E. et al. (2024). Congruency and its related factors between patients’ fall risk perception and nursing’ fall risk assessment in acute care hospitals. Journal of Nursing Scholarship. 56, 507-516.

    | |
    | — |
    | 1. <br>**Problem Statement**. Identify the clinical problem that led to the study. |
    | 2. <br>**Purpose and Research Questions**. Identify the purpose of the study. List research questions that the study was designed to answer, where stated or inferred. Were the purpose and questions related to the problem(s)? |
    | 3. <br>**Literature Review**. Did the author cite studies relevant to the focus of the study? What other types of literature did the author include? How many articles on the reference page? Are the references current (within 5-10 years of the study)? Why would authors include older articles? Did the authors speak to the need for this research – or how the research study was going to fill a gap in knowledge? |
    | 4. What is the study <br>**design**? Was the study design appropriate to answer the questions? What is the author’s <br>**rationale** for the study design – the link between the purpose of the study and this design?<br> <br>Compare to textbook. |
    | 5. <br>**Variables**- What are the dependent and independent variables? |
    | 6. Overall, what characteristics did this study possess that were <br>**quantitative** in nature? |
    | 7. <br>**Sample, Population, and Setting.** Describe the country/location and number of settings used for this study. Identify how the subjects were selected. How many people participated in the study? Was randomization used to compare groups? What were the inclusion and exclusion criteria? |
    | 8. <br>**Protection of Human Participants**. (Informed Consent & IRB) Were any benefits and risks of participation addressed by the author? Was human subjects’ approval sought by the investigators and approved by an institutional review board (IRB)? What organization granted IRB approval? |
    | 9. <br>**Data Collection, Management, and Analysis**. How were data collected in this study? Were any instruments used? Be specific to identify the survey, tool, etc. Were the instruments valid & reliable? What data analysis techniques were used? Explain how validity and reliability were established (refer textbook). |
    | 10. What were the <br>**findings** in this study? (Findings should answer research questions in Question #2). Did the findings address the purpose of the study? Is the evidence sufficient enough to generalize the results of the study (threats to external validity)? Did the results offer new information about the topic being studied? Were study findings linked to other published studies? What was the significance of study findings? |
    | 11. Do you have <br>**confidence** in the findings? Explain. |

    NURS 370 Fall 2025

    **Quantitativeresearcharticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/quantitativeresearcharticle-pdf-10564673)

    **Qualitativeresearcharticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/qualitativeresearcharticle-pdf-10564671)

  • [Solved] nursing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (3)** – ## NURS_6512_Module2_AssignmentTemplate.docx – ## NURS_6512_ComprehensiveHealthHistory_ReferenceSheet.pdf – ## InstrucWk4Assgnmt.docx **## NURS_6512_Module2_AssignmentTemplate.docx** **NURS 6512** **Week 4 Assignment Template** **Comprehensive Health History and Physical Exa…

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    Assignment Prompt & Instructions

    **files (3)**

    – ## NURS_6512_Module2_AssignmentTemplate.docx

    – ## NURS_6512_ComprehensiveHealthHistory_ReferenceSheet.pdf

    – ## InstrucWk4Assgnmt.docx

    **## NURS_6512_Module2_AssignmentTemplate.docx**

    **NURS 6512**

    **Week 4 Assignment Template**

    **Comprehensive Health History and Physical Examination Template**

    **Part I: Comprehensive Health History (Subjective Data Only)**

    **Subjective Data**

    Chief Complaint (CC):

    History of Present Illness (HPI):

    Past Medical History (PMH):

    Surgical History (PSH):

    Medications:

    Allergies:

    Preventive Health:

    Social History:

    **Review of Systems (ROS) (Subjective Data Only – Patient-Reported Symptoms):**

    General:

    Skin:

    HEENT:

    Cardiac:

    Respiratory:

    Gastrointestinal (GI):

    Genitourinary (GU):

    Musculoskeletal (MSK):

    Neurologic:

    Psychiatric:

    Endocrine:

    Hematologic/Lymphatic/Immune:

    **Part II: Focused Physical Examination (Objective Data Only)**

    **Physical Examination (Objective Data Only – Do NOT include subjective statements):**

    General:

    Skin:

    Head:

    Eyes:

    Ears:

    Nose:

    Mouth/Throat:

    Neck:

    Cardiac:

    Lungs:

    Abdomen:

    Genitourinary (GU):

    Musculoskeletal:

    Lower Extremities:

    Neurologic:

    **Part III: Reflection**

    **Part III, Section 1: Subjective vs. Objective Distinction**

    1. Identify two examples where it may have been challenging to separate subjective from objective data.

    2. Explain how you ensured that patient-reported symptoms remained in the history section.

    3. Explain how you ensured that only observable or measurable findings were included in the physical exam section.

    **Part III, Section 2: Additional Assessment Questions**

    Identify 2–3 additional questions you would ask to strengthen your subjective assessment.

    For each question:
    • State the question
    • Briefly explain why it is important
    • Describe how the response could guide your focused physical examination

    **Part III, Section 3**:
    **Professional Growth**

    Identify one area of your assessment skills that you would like to improve (e.g., documenting vesicular lesions, describing rash morphology, lymph node assessment). Briefly explain how you plan to strengthen that skill.

    **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

    **## InstrucWk4Assgnmt.docx**

    **The Assignment**

    Based on the case, complete document a comprehensive health history (subjective data only) and a focused physical examination (objective data only).

    **Do NOT provide:**

    · A diagnosis

    · A differential diagnosis list

    · A treatment plan

    · Prescriptions

    · Patient education

    **This assignment evaluates assessment and documentation skills only.**

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

    [Part I: Comprehensive Health History (Subjective Data Only)](https://waldenu.instructure.com/courses/226271/assignments/3238363?module_item_id=9745660)

    **Reminder:** The health history includes only information provided by the patient. It should not include physical exam findings.

    **You must:**

    · Expand the HPI using OLDCARTS

    · Write the HPI as a cohesive paragraph (not bullet points)

    · Include complete PMH, PSH, medications, allergies, preventive health, social history, and SDOH

    · Complete a comprehensive or focused ROS (subjective only)

    **Reminder:** The physical exam includes only what the clinician observes, palpates, percusses, or auscultates.

    **You must:**

    · Perform and document a focused examination appropriate to the chief complaint,

    · Determine and document what objective findings you would expect to assess and record based on your clinical reasoning.

    **Documentation Expectations**

    You must:

    · Clearly separate subjective and objective data

    · Avoid including patient-reported symptoms in the physical exam section

    · Avoid including exam findings in the history section

    · Use professional medical terminology

    · Demonstrate logical organization

    · Align examination scope with the chief complaint

    **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 assessment of integumentary complaints

    · Focused skin examination principles

    · Any portion of the reflection section

    **Acceptable Sources:**

    · Peer-reviewed journal articles

    · CDC clinical guidance

    · IDSA guidelines

    · Advanced practice nursing scholarly texts

    · WHO clinical documents

    **Unacceptable Sources:**

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

    · Wikipedia

    · Blogs or commercial health sites

    All references must be cited in APA format.

    After completing your comprehensive health history and focused physical examination, submit a reflection addressing the reflection prompts in the assignment template. This reflection is designed to help you strengthen your ability to clearly separate subjective and objective findings while performing an integumentary assessment.
    **NURS_6512_Module2_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6512_Module2_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomePart I: Comprehensive Health History (Subjective Data Only)… Demonstrates accurate and complete documentation of patient comprehensive health history (subjective data only). | **25 to >22.35 ptsExcellent** Provides accurate and complete documentation of patient comprehensive health history (subjective data only).<br> <br>**22.35 to >19.85 ptsGood** Provides a mostly accurate and complete patient comprehensive health history (subjective data only); may contain some minor errors.<br> <br>**19.85 to >0 ptsPoor** Does not provide documentation of patient health history (subjective data only); documentation is inaccurate and/or incomplete. | 25 pts |
    | This criterion is linked to a Learning OutcomePart II: Focused Physical Examination (Objective Data Only)… Demonstrates accurate and complete documentation of patient focused physical examination (objective data only). | **25 to >22.35 ptsExcellent** Provides accurate and complete documentation of patient focused physical examination (objective data only).<br> <br>**22.35 to >19.85 ptsGood** Provides a complete, mostly accurate documentation of patient focused physical examination (objective data only); may contain some minor errors.<br> <br>**19.85 to >0 ptsPoor** Does not provide documentation of patient focused physical examination (objective data only); data provided is inaccurate and/or incomplete. | 25 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection Section 1: Subjective vs. Objective Distinction…Identify two examples where it may have been challenging to separate subjective from objective data; Explain how you ensured that patient-reported symptoms remained in the history section; Explain how you ensured that only observable or measurable findings were included in the physical exam section. | **15 to >13.41 ptsExcellent** Provides two fully developed examples of situations that posed a challenge separating subjective and objective data… Fully explains how they ensured that patient-reported symptoms remained in the history section… Fully explains how they ensured that only observable or measurable findings were included in the physical exam section.<br> <br>**13.41 to >11.91 ptsGood** Provides two adequately developed examples of situations that posed a challenge separating subjective and objective data… Adequately explains how they ensured that patient-reported symptoms remained in the history section… Adequately explains how they ensured that only observable or measurable findings were included in the physical exam section.<br> <br>**11.91 to >0 ptsPoor** Does not provide examples of situations that posed a challenge separating subjective and objective data; explanations are unclear or incomplete. | 15 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection Section 2: Additional Assessment Questions… Identify 2–3 additional questions you would ask to strengthen your subjective assessment…. For each question: State the question; Briefly explain why it is important; Describe how the response could guide your focused physical examination | **10 to >8.94 ptsExcellent** Identifies 2–3 additional questions they would ask to strengthen their subjective assessment… Provides a fully developed explanation of why the question is important… Provides a fully developed description of how the response could guide their focused examination.<br> <br>**8.94 to >7.94 ptsGood** Identifies 2–3 additional questions they would ask to strengthen their subjective assessment… Provides an adequately developed explanation of why the question is important… Provides an adequately developed description of how the response could guide their focused examination.<br> <br>**7.94 to >0 ptsPoor** Does not identify 2–3 additional questions they would ask to strengthen their subjective assessment; the questions provided are unclear, inaccurate, or incomplete. | 10 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection… Section 3: Professional Growth… Identify one area of your assessment skills that you would like to improve (e.g., documenting vesicular lesions, describing rash morphology, lymph node assessment). Briefly explain how you plan to strengthen that skill. | **10 to >8.94 ptsExcellent** Identifies one area of their assessment skills they would like to improve… Provides a fully developed explanations of how they plan to strengthen that skill.<br> <br>**8.94 to >7.94 ptsGood** Identifies one area of their assessment skills they would like to improve… Provides an adequately developed explanations of how they plan to strengthen that skill.<br> <br>**7.94 to >0 ptsPoor** Does not identify one area of assessment skills they would like to improve; explanation is unclear, inaccurate, or incomplete. | 10 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

    **## InstrucWk4Assgnmt.docx**

    **The Assignment**

    Based on the case, complete document a comprehensive health history (subjective data only) and a focused physical examination (objective data only).

    **Do NOT provide:**

    · A diagnosis

    · A differential diagnosis list

    · A treatment plan

    · Prescriptions

    · Patient education

    **This assignment evaluates assessment and documentation skills only.**

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

    [Part I: Comprehensive Health History (Subjective Data Only)](https://waldenu.instructure.com/courses/226271/assignments/3238363?module_item_id=9745660)

    **Reminder:** The health history includes only information provided by the patient. It should not include physical exam findings.

    **You must:**

    · Expand the HPI using OLDCARTS

    · Write the HPI as a cohesive paragraph (not bullet points)

    · Include complete PMH, PSH, medications, allergies, preventive health, social history, and SDOH

    · Complete a comprehensive or focused ROS (subjective only)

    **Reminder:** The physical exam includes only what the clinician observes, palpates, percusses, or auscultates.

    **You must:**

    · Perform and document a focused examination appropriate to the chief complaint,

    · Determine and document what objective findings you would expect to assess and record based on your clinical reasoning.

    **Documentation Expectations**

    You must:

    · Clearly separate subjective and objective data

    · Avoid including patient-reported symptoms in the physical exam section

    · Avoid including exam findings in the history section

    · Use professional medical terminology

    · Demonstrate logical organization

    · Align examination scope with the chief complaint

    **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 assessment of integumentary complaints

    · Focused skin examination principles

    · Any portion of the reflection section

    **Acceptable Sources:**

    · Peer-reviewed journal articles

    · CDC clinical guidance

    · IDSA guidelines

    · Advanced practice nursing scholarly texts

    · WHO clinical documents

    **Unacceptable Sources:**

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

    · Wikipedia

    · Blogs or commercial health sites

    All references must be cited in APA format.

    After completing your comprehensive health history and focused physical examination, submit a reflection addressing the reflection prompts in the assignment template. This reflection is designed to help you strengthen your ability to clearly separate subjective and objective findings while performing an integumentary assessment.
    **NURS_6512_Module2_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6512_Module2_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomePart I: Comprehensive Health History (Subjective Data Only)… Demonstrates accurate and complete documentation of patient comprehensive health history (subjective data only). | **25 to >22.35 ptsExcellent** Provides accurate and complete documentation of patient comprehensive health history (subjective data only).<br> <br>**22.35 to >19.85 ptsGood** Provides a mostly accurate and complete patient comprehensive health history (subjective data only); may contain some minor errors.<br> <br>**19.85 to >0 ptsPoor** Does not provide documentation of patient health history (subjective data only); documentation is inaccurate and/or incomplete. | 25 pts |
    | This criterion is linked to a Learning OutcomePart II: Focused Physical Examination (Objective Data Only)… Demonstrates accurate and complete documentation of patient focused physical examination (objective data only). | **25 to >22.35 ptsExcellent** Provides accurate and complete documentation of patient focused physical examination (objective data only).<br> <br>**22.35 to >19.85 ptsGood** Provides a complete, mostly accurate documentation of patient focused physical examination (objective data only); may contain some minor errors.<br> <br>**19.85 to >0 ptsPoor** Does not provide documentation of patient focused physical examination (objective data only); data provided is inaccurate and/or incomplete. | 25 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection Section 1: Subjective vs. Objective Distinction…Identify two examples where it may have been challenging to separate subjective from objective data; Explain how you ensured that patient-reported symptoms remained in the history section; Explain how you ensured that only observable or measurable findings were included in the physical exam section. | **15 to >13.41 ptsExcellent** Provides two fully developed examples of situations that posed a challenge separating subjective and objective data… Fully explains how they ensured that patient-reported symptoms remained in the history section… Fully explains how they ensured that only observable or measurable findings were included in the physical exam section.<br> <br>**13.41 to >11.91 ptsGood** Provides two adequately developed examples of situations that posed a challenge separating subjective and objective data… Adequately explains how they ensured that patient-reported symptoms remained in the history section… Adequately explains how they ensured that only observable or measurable findings were included in the physical exam section.<br> <br>**11.91 to >0 ptsPoor** Does not provide examples of situations that posed a challenge separating subjective and objective data; explanations are unclear or incomplete. | 15 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection Section 2: Additional Assessment Questions… Identify 2–3 additional questions you would ask to strengthen your subjective assessment…. For each question: State the question; Briefly explain why it is important; Describe how the response could guide your focused physical examination | **10 to >8.94 ptsExcellent** Identifies 2–3 additional questions they would ask to strengthen their subjective assessment… Provides a fully developed explanation of why the question is important… Provides a fully developed description of how the response could guide their focused examination.<br> <br>**8.94 to >7.94 ptsGood** Identifies 2–3 additional questions they would ask to strengthen their subjective assessment… Provides an adequately developed explanation of why the question is important… Provides an adequately developed description of how the response could guide their focused examination.<br> <br>**7.94 to >0 ptsPoor** Does not identify 2–3 additional questions they would ask to strengthen their subjective assessment; the questions provided are unclear, inaccurate, or incomplete. | 10 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection… Section 3: Professional Growth… Identify one area of your assessment skills that you would like to improve (e.g., documenting vesicular lesions, describing rash morphology, lymph node assessment). Briefly explain how you plan to strengthen that skill. | **10 to >8.94 ptsExcellent** Identifies one area of their assessment skills they would like to improve… Provides a fully developed explanations of how they plan to strengthen that skill.<br> <br>**8.94 to >7.94 ptsGood** Identifies one area of their assessment skills they would like to improve… Provides an adequately developed explanations of how they plan to strengthen that skill.<br> <br>**7.94 to >0 ptsPoor** Does not identify one area of assessment skills they would like to improve; explanation is unclear, inaccurate, or incomplete. | 10 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

    **## NURS_6512_Module2_AssignmentTemplate.docx**

    **NURS 6512**

    **Week 4 Assignment Template**

    **Comprehensive Health History and Physical Examination Template**

    **Part I: Comprehensive Health History (Subjective Data Only)**

    **Subjective Data**

    Chief Complaint (CC):

    History of Present Illness (HPI):

    Past Medical History (PMH):

    Surgical History (PSH):

    Medications:

    Allergies:

    Preventive Health:

    Social History:

    **Review of Systems (ROS) (Subjective Data Only – Patient-Reported Symptoms):**

    General:

    Skin:

    HEENT:

    Cardiac:

    Respiratory:

    Gastrointestinal (GI):

    Genitourinary (GU):

    Musculoskeletal (MSK):

    Neurologic:

    Psychiatric:

    Endocrine:

    Hematologic/Lymphatic/Immune:

    **Part II: Focused Physical Examination (Objective Data Only)**

    **Physical Examination (Objective Data Only – Do NOT include subjective statements):**

    General:

    Skin:

    Head:

    Eyes:

    Ears:

    Nose:

    Mouth/Throat:

    Neck:

    Cardiac:

    Lungs:

    Abdomen:

    Genitourinary (GU):

    Musculoskeletal:

    Lower Extremities:

    Neurologic:

    **Part III: Reflection**

    **Part III, Section 1: Subjective vs. Objective Distinction**

    1. Identify two examples where it may have been challenging to separate subjective from objective data.

    2. Explain how you ensured that patient-reported symptoms remained in the history section.

    3. Explain how you ensured that only observable or measurable findings were included in the physical exam section.

    **Part III, Section 2: Additional Assessment Questions**

    Identify 2–3 additional questions you would ask to strengthen your subjective assessment.

    For each question:
    • State the question
    • Briefly explain why it is important
    • Describe how the response could guide your focused physical examination

    **Part III, Section 3**:
    **Professional Growth**

    Identify one area of your assessment skills that you would like to improve (e.g., documenting vesicular lesions, describing rash morphology, lymph node assessment). Briefly explain how you plan to strengthen that skill.

    **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

    **## InstrucWk4Assgnmt.docx**

    **The Assignment**

    Based on the case, complete document a comprehensive health history (subjective data only) and a focused physical examination (objective data only).

    **Do NOT provide:**

    · A diagnosis

    · A differential diagnosis list

    · A treatment plan

    · Prescriptions

    · Patient education

    **This assignment evaluates assessment and documentation skills only.**

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

    [Part I: Comprehensive Health History (Subjective Data Only)](https://waldenu.instructure.com/courses/226271/assignments/3238363?module_item_id=9745660)

    **Reminder:** The health history includes only information provided by the patient. It should not include physical exam findings.

    **You must:**

    · Expand the HPI using OLDCARTS

    · Write the HPI as a cohesive paragraph (not bullet points)

    · Include complete PMH, PSH, medications, allergies, preventive health, social history, and SDOH

    · Complete a comprehensive or focused ROS (subjective only)

    **Reminder:** The physical exam includes only what the clinician observes, palpates, percusses, or auscultates.

    **You must:**

    · Perform and document a focused examination appropriate to the chief complaint,

    · Determine and document what objective findings you would expect to assess and record based on your clinical reasoning.

    **Documentation Expectations**

    You must:

    · Clearly separate subjective and objective data

    · Avoid including patient-reported symptoms in the physical exam section

    · Avoid including exam findings in the history section

    · Use professional medical terminology

    · Demonstrate logical organization

    · Align examination scope with the chief complaint

    **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 assessment of integumentary complaints

    · Focused skin examination principles

    · Any portion of the reflection section

    **Acceptable Sources:**

    · Peer-reviewed journal articles

    · CDC clinical guidance

    · IDSA guidelines

    · Advanced practice nursing scholarly texts

    · WHO clinical documents

    **Unacceptable Sources:**

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

    · Wikipedia

    · Blogs or commercial health sites

    All references must be cited in APA format.

    After completing your comprehensive health history and focused physical examination, submit a reflection addressing the reflection prompts in the assignment template. This reflection is designed to help you strengthen your ability to clearly separate subjective and objective findings while performing an integumentary assessment.
    **NURS_6512_Module2_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6512_Module2_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomePart I: Comprehensive Health History (Subjective Data Only)… Demonstrates accurate and complete documentation of patient comprehensive health history (subjective data only). | **25 to >22.35 ptsExcellent** Provides accurate and complete documentation of patient comprehensive health history (subjective data only).<br> <br>**22.35 to >19.85 ptsGood** Provides a mostly accurate and complete patient comprehensive health history (subjective data only); may contain some minor errors.<br> <br>**19.85 to >0 ptsPoor** Does not provide documentation of patient health history (subjective data only); documentation is inaccurate and/or incomplete. | 25 pts |
    | This criterion is linked to a Learning OutcomePart II: Focused Physical Examination (Objective Data Only)… Demonstrates accurate and complete documentation of patient focused physical examination (objective data only). | **25 to >22.35 ptsExcellent** Provides accurate and complete documentation of patient focused physical examination (objective data only).<br> <br>**22.35 to >19.85 ptsGood** Provides a complete, mostly accurate documentation of patient focused physical examination (objective data only); may contain some minor errors.<br> <br>**19.85 to >0 ptsPoor** Does not provide documentation of patient focused physical examination (objective data only); data provided is inaccurate and/or incomplete. | 25 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection Section 1: Subjective vs. Objective Distinction…Identify two examples where it may have been challenging to separate subjective from objective data; Explain how you ensured that patient-reported symptoms remained in the history section; Explain how you ensured that only observable or measurable findings were included in the physical exam section. | **15 to >13.41 ptsExcellent** Provides two fully developed examples of situations that posed a challenge separating subjective and objective data… Fully explains how they ensured that patient-reported symptoms remained in the history section… Fully explains how they ensured that only observable or measurable findings were included in the physical exam section.<br> <br>**13.41 to >11.91 ptsGood** Provides two adequately developed examples of situations that posed a challenge separating subjective and objective data… Adequately explains how they ensured that patient-reported symptoms remained in the history section… Adequately explains how they ensured that only observable or measurable findings were included in the physical exam section.<br> <br>**11.91 to >0 ptsPoor** Does not provide examples of situations that posed a challenge separating subjective and objective data; explanations are unclear or incomplete. | 15 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection Section 2: Additional Assessment Questions… Identify 2–3 additional questions you would ask to strengthen your subjective assessment…. For each question: State the question; Briefly explain why it is important; Describe how the response could guide your focused physical examination | **10 to >8.94 ptsExcellent** Identifies 2–3 additional questions they would ask to strengthen their subjective assessment… Provides a fully developed explanation of why the question is important… Provides a fully developed description of how the response could guide their focused examination.<br> <br>**8.94 to >7.94 ptsGood** Identifies 2–3 additional questions they would ask to strengthen their subjective assessment… Provides an adequately developed explanation of why the question is important… Provides an adequately developed description of how the response could guide their focused examination.<br> <br>**7.94 to >0 ptsPoor** Does not identify 2–3 additional questions they would ask to strengthen their subjective assessment; the questions provided are unclear, inaccurate, or incomplete. | 10 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection… Section 3: Professional Growth… Identify one area of your assessment skills that you would like to improve (e.g., documenting vesicular lesions, describing rash morphology, lymph node assessment). Briefly explain how you plan to strengthen that skill. | **10 to >8.94 ptsExcellent** Identifies one area of their assessment skills they would like to improve… Provides a fully developed explanations of how they plan to strengthen that skill.<br> <br>**8.94 to >7.94 ptsGood** Identifies one area of their assessment skills they would like to improve… Provides an adequately developed explanations of how they plan to strengthen that skill.<br> <br>**7.94 to >0 ptsPoor** Does not identify one area of assessment skills they would like to improve; explanation is unclear, inaccurate, or incomplete. | 10 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

    **## NURS_6512_Module2_AssignmentTemplate.docx**

    **NURS 6512**

    **Week 4 Assignment Template**

    **Comprehensive Health History and Physical Examination Template**

    **Part I: Comprehensive Health History (Subjective Data Only)**

    **Subjective Data**

    Chief Complaint (CC):

    History of Present Illness (HPI):

    Past Medical History (PMH):

    Surgical History (PSH):

    Medications:

    Allergies:

    Preventive Health:

    Social History:

    **Review of Systems (ROS) (Subjective Data Only – Patient-Reported Symptoms):**

    General:

    Skin:

    HEENT:

    Cardiac:

    Respiratory:

    Gastrointestinal (GI):

    Genitourinary (GU):

    Musculoskeletal (MSK):

    Neurologic:

    Psychiatric:

    Endocrine:

    Hematologic/Lymphatic/Immune:

    **Part II: Focused Physical Examination (Objective Data Only)**

    **Physical Examination (Objective Data Only – Do NOT include subjective statements):**

    General:

    Skin:

    Head:

    Eyes:

    Ears:

    Nose:

    Mouth/Throat:

    Neck:

    Cardiac:

    Lungs:

    Abdomen:

    Genitourinary (GU):

    Musculoskeletal:

    Lower Extremities:

    Neurologic:

    **Part III: Reflection**

    **Part III, Section 1: Subjective vs. Objective Distinction**

    1. Identify two examples where it may have been challenging to separate subjective from objective data.

    2. Explain how you ensured that patient-reported symptoms remained in the history section.

    3. Explain how you ensured that only observable or measurable findings were included in the physical exam section.

    **Part III, Section 2: Additional Assessment Questions**

    Identify 2–3 additional questions you would ask to strengthen your subjective assessment.

    For each question:
    • State the question
    • Briefly explain why it is important
    • Describe how the response could guide your focused physical examination

    **Part III, Section 3**:
    **Professional Growth**

    Identify one area of your assessment skills that you would like to improve (e.g., documenting vesicular lesions, describing rash morphology, lymph node assessment). Briefly explain how you plan to strengthen that skill.

    **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

    **## InstrucWk4Assgnmt.docx**

    **The Assignment**

    Based on the case, complete document a comprehensive health history (subjective data only) and a focused physical examination (objective data only).

    **Do NOT provide:**

    · A diagnosis

    · A differential diagnosis list

    · A treatment plan

    · Prescriptions

    · Patient education

    **This assignment evaluates assessment and documentation skills only.**

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

    [Part I: Comprehensive Health History (Subjective Data Only)](https://waldenu.instructure.com/courses/226271/assignments/3238363?module_item_id=9745660)

    **Reminder:** The health history includes only information provided by the patient. It should not include physical exam findings.

    **You must:**

    · Expand the HPI using OLDCARTS

    · Write the HPI as a cohesive paragraph (not bullet points)

    · Include complete PMH, PSH, medications, allergies, preventive health, social history, and SDOH

    · Complete a comprehensive or focused ROS (subjective only)

    **Reminder:** The physical exam includes only what the clinician observes, palpates, percusses, or auscultates.

    **You must:**

    · Perform and document a focused examination appropriate to the chief complaint,

    · Determine and document what objective findings you would expect to assess and record based on your clinical reasoning.

    **Documentation Expectations**

    You must:

    · Clearly separate subjective and objective data

    · Avoid including patient-reported symptoms in the physical exam section

    · Avoid including exam findings in the history section

    · Use professional medical terminology

    · Demonstrate logical organization

    · Align examination scope with the chief complaint

    **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 assessment of integumentary complaints

    · Focused skin examination principles

    · Any portion of the reflection section

    **Acceptable Sources:**

    · Peer-reviewed journal articles

    · CDC clinical guidance

    · IDSA guidelines

    · Advanced practice nursing scholarly texts

    · WHO clinical documents

    **Unacceptable Sources:**

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

    · Wikipedia

    · Blogs or commercial health sites

    All references must be cited in APA format.

    After completing your comprehensive health history and focused physical examination, submit a reflection addressing the reflection prompts in the assignment template. This reflection is designed to help you strengthen your ability to clearly separate subjective and objective findings while performing an integumentary assessment.
    **NURS_6512_Module2_Assignment_Rubric**

    | | | |
    | — | — | — |
    | NURS_6512_Module2_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomePart I: Comprehensive Health History (Subjective Data Only)… Demonstrates accurate and complete documentation of patient comprehensive health history (subjective data only). | **25 to >22.35 ptsExcellent** Provides accurate and complete documentation of patient comprehensive health history (subjective data only).<br> <br>**22.35 to >19.85 ptsGood** Provides a mostly accurate and complete patient comprehensive health history (subjective data only); may contain some minor errors.<br> <br>**19.85 to >0 ptsPoor** Does not provide documentation of patient health history (subjective data only); documentation is inaccurate and/or incomplete. | 25 pts |
    | This criterion is linked to a Learning OutcomePart II: Focused Physical Examination (Objective Data Only)… Demonstrates accurate and complete documentation of patient focused physical examination (objective data only). | **25 to >22.35 ptsExcellent** Provides accurate and complete documentation of patient focused physical examination (objective data only).<br> <br>**22.35 to >19.85 ptsGood** Provides a complete, mostly accurate documentation of patient focused physical examination (objective data only); may contain some minor errors.<br> <br>**19.85 to >0 ptsPoor** Does not provide documentation of patient focused physical examination (objective data only); data provided is inaccurate and/or incomplete. | 25 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection Section 1: Subjective vs. Objective Distinction…Identify two examples where it may have been challenging to separate subjective from objective data; Explain how you ensured that patient-reported symptoms remained in the history section; Explain how you ensured that only observable or measurable findings were included in the physical exam section. | **15 to >13.41 ptsExcellent** Provides two fully developed examples of situations that posed a challenge separating subjective and objective data… Fully explains how they ensured that patient-reported symptoms remained in the history section… Fully explains how they ensured that only observable or measurable findings were included in the physical exam section.<br> <br>**13.41 to >11.91 ptsGood** Provides two adequately developed examples of situations that posed a challenge separating subjective and objective data… Adequately explains how they ensured that patient-reported symptoms remained in the history section… Adequately explains how they ensured that only observable or measurable findings were included in the physical exam section.<br> <br>**11.91 to >0 ptsPoor** Does not provide examples of situations that posed a challenge separating subjective and objective data; explanations are unclear or incomplete. | 15 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection Section 2: Additional Assessment Questions… Identify 2–3 additional questions you would ask to strengthen your subjective assessment…. For each question: State the question; Briefly explain why it is important; Describe how the response could guide your focused physical examination | **10 to >8.94 ptsExcellent** Identifies 2–3 additional questions they would ask to strengthen their subjective assessment… Provides a fully developed explanation of why the question is important… Provides a fully developed description of how the response could guide their focused examination.<br> <br>**8.94 to >7.94 ptsGood** Identifies 2–3 additional questions they would ask to strengthen their subjective assessment… Provides an adequately developed explanation of why the question is important… Provides an adequately developed description of how the response could guide their focused examination.<br> <br>**7.94 to >0 ptsPoor** Does not identify 2–3 additional questions they would ask to strengthen their subjective assessment; the questions provided are unclear, inaccurate, or incomplete. | 10 pts |
    | This criterion is linked to a Learning OutcomePart III: Reflection… Section 3: Professional Growth… Identify one area of your assessment skills that you would like to improve (e.g., documenting vesicular lesions, describing rash morphology, lymph node assessment). Briefly explain how you plan to strengthen that skill. | **10 to >8.94 ptsExcellent** Identifies one area of their assessment skills they would like to improve… Provides a fully developed explanations of how they plan to strengthen that skill.<br> <br>**8.94 to >7.94 ptsGood** Identifies one area of their assessment skills they would like to improve… Provides an adequately developed explanations of how they plan to strengthen that skill.<br> <br>**7.94 to >0 ptsPoor** Does not identify one area of assessment skills they would like to improve; explanation is unclear, inaccurate, or incomplete. | 10 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

  • [Solved] nursing

    ✓ Verified Academic Solution Available

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    **files (1)** – ## Unit7assignment.docx **## Unit7assignment.docx** “Living a career of purposefulness and intentionality can sustain long-term efforts in nursing directed at making a difference to benefit the lives of patients/recipients of the services” (O’Connor, 2019, p.93). · Reflect upon the r…

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    **files (1)**

    – ## Unit7assignment.docx

    **## Unit7assignment.docx**

    “Living a career of purposefulness and intentionality can sustain long-term efforts in nursing directed at making a difference to benefit the lives of patients/recipients of the services” (O’Connor, 2019, p.93).

    · Reflect upon the resources provided in your coursework and the foundational understanding of nursing leadership, policy, and advocacy in healthcare.

    · Your prior efforts will support the development of a comprehensive Professional Development Plan that integrates these critical elements into your future practice.

    · A Career Legacy Map assists in guiding you towards your career goals.

    **This assignment is two-parts**

    1. Complete the Professional Development Plan Template (accessed below)

    2. Develop a Career Legacy Map – add this to the last page of the Professional Development template provided below in the Assignment Resources.

    Using the template provided below, construct your Professional Development Plan adding a visual illustration of your career goals (career legacy map). A Career Legacy Map assists in guiding you towards your career goals. Please refer to the Wilson et al. (2017), article for an example of a legacy map.

    **## Unit7assignment.docx**

    “Living a career of purposefulness and intentionality can sustain long-term efforts in nursing directed at making a difference to benefit the lives of patients/recipients of the services” (O’Connor, 2019, p.93).

    · Reflect upon the resources provided in your coursework and the foundational understanding of nursing leadership, policy, and advocacy in healthcare.

    · Your prior efforts will support the development of a comprehensive Professional Development Plan that integrates these critical elements into your future practice.

    · A Career Legacy Map assists in guiding you towards your career goals.

    **This assignment is two-parts**

    1. Complete the Professional Development Plan Template (accessed below)

    2. Develop a Career Legacy Map – add this to the last page of the Professional Development template provided below in the Assignment Resources.

    Using the template provided below, construct your Professional Development Plan adding a visual illustration of your career goals (career legacy map). A Career Legacy Map assists in guiding you towards your career goals. Please refer to the Wilson et al. (2017), article for an example of a legacy map.

  • [Solved] Professional identity

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Need help. I just need help creating draft and searching for peer reviewed articles. **files (2)** – ## example.docx – ## ProfessionalIdentityPaperGuidelinesandRubric.pdf **## example.docx** 1 1 1 ## Professional Identity in Nursing Scholarly Paper Your Name Minnesota State University Moorhead, Scho…

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    Assignment Prompt & Instructions

    Need help. I just need help creating draft and searching for peer reviewed articles.

    **files (2)**

    – ## example.docx

    – ## ProfessionalIdentityPaperGuidelinesandRubric.pdf

    **## example.docx**

    1

    1

    1

    ## Professional Identity in Nursing Scholarly Paper

    Your Name

    Minnesota State University Moorhead, School of Nursing & Healthcare Leadership

    NURS 301: Transitions

    Faculty Name

    Paper Due Date

    ## Professional Identity in Nursing Scholarly Paper

    Your introductory paragraph goes here. The introduction is a one-paragraph overview of the paper. It should include a strong, clear thesis statement and clear, concise statements of the
    subject and purpose of the paper.

    ## Nursing Theory/Theorist Integration

    Relate a nursing theory/theorist that impacts nursing practice and an evolving professional identity. Identify a nursing theory or theorists that you believe your practice is most attuned to. Describe this theory and how your practice (or future practice) embodies (or will embody) the principles of this theoretical base. Nursing theory I want to use is Benner’s Novice to expert which includes 5 stages that is novice, advanced beginner, competent, proficient, and expert. As a new grad nurse working in in-pt rehab I started with Novice, gained experience and moved into advanced beginner stage.

    ## Formation of Professional Identity

    Articulate nursing knowledge, skills, and attitudes needed to guide the formation of professional nursing identity. Reflect on core nursing values and ethical principles that are significant in the identity formation of the professional nurse. How have you or would you manage conflict between personal and professional responsibilities?

    ## Overview of Professional Development Plan

    Practice excellence, life-long learning, and professional engagement are essential to the nursing profession. Construct lifelong learning approaches for ongoing professional development for professional identity in nursing for nurses in practice. Develop a professional growth and development plan (PDP) inclusive of practice excellence, life-long learning, and professional engagement. Use the provided Professional Development Plan Table Template to guide the development of all elements of your plan and include the plan as an appendix in your paper after the reference page. Please refer to the appendix in the body of your paper. “Please reference the Appendix for my full Professional Development Plan…” You will provide a oneparagraph overview/summary of each of the three components in the body of your paper (see sub-headings below).

    **Practice Excellence Plan**

    Provide an
    _overview/summary_ of your goal plan related to Practice Excellence in one paragraph.

    **Life-long Learning Plan**

    Provide an
    _overview/summary_ of your goal plan related to Life-long Learning in one paragraph.

    **Professional Engagement Plan**

    Provide an
    _overview/summary_ of your goal plan related to Professional Engagement in one paragraph.

    ## Conclusion

    Write a conclusion as a lasting impression, summarizing the main parts of the paper. Consider including how this study and specific assignment have supported reflection on who you are as a professional person in the discipline of nursing.

    ## References

    Please refer to your APA Manual 7th ed. and
    [APA 7](https://apastyle.apa.org/) [th](https://apastyle.apa.org/) [ed. Style Guides](https://apastyle.apa.org/)

    [(](https://apastyle.apa.org/) [https://apastyle.apa.org/](https://apastyle.apa.org/)). Students must integrate at least three references into the body of paper, cite these references in their paper, and include full references on the reference page here.

    **Appendix**

    ## Professional Development Plan Table

    **Purpose:** Practice excellence, life-long learning, and professional engagement are essential to the nursing profession. The purpose of this professional development plan (PDP) is to create a professional growth and development plan that supports all three of these components: practice excellence, life-long learning, and professional engagement.

    **Instructions:** Complete the sections of the PDP template table below. You may use bullets and phrases in place of full sentences to focus on the key points. Your plan will be 2-3 pages in length. You will provide an overview of PDP in your paper and include this table as an appendix in your paper.

    1.
    **Goal to promote practice excellence:**

    | | |
    | — | — |
    | Outcome Measure (SMART goal): Describe what you want to accomplish, specific to your goal. | |
    | Plan/Strategies: Describe the actions you will take to achieve your outcome measure. | |
    | Evaluation Plan: Discuss how you will evaluate your outcome measure (e.g., what evidence will you provide to show you met your goal and outcome measure). | |

    2.
    **Goal to promote life-long learning:**

    | | |
    | — | — |
    | Outcome Measure (SMART goal): Describe what you want to accomplish, specific to your goal. | |
    | Plan/Strategies: Describe the actions you will take to achieve your outcome measure. | |
    | Evaluation Plan: Discuss how you will evaluate your outcome measure (e.g., what evidence will you provide to show you met your goal and outcome measure). | |

    3.
    **Goal to promote professional engagement:**

    | | |
    | — | — |
    | Outcome Measure (SMART goal): Describe what you want to accomplish, specific to your goal. | |
    | Plan/Strategies: Describe the actions you will take to achieve your outcome measure. | |
    | Evaluation Plan: Discuss how you will evaluate your outcome measure (e.g., what evidence will you provide to show you met your goal and outcome measure). | |

    **## ProfessionalIdentityPaperGuidelinesandRubric.pdf**

    NURS 301: Transitions
    Professional Identity in Nursing Scholarly Paper

    Professional identity in nursing is "a sense of oneself, and in relation to others, that is influenced by characteristics, norms, and values of the nursing
    discipline, resulting in an individual thinking, acting, and feeling like a nurse."
    – Definition of Professional Identity in Nursing adopted by the International Society for Professional Identity in Nursing, September 2019 © 2022
    University of Kansas/ISPIN
    The concept of professionalism is grounded in virtue ethics (emphasizing character, etc.) and integrates both social and character development into
    a professional identity that is dynamic, situated, and lifelong. Your professional identity will grow as you continually evaluate personal and collegial
    perspectives about what truly constitutes professional practice. In addition, personal needs and characteristics are contributing factors for the role
    development of RNs returning to school. In this paper, you will analyze who you are as a nurse and how your professional practice reflects your
    unique professional identity. You will have the opportunity to describe your own philosophy, identify a nursing theory to which you personally relate
    to, and explore and present a professional role that is of interest to you.

    Program Student Learner Outcomes
    Formulate a sustainable professional nursing identity that encompasses nursing’s characteristics and values.

    Course Outcomes
    Demonstrate an awareness of the role of the professional nurse within organizational systems.
    Describe how nursing theory impacts nursing practice and an evolving professional identity.
    Reflect on personal and professional actions based on the attributes of professional nursing practice.

    Assignment Objectives

    • Relate a nursing theory/theorist that impacts nursing practice and an evolving professional identity.
    • Articulate nursing knowledge, skills, and attitudes needed to guide in the formation of professional nursing identity.
    • Reflect on core nursing values and ethical principles that are significant in the identity formation of the professional nurse.
    • Explore the management of conflict between personal and professional responsibilities.
    • Construct lifelong learning approaches for ongoing professional development for professional identity in nursing for nurses in practice.
    • Develop a professional growth and development plan inclusive of practice excellence, life-long learning, and professional engagement.
    • Engage in peer evaluation.

    Writing Intensive Objectives

    • Understand/demonstrate the writing and speaking processes through invention, organization, drafting, revision, editing and presentation.

    • Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
    • Locate, evaluate, and synthesize in a responsible manner material from diverse sources and points of view.
    • Use authority, point-of-view, and individual voice and style in their writing and speaking.
    • Employ syntax and usage appropriate to academic disciplines and the professional world.

    Assignment Guidelines

    • Formal writing of 3000 words (approximately 10 pages)
    • Use the template: Sample APA Paper for guidelines and formatting

    There are phases to this assignment over the weeks ahead, including a draft, a peer review, final edits, and then support from tutor.com or the
    writing center before final submission.

    Student: Final Point Total on Paper: /75 pts

    Exemplary Proficient Developing Unacceptable Comments Points
    5 Points 3 Points 1 Points 0 Points

    Introduction &
    Focus

    Paper begins with strong
    intro (no “Introduction”
    heading to this segment,
    provided a brief/clear
    description of what the
    paper is about).

    The introduction
    is provided,
    though less than
    clear and/or a
    heading termed
    “Introduction” is
    erroneously used.

    The introduction is
    unclear and weak,
    with no focus.

    No introduction or
    focus stated.

    20 Points 15 Points 10 Points 0 Points

    Exemplary Proficient Developing Unacceptable Comments Points
    Nursing
    Theory/Theorist

    Author has clearly
    presented the nurse
    theorist/theory for
    which their practice
    aligns; a description of
    this theory is clear.
    Student has fully
    described how/why
    their practice
    embodies/reflects this
    theory base.

    This element
    identifies nursing
    theory and
    student’s theory
    alignment but is
    not clearly
    explained and/or
    lacking evidence.

    Evidence of theory
    understanding and
    alignment to
    personal practice is
    superficial or
    illogical.

    No evidence of
    theory
    understanding or
    alignment to
    personal practice.

    20 Points 15 Points 10 Points 0 Points
    Formation of
    Professional
    Identity

    Articulates nursing
    knowledge, skills, and
    attitudes needed to
    guide the formation of
    professional nursing
    identity. Reflects on
    core nursing values
    and ethical principles
    that are significant in
    the identity formation
    of the professional
    nurse. Discusses how
    to manage conflict
    between personal and
    professional
    responsibilities.

    Formation of
    professional
    nursing identity is
    briefed but could
    have been more in-
    depth to
    demonstrate full
    perspective.

    Formation of
    professional
    nursing identity is
    incomplete and
    lacked focus. Does
    not clearly reflect
    on core nursing
    values and ethical
    principles.

    No discussion on
    formation of
    professional
    identity or
    reflection on core
    nursing values and
    ethical principles.

    20 Points 15 Points 10 Points 0 Points

    Exemplary Proficient Developing Unacceptable Comments Points
    Overview of
    Professional
    Development Plan

    Develops a professional
    growth and
    development plan (PDP)
    inclusive of practice
    excellence, life-long
    learning, and
    professional
    engagement. Uses the
    provided Professional
    Development Plan Table
    Template to guide the
    development of all
    elements of the PDP and
    includes the plan as an
    appendix in the paper
    after the reference page.
    Summarizes each of the
    three elements in the
    body of the paper.
    Refers to appendix in the
    body of the paper.

    Addressed most
    but missing one of
    the elements in the
    paper and
    professional
    development plan
    guidelines.

    Addressed some
    but missing two of
    the elements in the
    paper and
    professional
    development plan
    guidelines.

    Missing more than
    two elements in
    the paper and
    professional
    development plan
    guidelines.

    5 Points 3 Points 1 Point 0 Points
    Conclusion

    Writes a conclusion
    as a lasting
    impression,
    summarizing the
    main parts of the
    paper. Includes how
    this specific
    assignment has
    supported reflection
    as a professional
    person in the
    discipline of nursing.

    Conclusion does
    not synthesize the
    major points in the
    paper or contains
    new information
    that should be in
    the body of the
    paper.

    Conclusion is
    poorly written.

    Conclusion is
    missing.

    Exemplary Proficient Developing Unacceptable Comments Points
    5 Points 3 Points 1 Points 0 Points
    Presentation Paper aligns to 7th

    edition APA style, as
    outlined in the
    assignment. In-text
    citations and
    references are
    accurately presented.
    Word count is met.

    THREE current
    references, at
    minimum, support this
    reflection and written
    essay.

    Paper is organized,
    clear, flows well, is
    engaging, with no
    spelling or grammatical
    errors.

    Tone is professional
    and informative.

    Evidence of assignment
    review (feedback) by
    tutor is submitted with
    assignment.

    A few grammatical
    errors are present
    and/or
    formatting/APA
    does not fully meet
    APA criteria, or
    word count is not
    met, or no
    evidence of
    assignment review
    by tutors was
    submitted.
    (generally, -1 point
    for one error, -2 for
    two, etc.)

    Numerous
    grammatical
    errors, and/or
    content is poorly
    presented, and/or
    APA criteria is
    largely missed.

    Or, no evidence of
    assignment review
    by tutors was
    submitted.

    Text did not flow
    throughout paper.
    Transitions are not
    present.
    Proofreading did
    not occur. Greater
    than 10 unique
    errors in grammar,
    spelling,
    punctuation, or
    APA. No evidence
    of tutor review.

    **## ProfessionalIdentityPaperGuidelinesandRubric.pdf**

    NURS 301: Transitions
    Professional Identity in Nursing Scholarly Paper

    Professional identity in nursing is "a sense of oneself, and in relation to others, that is influenced by characteristics, norms, and values of the nursing
    discipline, resulting in an individual thinking, acting, and feeling like a nurse."
    – Definition of Professional Identity in Nursing adopted by the International Society for Professional Identity in Nursing, September 2019 © 2022
    University of Kansas/ISPIN
    The concept of professionalism is grounded in virtue ethics (emphasizing character, etc.) and integrates both social and character development into
    a professional identity that is dynamic, situated, and lifelong. Your professional identity will grow as you continually evaluate personal and collegial
    perspectives about what truly constitutes professional practice. In addition, personal needs and characteristics are contributing factors for the role
    development of RNs returning to school. In this paper, you will analyze who you are as a nurse and how your professional practice reflects your
    unique professional identity. You will have the opportunity to describe your own philosophy, identify a nursing theory to which you personally relate
    to, and explore and present a professional role that is of interest to you.

    Program Student Learner Outcomes
    Formulate a sustainable professional nursing identity that encompasses nursing’s characteristics and values.

    Course Outcomes
    Demonstrate an awareness of the role of the professional nurse within organizational systems.
    Describe how nursing theory impacts nursing practice and an evolving professional identity.
    Reflect on personal and professional actions based on the attributes of professional nursing practice.

    Assignment Objectives

    • Relate a nursing theory/theorist that impacts nursing practice and an evolving professional identity.
    • Articulate nursing knowledge, skills, and attitudes needed to guide in the formation of professional nursing identity.
    • Reflect on core nursing values and ethical principles that are significant in the identity formation of the professional nurse.
    • Explore the management of conflict between personal and professional responsibilities.
    • Construct lifelong learning approaches for ongoing professional development for professional identity in nursing for nurses in practice.
    • Develop a professional growth and development plan inclusive of practice excellence, life-long learning, and professional engagement.
    • Engage in peer evaluation.

    Writing Intensive Objectives

    • Understand/demonstrate the writing and speaking processes through invention, organization, drafting, revision, editing and presentation.

    • Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
    • Locate, evaluate, and synthesize in a responsible manner material from diverse sources and points of view.
    • Use authority, point-of-view, and individual voice and style in their writing and speaking.
    • Employ syntax and usage appropriate to academic disciplines and the professional world.

    Assignment Guidelines

    • Formal writing of 3000 words (approximately 10 pages)
    • Use the template: Sample APA Paper for guidelines and formatting

    There are phases to this assignment over the weeks ahead, including a draft, a peer review, final edits, and then support from tutor.com or the
    writing center before final submission.

    Student: Final Point Total on Paper: /75 pts

    Exemplary Proficient Developing Unacceptable Comments Points
    5 Points 3 Points 1 Points 0 Points

    Introduction &
    Focus

    Paper begins with strong
    intro (no “Introduction”
    heading to this segment,
    provided a brief/clear
    description of what the
    paper is about).

    The introduction
    is provided,
    though less than
    clear and/or a
    heading termed
    “Introduction” is
    erroneously used.

    The introduction is
    unclear and weak,
    with no focus.

    No introduction or
    focus stated.

    20 Points 15 Points 10 Points 0 Points

    Exemplary Proficient Developing Unacceptable Comments Points
    Nursing
    Theory/Theorist

    Author has clearly
    presented the nurse
    theorist/theory for
    which their practice
    aligns; a description of
    this theory is clear.
    Student has fully
    described how/why
    their practice
    embodies/reflects this
    theory base.

    This element
    identifies nursing
    theory and
    student’s theory
    alignment but is
    not clearly
    explained and/or
    lacking evidence.

    Evidence of theory
    understanding and
    alignment to
    personal practice is
    superficial or
    illogical.

    No evidence of
    theory
    understanding or
    alignment to
    personal practice.

    20 Points 15 Points 10 Points 0 Points
    Formation of
    Professional
    Identity

    Articulates nursing
    knowledge, skills, and
    attitudes needed to
    guide the formation of
    professional nursing
    identity. Reflects on
    core nursing values
    and ethical principles
    that are significant in
    the identity formation
    of the professional
    nurse. Discusses how
    to manage conflict
    between personal and
    professional
    responsibilities.

    Formation of
    professional
    nursing identity is
    briefed but could
    have been more in-
    depth to
    demonstrate full
    perspective.

    Formation of
    professional
    nursing identity is
    incomplete and
    lacked focus. Does
    not clearly reflect
    on core nursing
    values and ethical
    principles.

    No discussion on
    formation of
    professional
    identity or
    reflection on core
    nursing values and
    ethical principles.

    20 Points 15 Points 10 Points 0 Points

    Exemplary Proficient Developing Unacceptable Comments Points
    Overview of
    Professional
    Development Plan

    Develops a professional
    growth and
    development plan (PDP)
    inclusive of practice
    excellence, life-long
    learning, and
    professional
    engagement. Uses the
    provided Professional
    Development Plan Table
    Template to guide the
    development of all
    elements of the PDP and
    includes the plan as an
    appendix in the paper
    after the reference page.
    Summarizes each of the
    three elements in the
    body of the paper.
    Refers to appendix in the
    body of the paper.

    Addressed most
    but missing one of
    the elements in the
    paper and
    professional
    development plan
    guidelines.

    Addressed some
    but missing two of
    the elements in the
    paper and
    professional
    development plan
    guidelines.

    Missing more than
    two elements in
    the paper and
    professional
    development plan
    guidelines.

    5 Points 3 Points 1 Point 0 Points
    Conclusion

    Writes a conclusion
    as a lasting
    impression,
    summarizing the
    main parts of the
    paper. Includes how
    this specific
    assignment has
    supported reflection
    as a professional
    person in the
    discipline of nursing.

    Conclusion does
    not synthesize the
    major points in the
    paper or contains
    new information
    that should be in
    the body of the
    paper.

    Conclusion is
    poorly written.

    Conclusion is
    missing.

    Exemplary Proficient Developing Unacceptable Comments Points
    5 Points 3 Points 1 Points 0 Points
    Presentation Paper aligns to 7th

    edition APA style, as
    outlined in the
    assignment. In-text
    citations and
    references are
    accurately presented.
    Word count is met.

    THREE current
    references, at
    minimum, support this
    reflection and written
    essay.

    Paper is organized,
    clear, flows well, is
    engaging, with no
    spelling or grammatical
    errors.

    Tone is professional
    and informative.

    Evidence of assignment
    review (feedback) by
    tutor is submitted with
    assignment.

    A few grammatical
    errors are present
    and/or
    formatting/APA
    does not fully meet
    APA criteria, or
    word count is not
    met, or no
    evidence of
    assignment review
    by tutors was
    submitted.
    (generally, -1 point
    for one error, -2 for
    two, etc.)

    Numerous
    grammatical
    errors, and/or
    content is poorly
    presented, and/or
    APA criteria is
    largely missed.

    Or, no evidence of
    assignment review
    by tutors was
    submitted.

    Text did not flow
    throughout paper.
    Transitions are not
    present.
    Proofreading did
    not occur. Greater
    than 10 unique
    errors in grammar,
    spelling,
    punctuation, or
    APA. No evidence
    of tutor review.

    **## example.docx**

    1

    1

    1

    ## Professional Identity in Nursing Scholarly Paper

    Your Name

    Minnesota State University Moorhead, School of Nursing & Healthcare Leadership

    NURS 301: Transitions

    Faculty Name

    Paper Due Date

    ## Professional Identity in Nursing Scholarly Paper

    Your introductory paragraph goes here. The introduction is a one-paragraph overview of the paper. It should include a strong, clear thesis statement and clear, concise statements of the
    subject and purpose of the paper.

    ## Nursing Theory/Theorist Integration

    Relate a nursing theory/theorist that impacts nursing practice and an evolving professional identity. Identify a nursing theory or theorists that you believe your practice is most attuned to. Describe this theory and how your practice (or future practice) embodies (or will embody) the principles of this theoretical base. Nursing theory I want to use is Benner’s Novice to expert which includes 5 stages that is novice, advanced beginner, competent, proficient, and expert. As a new grad nurse working in in-pt rehab I started with Novice, gained experience and moved into advanced beginner stage.

    ## Formation of Professional Identity

    Articulate nursing knowledge, skills, and attitudes needed to guide the formation of professional nursing identity. Reflect on core nursing values and ethical principles that are significant in the identity formation of the professional nurse. How have you or would you manage conflict between personal and professional responsibilities?

    ## Overview of Professional Development Plan

    Practice excellence, life-long learning, and professional engagement are essential to the nursing profession. Construct lifelong learning approaches for ongoing professional development for professional identity in nursing for nurses in practice. Develop a professional growth and development plan (PDP) inclusive of practice excellence, life-long learning, and professional engagement. Use the provided Professional Development Plan Table Template to guide the development of all elements of your plan and include the plan as an appendix in your paper after the reference page. Please refer to the appendix in the body of your paper. “Please reference the Appendix for my full Professional Development Plan…” You will provide a oneparagraph overview/summary of each of the three components in the body of your paper (see sub-headings below).

    **Practice Excellence Plan**

    Provide an
    _overview/summary_ of your goal plan related to Practice Excellence in one paragraph.

    **Life-long Learning Plan**

    Provide an
    _overview/summary_ of your goal plan related to Life-long Learning in one paragraph.

    **Professional Engagement Plan**

    Provide an
    _overview/summary_ of your goal plan related to Professional Engagement in one paragraph.

    ## Conclusion

    Write a conclusion as a lasting impression, summarizing the main parts of the paper. Consider including how this study and specific assignment have supported reflection on who you are as a professional person in the discipline of nursing.

    ## References

    Please refer to your APA Manual 7th ed. and
    [APA 7](https://apastyle.apa.org/) [th](https://apastyle.apa.org/) [ed. Style Guides](https://apastyle.apa.org/)

    [(](https://apastyle.apa.org/) [https://apastyle.apa.org/](https://apastyle.apa.org/)). Students must integrate at least three references into the body of paper, cite these references in their paper, and include full references on the reference page here.

    **Appendix**

    ## Professional Development Plan Table

    **Purpose:** Practice excellence, life-long learning, and professional engagement are essential to the nursing profession. The purpose of this professional development plan (PDP) is to create a professional growth and development plan that supports all three of these components: practice excellence, life-long learning, and professional engagement.

    **Instructions:** Complete the sections of the PDP template table below. You may use bullets and phrases in place of full sentences to focus on the key points. Your plan will be 2-3 pages in length. You will provide an overview of PDP in your paper and include this table as an appendix in your paper.

    1.
    **Goal to promote practice excellence:**

    | | |
    | — | — |
    | Outcome Measure (SMART goal): Describe what you want to accomplish, specific to your goal. | |
    | Plan/Strategies: Describe the actions you will take to achieve your outcome measure. | |
    | Evaluation Plan: Discuss how you will evaluate your outcome measure (e.g., what evidence will you provide to show you met your goal and outcome measure). | |

    2.
    **Goal to promote life-long learning:**

    | | |
    | — | — |
    | Outcome Measure (SMART goal): Describe what you want to accomplish, specific to your goal. | |
    | Plan/Strategies: Describe the actions you will take to achieve your outcome measure. | |
    | Evaluation Plan: Discuss how you will evaluate your outcome measure (e.g., what evidence will you provide to show you met your goal and outcome measure). | |

    3.
    **Goal to promote professional engagement:**

    | | |
    | — | — |
    | Outcome Measure (SMART goal): Describe what you want to accomplish, specific to your goal. | |
    | Plan/Strategies: Describe the actions you will take to achieve your outcome measure. | |
    | Evaluation Plan: Discuss how you will evaluate your outcome measure (e.g., what evidence will you provide to show you met your goal and outcome measure). | |

    **## ProfessionalIdentityPaperGuidelinesandRubric.pdf**

    NURS 301: Transitions
    Professional Identity in Nursing Scholarly Paper

    Professional identity in nursing is "a sense of oneself, and in relation to others, that is influenced by characteristics, norms, and values of the nursing
    discipline, resulting in an individual thinking, acting, and feeling like a nurse."
    – Definition of Professional Identity in Nursing adopted by the International Society for Professional Identity in Nursing, September 2019 © 2022
    University of Kansas/ISPIN
    The concept of professionalism is grounded in virtue ethics (emphasizing character, etc.) and integrates both social and character development into
    a professional identity that is dynamic, situated, and lifelong. Your professional identity will grow as you continually evaluate personal and collegial
    perspectives about what truly constitutes professional practice. In addition, personal needs and characteristics are contributing factors for the role
    development of RNs returning to school. In this paper, you will analyze who you are as a nurse and how your professional practice reflects your
    unique professional identity. You will have the opportunity to describe your own philosophy, identify a nursing theory to which you personally relate
    to, and explore and present a professional role that is of interest to you.

    Program Student Learner Outcomes
    Formulate a sustainable professional nursing identity that encompasses nursing’s characteristics and values.

    Course Outcomes
    Demonstrate an awareness of the role of the professional nurse within organizational systems.
    Describe how nursing theory impacts nursing practice and an evolving professional identity.
    Reflect on personal and professional actions based on the attributes of professional nursing practice.

    Assignment Objectives

    • Relate a nursing theory/theorist that impacts nursing practice and an evolving professional identity.
    • Articulate nursing knowledge, skills, and attitudes needed to guide in the formation of professional nursing identity.
    • Reflect on core nursing values and ethical principles that are significant in the identity formation of the professional nurse.
    • Explore the management of conflict between personal and professional responsibilities.
    • Construct lifelong learning approaches for ongoing professional development for professional identity in nursing for nurses in practice.
    • Develop a professional growth and development plan inclusive of practice excellence, life-long learning, and professional engagement.
    • Engage in peer evaluation.

    Writing Intensive Objectives

    • Understand/demonstrate the writing and speaking processes through invention, organization, drafting, revision, editing and presentation.

    • Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
    • Locate, evaluate, and synthesize in a responsible manner material from diverse sources and points of view.
    • Use authority, point-of-view, and individual voice and style in their writing and speaking.
    • Employ syntax and usage appropriate to academic disciplines and the professional world.

    Assignment Guidelines

    • Formal writing of 3000 words (approximately 10 pages)
    • Use the template: Sample APA Paper for guidelines and formatting

    There are phases to this assignment over the weeks ahead, including a draft, a peer review, final edits, and then support from tutor.com or the
    writing center before final submission.

    Student: Final Point Total on Paper: /75 pts

    Exemplary Proficient Developing Unacceptable Comments Points
    5 Points 3 Points 1 Points 0 Points

    Introduction &
    Focus

    Paper begins with strong
    intro (no “Introduction”
    heading to this segment,
    provided a brief/clear
    description of what the
    paper is about).

    The introduction
    is provided,
    though less than
    clear and/or a
    heading termed
    “Introduction” is
    erroneously used.

    The introduction is
    unclear and weak,
    with no focus.

    No introduction or
    focus stated.

    20 Points 15 Points 10 Points 0 Points

    Exemplary Proficient Developing Unacceptable Comments Points
    Nursing
    Theory/Theorist

    Author has clearly
    presented the nurse
    theorist/theory for
    which their practice
    aligns; a description of
    this theory is clear.
    Student has fully
    described how/why
    their practice
    embodies/reflects this
    theory base.

    This element
    identifies nursing
    theory and
    student’s theory
    alignment but is
    not clearly
    explained and/or
    lacking evidence.

    Evidence of theory
    understanding and
    alignment to
    personal practice is
    superficial or
    illogical.

    No evidence of
    theory
    understanding or
    alignment to
    personal practice.

    20 Points 15 Points 10 Points 0 Points
    Formation of
    Professional
    Identity

    Articulates nursing
    knowledge, skills, and
    attitudes needed to
    guide the formation of
    professional nursing
    identity. Reflects on
    core nursing values
    and ethical principles
    that are significant in
    the identity formation
    of the professional
    nurse. Discusses how
    to manage conflict
    between personal and
    professional
    responsibilities.

    Formation of
    professional
    nursing identity is
    briefed but could
    have been more in-
    depth to
    demonstrate full
    perspective.

    Formation of
    professional
    nursing identity is
    incomplete and
    lacked focus. Does
    not clearly reflect
    on core nursing
    values and ethical
    principles.

    No discussion on
    formation of
    professional
    identity or
    reflection on core
    nursing values and
    ethical principles.

    20 Points 15 Points 10 Points 0 Points

    Exemplary Proficient Developing Unacceptable Comments Points
    Overview of
    Professional
    Development Plan

    Develops a professional
    growth and
    development plan (PDP)
    inclusive of practice
    excellence, life-long
    learning, and
    professional
    engagement. Uses the
    provided Professional
    Development Plan Table
    Template to guide the
    development of all
    elements of the PDP and
    includes the plan as an
    appendix in the paper
    after the reference page.
    Summarizes each of the
    three elements in the
    body of the paper.
    Refers to appendix in the
    body of the paper.

    Addressed most
    but missing one of
    the elements in the
    paper and
    professional
    development plan
    guidelines.

    Addressed some
    but missing two of
    the elements in the
    paper and
    professional
    development plan
    guidelines.

    Missing more than
    two elements in
    the paper and
    professional
    development plan
    guidelines.

    5 Points 3 Points 1 Point 0 Points
    Conclusion

    Writes a conclusion
    as a lasting
    impression,
    summarizing the
    main parts of the
    paper. Includes how
    this specific
    assignment has
    supported reflection
    as a professional
    person in the
    discipline of nursing.

    Conclusion does
    not synthesize the
    major points in the
    paper or contains
    new information
    that should be in
    the body of the
    paper.

    Conclusion is
    poorly written.

    Conclusion is
    missing.

    Exemplary Proficient Developing Unacceptable Comments Points
    5 Points 3 Points 1 Points 0 Points
    Presentation Paper aligns to 7th

    edition APA style, as
    outlined in the
    assignment. In-text
    citations and
    references are
    accurately presented.
    Word count is met.

    THREE current
    references, at
    minimum, support this
    reflection and written
    essay.

    Paper is organized,
    clear, flows well, is
    engaging, with no
    spelling or grammatical
    errors.

    Tone is professional
    and informative.

    Evidence of assignment
    review (feedback) by
    tutor is submitted with
    assignment.

    A few grammatical
    errors are present
    and/or
    formatting/APA
    does not fully meet
    APA criteria, or
    word count is not
    met, or no
    evidence of
    assignment review
    by tutors was
    submitted.
    (generally, -1 point
    for one error, -2 for
    two, etc.)

    Numerous
    grammatical
    errors, and/or
    content is poorly
    presented, and/or
    APA criteria is
    largely missed.

    Or, no evidence of
    assignment review
    by tutors was
    submitted.

    Text did not flow
    throughout paper.
    Transitions are not
    present.
    Proofreading did
    not occur. Greater
    than 10 unique
    errors in grammar,
    spelling,
    punctuation, or
    APA. No evidence
    of tutor review.

    **## example.docx**

    1

    1

    1

    ## Professional Identity in Nursing Scholarly Paper

    Your Name

    Minnesota State University Moorhead, School of Nursing & Healthcare Leadership

    NURS 301: Transitions

    Faculty Name

    Paper Due Date

    ## Professional Identity in Nursing Scholarly Paper

    Your introductory paragraph goes here. The introduction is a one-paragraph overview of the paper. It should include a strong, clear thesis statement and clear, concise statements of the
    subject and purpose of the paper.

    ## Nursing Theory/Theorist Integration

    Relate a nursing theory/theorist that impacts nursing practice and an evolving professional identity. Identify a nursing theory or theorists that you believe your practice is most attuned to. Describe this theory and how your practice (or future practice) embodies (or will embody) the principles of this theoretical base. Nursing theory I want to use is Benner’s Novice to expert which includes 5 stages that is novice, advanced beginner, competent, proficient, and expert. As a new grad nurse working in in-pt rehab I started with Novice, gained experience and moved into advanced beginner stage.

    ## Formation of Professional Identity

    Articulate nursing knowledge, skills, and attitudes needed to guide the formation of professional nursing identity. Reflect on core nursing values and ethical principles that are significant in the identity formation of the professional nurse. How have you or would you manage conflict between personal and professional responsibilities?

    ## Overview of Professional Development Plan

    Practice excellence, life-long learning, and professional engagement are essential to the nursing profession. Construct lifelong learning approaches for ongoing professional development for professional identity in nursing for nurses in practice. Develop a professional growth and development plan (PDP) inclusive of practice excellence, life-long learning, and professional engagement. Use the provided Professional Development Plan Table Template to guide the development of all elements of your plan and include the plan as an appendix in your paper after the reference page. Please refer to the appendix in the body of your paper. “Please reference the Appendix for my full Professional Development Plan…” You will provide a oneparagraph overview/summary of each of the three components in the body of your paper (see sub-headings below).

    **Practice Excellence Plan**

    Provide an
    _overview/summary_ of your goal plan related to Practice Excellence in one paragraph.

    **Life-long Learning Plan**

    Provide an
    _overview/summary_ of your goal plan related to Life-long Learning in one paragraph.

    **Professional Engagement Plan**

    Provide an
    _overview/summary_ of your goal plan related to Professional Engagement in one paragraph.

    ## Conclusion

    Write a conclusion as a lasting impression, summarizing the main parts of the paper. Consider including how this study and specific assignment have supported reflection on who you are as a professional person in the discipline of nursing.

    ## References

    Please refer to your APA Manual 7th ed. and
    [APA 7](https://apastyle.apa.org/) [th](https://apastyle.apa.org/) [ed. Style Guides](https://apastyle.apa.org/)

    [(](https://apastyle.apa.org/) [https://apastyle.apa.org/](https://apastyle.apa.org/)). Students must integrate at least three references into the body of paper, cite these references in their paper, and include full references on the reference page here.

    **Appendix**

    ## Professional Development Plan Table

    **Purpose:** Practice excellence, life-long learning, and professional engagement are essential to the nursing profession. The purpose of this professional development plan (PDP) is to create a professional growth and development plan that supports all three of these components: practice excellence, life-long learning, and professional engagement.

    **Instructions:** Complete the sections of the PDP template table below. You may use bullets and phrases in place of full sentences to focus on the key points. Your plan will be 2-3 pages in length. You will provide an overview of PDP in your paper and include this table as an appendix in your paper.

    1.
    **Goal to promote practice excellence:**

    | | |
    | — | — |
    | Outcome Measure (SMART goal): Describe what you want to accomplish, specific to your goal. | |
    | Plan/Strategies: Describe the actions you will take to achieve your outcome measure. | |
    | Evaluation Plan: Discuss how you will evaluate your outcome measure (e.g., what evidence will you provide to show you met your goal and outcome measure). | |

    2.
    **Goal to promote life-long learning:**

    | | |
    | — | — |
    | Outcome Measure (SMART goal): Describe what you want to accomplish, specific to your goal. | |
    | Plan/Strategies: Describe the actions you will take to achieve your outcome measure. | |
    | Evaluation Plan: Discuss how you will evaluate your outcome measure (e.g., what evidence will you provide to show you met your goal and outcome measure). | |

    3.
    **Goal to promote professional engagement:**

    | | |
    | — | — |
    | Outcome Measure (SMART goal): Describe what you want to accomplish, specific to your goal. | |
    | Plan/Strategies: Describe the actions you will take to achieve your outcome measure. | |
    | Evaluation Plan: Discuss how you will evaluate your outcome measure (e.g., what evidence will you provide to show you met your goal and outcome measure). | |

    **## ProfessionalIdentityPaperGuidelinesandRubric.pdf**

    NURS 301: Transitions
    Professional Identity in Nursing Scholarly Paper

    Professional identity in nursing is "a sense of oneself, and in relation to others, that is influenced by characteristics, norms, and values of the nursing
    discipline, resulting in an individual thinking, acting, and feeling like a nurse."
    – Definition of Professional Identity in Nursing adopted by the International Society for Professional Identity in Nursing, September 2019 © 2022
    University of Kansas/ISPIN
    The concept of professionalism is grounded in virtue ethics (emphasizing character, etc.) and integrates both social and character development into
    a professional identity that is dynamic, situated, and lifelong. Your professional identity will grow as you continually evaluate personal and collegial
    perspectives about what truly constitutes professional practice. In addition, personal needs and characteristics are contributing factors for the role
    development of RNs returning to school. In this paper, you will analyze who you are as a nurse and how your professional practice reflects your
    unique professional identity. You will have the opportunity to describe your own philosophy, identify a nursing theory to which you personally relate
    to, and explore and present a professional role that is of interest to you.

    Program Student Learner Outcomes
    Formulate a sustainable professional nursing identity that encompasses nursing’s characteristics and values.

    Course Outcomes
    Demonstrate an awareness of the role of the professional nurse within organizational systems.
    Describe how nursing theory impacts nursing practice and an evolving professional identity.
    Reflect on personal and professional actions based on the attributes of professional nursing practice.

    Assignment Objectives

    • Relate a nursing theory/theorist that impacts nursing practice and an evolving professional identity.
    • Articulate nursing knowledge, skills, and attitudes needed to guide in the formation of professional nursing identity.
    • Reflect on core nursing values and ethical principles that are significant in the identity formation of the professional nurse.
    • Explore the management of conflict between personal and professional responsibilities.
    • Construct lifelong learning approaches for ongoing professional development for professional identity in nursing for nurses in practice.
    • Develop a professional growth and development plan inclusive of practice excellence, life-long learning, and professional engagement.
    • Engage in peer evaluation.

    Writing Intensive Objectives

    • Understand/demonstrate the writing and speaking processes through invention, organization, drafting, revision, editing and presentation.

    • Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.
    • Locate, evaluate, and synthesize in a responsible manner material from diverse sources and points of view.
    • Use authority, point-of-view, and individual voice and style in their writing and speaking.
    • Employ syntax and usage appropriate to academic disciplines and the professional world.

    Assignment Guidelines

    • Formal writing of 3000 words (approximately 10 pages)
    • Use the template: Sample APA Paper for guidelines and formatting

    There are phases to this assignment over the weeks ahead, including a draft, a peer review, final edits, and then support from tutor.com or the
    writing center before final submission.

    Student: Final Point Total on Paper: /75 pts

    Exemplary Proficient Developing Unacceptable Comments Points
    5 Points 3 Points 1 Points 0 Points

    Introduction &
    Focus

    Paper begins with strong
    intro (no “Introduction”
    heading to this segment,
    provided a brief/clear
    description of what the
    paper is about).

    The introduction
    is provided,
    though less than
    clear and/or a
    heading termed
    “Introduction” is
    erroneously used.

    The introduction is
    unclear and weak,
    with no focus.

    No introduction or
    focus stated.

    20 Points 15 Points 10 Points 0 Points

    Exemplary Proficient Developing Unacceptable Comments Points
    Nursing
    Theory/Theorist

    Author has clearly
    presented the nurse
    theorist/theory for
    which their practice
    aligns; a description of
    this theory is clear.
    Student has fully
    described how/why
    their practice
    embodies/reflects this
    theory base.

    This element
    identifies nursing
    theory and
    student’s theory
    alignment but is
    not clearly
    explained and/or
    lacking evidence.

    Evidence of theory
    understanding and
    alignment to
    personal practice is
    superficial or
    illogical.

    No evidence of
    theory
    understanding or
    alignment to
    personal practice.

    20 Points 15 Points 10 Points 0 Points
    Formation of
    Professional
    Identity

    Articulates nursing
    knowledge, skills, and
    attitudes needed to
    guide the formation of
    professional nursing
    identity. Reflects on
    core nursing values
    and ethical principles
    that are significant in
    the identity formation
    of the professional
    nurse. Discusses how
    to manage conflict
    between personal and
    professional
    responsibilities.

    Formation of
    professional
    nursing identity is
    briefed but could
    have been more in-
    depth to
    demonstrate full
    perspective.

    Formation of
    professional
    nursing identity is
    incomplete and
    lacked focus. Does
    not clearly reflect
    on core nursing
    values and ethical
    principles.

    No discussion on
    formation of
    professional
    identity or
    reflection on core
    nursing values and
    ethical principles.

    20 Points 15 Points 10 Points 0 Points

    Exemplary Proficient Developing Unacceptable Comments Points
    Overview of
    Professional
    Development Plan

    Develops a professional
    growth and
    development plan (PDP)
    inclusive of practice
    excellence, life-long
    learning, and
    professional
    engagement. Uses the
    provided Professional
    Development Plan Table
    Template to guide the
    development of all
    elements of the PDP and
    includes the plan as an
    appendix in the paper
    after the reference page.
    Summarizes each of the
    three elements in the
    body of the paper.
    Refers to appendix in the
    body of the paper.

    Addressed most
    but missing one of
    the elements in the
    paper and
    professional
    development plan
    guidelines.

    Addressed some
    but missing two of
    the elements in the
    paper and
    professional
    development plan
    guidelines.

    Missing more than
    two elements in
    the paper and
    professional
    development plan
    guidelines.

    5 Points 3 Points 1 Point 0 Points
    Conclusion

    Writes a conclusion
    as a lasting
    impression,
    summarizing the
    main parts of the
    paper. Includes how
    this specific
    assignment has
    supported reflection
    as a professional
    person in the
    discipline of nursing.

    Conclusion does
    not synthesize the
    major points in the
    paper or contains
    new information
    that should be in
    the body of the
    paper.

    Conclusion is
    poorly written.

    Conclusion is
    missing.

    Exemplary Proficient Developing Unacceptable Comments Points
    5 Points 3 Points 1 Points 0 Points
    Presentation Paper aligns to 7th

    edition APA style, as
    outlined in the
    assignment. In-text
    citations and
    references are
    accurately presented.
    Word count is met.

    THREE current
    references, at
    minimum, support this
    reflection and written
    essay.

    Paper is organized,
    clear, flows well, is
    engaging, with no
    spelling or grammatical
    errors.

    Tone is professional
    and informative.

    Evidence of assignment
    review (feedback) by
    tutor is submitted with
    assignment.

    A few grammatical
    errors are present
    and/or
    formatting/APA
    does not fully meet
    APA criteria, or
    word count is not
    met, or no
    evidence of
    assignment review
    by tutors was
    submitted.
    (generally, -1 point
    for one error, -2 for
    two, etc.)

    Numerous
    grammatical
    errors, and/or
    content is poorly
    presented, and/or
    APA criteria is
    largely missed.

    Or, no evidence of
    assignment review
    by tutors was
    submitted.

    Text did not flow
    throughout paper.
    Transitions are not
    present.
    Proofreading did
    not occur. Greater
    than 10 unique
    errors in grammar,
    spelling,
    punctuation, or
    APA. No evidence
    of tutor review.

  • [Solved] help with home work

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    **files (1)** – ## Nu670JurneyUnit2.docx **## Nu670JurneyUnit2.docx** **Nu 670** **Neuroanatomy and Neurotransmission 2** For this journal, you will discuss differences between an agonist, partial agonist, antagonist, and inverse agonist. Include the following items in your journal response: · What …

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    **files (1)**

    – ## Nu670JurneyUnit2.docx

    **## Nu670JurneyUnit2.docx**

    **Nu 670**

    **Neuroanatomy and Neurotransmission 2**

    For this journal, you will discuss differences between an agonist, partial agonist, antagonist, and inverse agonist.

    Include the following items in your journal response:

    · What are the differences between an agonist, partial agonist, antagonist, and inverse agonist?

    · Use an example of a psychiatric drug from each category (agonist, partial agonist, antagonist, and inverse agonist), explaining the mechanism of action.

    · What is the importance of understanding this foundational level of mechanism of action for medications?

    · APA format and reference

    **## Nu670JurneyUnit2.docx**

    **Nu 670**

    **Neuroanatomy and Neurotransmission 2**

    For this journal, you will discuss differences between an agonist, partial agonist, antagonist, and inverse agonist.

    Include the following items in your journal response:

    · What are the differences between an agonist, partial agonist, antagonist, and inverse agonist?

    · Use an example of a psychiatric drug from each category (agonist, partial agonist, antagonist, and inverse agonist), explaining the mechanism of action.

    · What is the importance of understanding this foundational level of mechanism of action for medications?

    · APA format and reference

  • [Solved] Week 4 Literature Summary

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    **Select a clinical problem** and3 original research articles that apply to your selected clinical problem. This can be a new clinical problem or one used in previous weeks of the course. The articles must be peer-reviewed, comprise both qualitative and quantitative studies, and have been published …

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    **Select a clinical problem** and3 original research articles that apply to your selected clinical problem. This can be a new clinical problem or one used in previous weeks of the course. The articles must be peer-reviewed, comprise both qualitative and quantitative studies, and have been published within the past 5 years.

    #### **Part 1: Literature Table**

    **Complete** the [Literature Summary Table](https://multimedia.phoenix.edu/cms/202445546) by entering the information requested for each article:

    – APA-formatted reference (including the URL/DOI)
    – Type of research (design and methodology)
    – Link evidence to a best practice for your identified problem
    – Intervention
    – Findings that help solve the clinical problem

    #### **Part 2: 550-word Literature Summary for the selected clinical problem.** Include the 3 original research articles as your references.

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  • [Solved] Nursing

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