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Tag: Care Plans

  • [Solved] practical nursing

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  • [Solved] writing

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  • [Solved] Discussion SDOH and Literature

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    – a year ago **files (1)** – ## Assignment.docx **## Assignment.docx** DQ1 · Describe the role of the DNP-prepared nurse as an agent of positive social change. · Describe how you intend to demonstrate your commitment to positive social change as a DNP-prepared nurse. · Explain how you will be an age…

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    – a year ago

    **files (1)**

    – ## Assignment.docx

    **## Assignment.docx**

    DQ1

    · Describe the role of the DNP-prepared nurse as an agent of positive social change.

    · Describe how you intend to demonstrate your commitment to positive social change as a DNP-prepared nurse.

    · Explain how you will be an agent of social change and have a positive impact on your patients, communities, and the nursing profession. Be specific and provide examples.

    DQ2

    · An explanation of the importance and value of taking the SDoH into consideration as a DNP-prepared nurse.

    · Identify the one SDoH Domain you selected and explain why it is particularly important to you.
    **(USE** **Healthcare access and quality).**

    · An explanation of why and how you intend to shift your thinking and practice related to the SDoH from the patient-level to the organizational, community, and/or larger field of nursing levels. Be specific, provide examples, and identify three scholarly, peer-reviewed articles (within the last 5 years) that address the SDoH Domain you selected from the broader perspective of organizations, communities, and the larger field of nursing to support your points.

    DQ3

    **To Know**

    · Consider the role of the DNP-prepared nurse when it comes to advocating for or implementing a practice organization change or creating an organizational culture that embraces translation and application of evidence for quality improvement.

    · Reflect on your experiences in this course. Consider what challenged you the most. What areas for improvement have you identified?

    · Reflect on your experiences in this course. Consider what you learned that was totally new for you. What were your biggest takeaways, eye-openers, or revelations? Did you have any “aha” moments?

    · Think about your future professional practice as a DNP-prepared nurse. How do you plan to use what you have learned in this course?

    ·
    **(The course is Theoretical and scientific foundations of Nursing, it includes Nursing Philosophy, Theory, and Practice, nursing theories, Nursing Philosophy, Theory, and Practice, grading evidence,**

    **PICOT, literature reviews, research).**

    ·
    **Discussion**

    · Describe something that was challenging for you. Explain why it was challenging and what you did about it. Be specific and provide examples.

    · Describe an area for improvement that you have identified. What are your plans to improve in this area? Be specific and provide examples.

    · Describe something you learned that was totally new for you or which you consider a key takeaway that you will use in the future. Be specific and provide examples.

    · Explain how you plan to use what you have learned in this course in your future professional practice as a DNP-prepared nurse.

    **## Assignment.docx**

    DQ1

    · Describe the role of the DNP-prepared nurse as an agent of positive social change.

    · Describe how you intend to demonstrate your commitment to positive social change as a DNP-prepared nurse.

    · Explain how you will be an agent of social change and have a positive impact on your patients, communities, and the nursing profession. Be specific and provide examples.

    DQ2

    · An explanation of the importance and value of taking the SDoH into consideration as a DNP-prepared nurse.

    · Identify the one SDoH Domain you selected and explain why it is particularly important to you.
    **(USE** **Healthcare access and quality).**

    · An explanation of why and how you intend to shift your thinking and practice related to the SDoH from the patient-level to the organizational, community, and/or larger field of nursing levels. Be specific, provide examples, and identify three scholarly, peer-reviewed articles (within the last 5 years) that address the SDoH Domain you selected from the broader perspective of organizations, communities, and the larger field of nursing to support your points.

    DQ3

    **To Know**

    · Consider the role of the DNP-prepared nurse when it comes to advocating for or implementing a practice organization change or creating an organizational culture that embraces translation and application of evidence for quality improvement.

    · Reflect on your experiences in this course. Consider what challenged you the most. What areas for improvement have you identified?

    · Reflect on your experiences in this course. Consider what you learned that was totally new for you. What were your biggest takeaways, eye-openers, or revelations? Did you have any “aha” moments?

    · Think about your future professional practice as a DNP-prepared nurse. How do you plan to use what you have learned in this course?

    ·
    **(The course is Theoretical and scientific foundations of Nursing, it includes Nursing Philosophy, Theory, and Practice, nursing theories, Nursing Philosophy, Theory, and Practice, grading evidence,**

    **PICOT, literature reviews, research).**

    ·
    **Discussion**

    · Describe something that was challenging for you. Explain why it was challenging and what you did about it. Be specific and provide examples.

    · Describe an area for improvement that you have identified. What are your plans to improve in this area? Be specific and provide examples.

    · Describe something you learned that was totally new for you or which you consider a key takeaway that you will use in the future. Be specific and provide examples.

    · Explain how you plan to use what you have learned in this course in your future professional practice as a DNP-prepared nurse.

  • [Solved] I need help with evidence practice project Nursing

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  • [Solved] WK 11 DIS. EPID

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    – a year ago **files (1)** – ## WK11DIS.EPIDInfectiousDiseaseandNaturalDisaster.docx **## WK11DIS.EPIDInfectiousDiseaseandNaturalDisaster.docx** Infectious Disease and Natural Disaster ![A person holding a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-11-dis-e…

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    – a year ago

    **files (1)**

    – ## WK11DIS.EPIDInfectiousDiseaseandNaturalDisaster.docx

    **## WK11DIS.EPIDInfectiousDiseaseandNaturalDisaster.docx**

    Infectious Disease and Natural Disaster

    ![A person holding a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-11-dis-epid)

    The earthquake that struck Haiti in 2010 was one of the worst natural disasters in history. According to Peranteau et al. (2010):

    Immediately after the earthquake the need so vastly outstripped the resources that patients generally lacked basic identifiers and medical records […] Treatment plans were reduced to word of mouth. At first we used scraps of paper or cardboard taped to the patient … (p. 127)

    Nearly a quarter of a million people were killed with another quarter of a million injured, and millions of people were displaced from their homes (World Health Organization, 2010). In the ensuing months, a cholera epidemic ravaged the already traumatized country. The destruction of infrastructure, contamination of water supply, and increased human vulnerability from displacement create favorable conditions for the spread of infectious diseases following natural disasters. Respiratory infections and diarrheal diseases are also commonly found encountered after floods, tsunamis, and other types of meteorological and geophysical disasters.

    In the aftermath of such tragedies, priority is placed on implementing control measures to re-establish basic healthcare and prevent epidemics. Nurses often play important leadership roles in both domestic and international disaster response. For this Discussion, you consider disasters from an epidemiologic perspective and how nurses can address health outcomes following them.

    **References:**
    Peranteau, W. H., Havens, J. M., Harrington, S., & Gates, J. D. (2010). Re-establishing surgical care at Port-au-Prince General Hospital, Haiti.
    _Journal of the American College of Surgeons_,
    _211_(1), 126–130. https://doi.org/10.1016/j.jamcollsurg.2010.04.015

    World Health Organization. (2010, September). Letter from the editor.
    _Focus: Emergency and Humanitarian Action_,
    _5._ https://apps.who.int/iris/bitstream/handle/10665/205106/B4566.pdf;jsessionid=3C735D0DC06BD1C7497635EDF5928C93?sequence=1

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6260024)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-11-learning-resources?module_item_id=6260024)

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

    · Chapter 12, “Implications of Global Health in Population-Based Nursing” (pp. 303-335)

    · Maness, L. R. (2019). The effect of hurricanes on pathogenic diseases.
    _Journal of Environmental Health_,
    _81_(6), 16–20.

    · Mavrouli, M., Mavroulis, S., Lekkas, E., & Tsakris, A. (2021).
    [Respiratory infections following earthquake-induced tsunamis: Transmission risk factors and lessons learned for disaster risk management.Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=34066563&site=ehost-live&scope=site&custid=s6527200) _International Journal of Environmental Research and Public Health_,
    _18_(9), Article 4952. https://doi.org/10.3390/ijerph18094952

    · Nuzzo, J. B., Meyer, D., Snyder, M., Ravi, S. J., Lapascu, A., Souleles, J., Andrada, C. I., & Bishai, D. (2019).
    [What makes health systems resilient against infectious disease outbreaks and natural hazards? Results from a scoping reviewLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=139185860&site=ehost-live&scope=site&custid=s6527200).
    _BMC Public Health_,
    _19_(1), Article 1310. https://doi.org/10.1186/s12889-019-7707-z

    · World Health Organization. (2018, February 22).
    [_Health inequities and their causes_ [Multimedia]Links to an external site.](https://www.who.int/news-room/facts-in-pictures/detail/health-inequities-and-their-causes). https://www.who.int/news-room/facts-in-pictures/detail/health-inequities-and-their-causes

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-11-learning-resources?module_item_id=6260024)

    · Global Epidemiology and Population Health

    ·
    **Time Estimate:** 2 minutes

    · Walden University, LLC. (2021).
    [Monitoring and controlling pandemicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/MCP/index.html)[Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    · Walden University. (2021, October 26).
    [_Talks for good: Racial inequalities in healthcare_ [Video]Links to an external site.](https://www.youtube.com/watch?v=vS1ziY0loMw). YouTube. https://www.youtube.com/watch?v=vS1ziY0loMw

    **Note:** The approximate length of this media piece 60 minutes.

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6260018)

    To prepare:

    · Consider the role of epidemiologic methods in preparing for or responding to natural disasters.

    · Focus on global health initiatives, effects of natural disasters on health outcomes, and global health inequities and how they are magnified by natural disasters.

    · Select a recent (within past 10 years) natural disaster. You may choose an event that occurred in the U.S. or internationally.

    · Explore the current literature and identify the specific leadership roles that nurses have in mitigating negative health outcomes following disasters.

    By Day 3 of Week 11

    · Briefly describe your selected recent natural disaster.

    · Discuss the health consequences of the disaster at the population level.

    · Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to assess the preparation and health outcomes after this disaster.

    · Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to mitigate negative health effects following this disaster.

    · Describe the specific leadership roles that nurses have in mitigating negative health outcomes following disasters.

    By Day 6 of Week 11

    **Respond** to
    **at least two** colleagues
    **on two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

    **## WK11DIS.EPIDInfectiousDiseaseandNaturalDisaster.docx**

    Infectious Disease and Natural Disaster

    ![A person holding a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-11-dis-epid)

    The earthquake that struck Haiti in 2010 was one of the worst natural disasters in history. According to Peranteau et al. (2010):

    Immediately after the earthquake the need so vastly outstripped the resources that patients generally lacked basic identifiers and medical records […] Treatment plans were reduced to word of mouth. At first we used scraps of paper or cardboard taped to the patient … (p. 127)

    Nearly a quarter of a million people were killed with another quarter of a million injured, and millions of people were displaced from their homes (World Health Organization, 2010). In the ensuing months, a cholera epidemic ravaged the already traumatized country. The destruction of infrastructure, contamination of water supply, and increased human vulnerability from displacement create favorable conditions for the spread of infectious diseases following natural disasters. Respiratory infections and diarrheal diseases are also commonly found encountered after floods, tsunamis, and other types of meteorological and geophysical disasters.

    In the aftermath of such tragedies, priority is placed on implementing control measures to re-establish basic healthcare and prevent epidemics. Nurses often play important leadership roles in both domestic and international disaster response. For this Discussion, you consider disasters from an epidemiologic perspective and how nurses can address health outcomes following them.

    **References:**
    Peranteau, W. H., Havens, J. M., Harrington, S., & Gates, J. D. (2010). Re-establishing surgical care at Port-au-Prince General Hospital, Haiti.
    _Journal of the American College of Surgeons_,
    _211_(1), 126–130. https://doi.org/10.1016/j.jamcollsurg.2010.04.015

    World Health Organization. (2010, September). Letter from the editor.
    _Focus: Emergency and Humanitarian Action_,
    _5._ https://apps.who.int/iris/bitstream/handle/10665/205106/B4566.pdf;jsessionid=3C735D0DC06BD1C7497635EDF5928C93?sequence=1

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6260024)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-11-learning-resources?module_item_id=6260024)

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

    · Chapter 12, “Implications of Global Health in Population-Based Nursing” (pp. 303-335)

    · Maness, L. R. (2019). The effect of hurricanes on pathogenic diseases.
    _Journal of Environmental Health_,
    _81_(6), 16–20.

    · Mavrouli, M., Mavroulis, S., Lekkas, E., & Tsakris, A. (2021).
    [Respiratory infections following earthquake-induced tsunamis: Transmission risk factors and lessons learned for disaster risk management.Links to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=34066563&site=ehost-live&scope=site&custid=s6527200) _International Journal of Environmental Research and Public Health_,
    _18_(9), Article 4952. https://doi.org/10.3390/ijerph18094952

    · Nuzzo, J. B., Meyer, D., Snyder, M., Ravi, S. J., Lapascu, A., Souleles, J., Andrada, C. I., & Bishai, D. (2019).
    [What makes health systems resilient against infectious disease outbreaks and natural hazards? Results from a scoping reviewLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=139185860&site=ehost-live&scope=site&custid=s6527200).
    _BMC Public Health_,
    _19_(1), Article 1310. https://doi.org/10.1186/s12889-019-7707-z

    · World Health Organization. (2018, February 22).
    [_Health inequities and their causes_ [Multimedia]Links to an external site.](https://www.who.int/news-room/facts-in-pictures/detail/health-inequities-and-their-causes). https://www.who.int/news-room/facts-in-pictures/detail/health-inequities-and-their-causes

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-11-learning-resources?module_item_id=6260024)

    · Global Epidemiology and Population Health

    ·
    **Time Estimate:** 2 minutes

    · Walden University, LLC. (2021).
    [Monitoring and controlling pandemicsLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PHLT/8072/MCP/index.html)[Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

    · Walden University. (2021, October 26).
    [_Talks for good: Racial inequalities in healthcare_ [Video]Links to an external site.](https://www.youtube.com/watch?v=vS1ziY0loMw). YouTube. https://www.youtube.com/watch?v=vS1ziY0loMw

    **Note:** The approximate length of this media piece 60 minutes.

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6260018)

    To prepare:

    · Consider the role of epidemiologic methods in preparing for or responding to natural disasters.

    · Focus on global health initiatives, effects of natural disasters on health outcomes, and global health inequities and how they are magnified by natural disasters.

    · Select a recent (within past 10 years) natural disaster. You may choose an event that occurred in the U.S. or internationally.

    · Explore the current literature and identify the specific leadership roles that nurses have in mitigating negative health outcomes following disasters.

    By Day 3 of Week 11

    · Briefly describe your selected recent natural disaster.

    · Discuss the health consequences of the disaster at the population level.

    · Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to assess the preparation and health outcomes after this disaster.

    · Explain how the concepts of population health and epidemiology discussed in this course were or could have been used to mitigate negative health effects following this disaster.

    · Describe the specific leadership roles that nurses have in mitigating negative health outcomes following disasters.

    By Day 6 of Week 11

    **Respond** to
    **at least two** colleagues
    **on two different days** in one or more of the following ways:

    · Ask a probing question, substantiated with additional background information, evidence, or research.

    · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

    · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

    · Validate an idea with your own experience and additional research.

    · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

    · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

    ## image1.jpeg

  • [Solved] WK 11 DIS. DATA

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (4)** – ## WK11DISDATA.docx – WK11EthicalData.pdf – WK11DATATuskegeeStudy.pdf – WK11TUSKEGEE.pdf **## WK11DISDATA.docx** Ethical Considerations Throughout this course, you will have explored the importance of research, the impact of research, and the different types of research….

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (4)**

    – ## WK11DISDATA.docx

    – WK11EthicalData.pdf
    – WK11DATATuskegeeStudy.pdf
    – WK11TUSKEGEE.pdf

    **## WK11DISDATA.docx**

    Ethical Considerations

    Throughout this course, you will have explored the importance of research, the impact of research, and the different types of research. During our final week, you will explore the importance of ethical considerations in research.

    In this Discussion, you will focus on a specific study to explore ethics in research and consider the importance of the ethics pledge.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6374043)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-11-learning-resources?module_item_id=6374043)

    · Alsan, M., & Wanamaker, M. (2018).
    [Tuskegee and the health of black menLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=bth&AN=127318646&site=eds-live&scope=site&custid=s6527200).
    _The Quarterly Journal of Economics, 133_(1), 407–455.

    · Bates, B. R., & Harris, T. M. (2004).
    [The Tuskegee study of untreated syphilis and public perceptions of biomedical research: A focus group studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2568492/pdf/jnma00177-0047.pdf).
    _Journal of the National Medical Association, 96_(8), 1051–1064. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2568492/pdf/jnma00177-0047.pdf

    · Centers for Disease Control and Prevention. (2022, December 5).
    [_The USPHS untreated syphilis study at Tuskegee_ Links to an external site.](https://www.cdc.gov/tuskegee/index.html). https://www.cdc.gov/tuskegee/index.html

    · Hunt, D. F., Dunn, M., Harrison, G., & Bailey, J. (2021).
    [Ethical considerations in quality improvement: key questions and a practical guideLinks to an external site.](https://doi.org/10.1136/bmjoq-2021-001497).
    _BMJ Open Quality, 10_(3), e001497. https://doi.org/10.1136/bmjoq-2021-001497

    · Office for Human Research Protections. (n.d.).
    [_Quality improvement activities FAQsLinks to an external site._](https://www.hhs.gov/ohrp/regulations-and-policy/guidance/faq/quality-improvement-activities/index.html). United States Department of Health and Human Services. https://www.hhs.gov/ohrp/regulations-and-policy/guidance/faq/quality-improvement-activities/index.html

    ·
    **Document:** [Doctoral Project Ethics Pledge (Word document)](https://waldenu.instructure.com/courses/157739/files/12465980?wrap=1) [Download Doctoral Project Ethics Pledge (Word document)](https://waldenu.instructure.com/courses/157739/files/12465980/download?download_frd=1)

    **To prepare:**

    · Read and view the Learning Resources, focusing specifically on the Tuskegee study resources.

    · Read the ethics pledge.

    By Day 3 of Week 11

    **Post** a response including the following:

    · What are the characteristics of the research study (Tzeng & Yin, 2017), the quality improvement study (Khoja & Moosa, 2023), and the DNP project (Bangura, 2024) in terms of generalizability, sampling, and the nature of ethical protections?

    · Compare and contrast ethical considerations in research to ethics requirements for QI and/or for a DNP project.

    By Day 5 of Week 11

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    **Reply**

    **CLASS,**

    In this discussion, you will focus on a specific study to explore ethics in research and consider the importance of the ethics pledge.

    Our interactive discussion addresses the following learning objectives:

    · Analyze ethical considerations in relation to DNP problem statements

    · Compare and contrast ethical considerations for research vs. quality improvement or any type of DNP project

    · Compare and contrast a research study, a QI study, and a DNP project with regard to generalizability and protection of human subjects (IRB review)

    **Post** a response to the following prompts:

    · What are the characteristics of the research study (Tzeng & Yin, 2017), the quality improvement study (Khoja & Moosa, 2023), and the DNP project (Bangura, 2024) in terms of generalizability, sampling, and the nature of ethical protections?

    · Compare and contrast ethical considerations in research to ethics requirements for QI and/or for a DNP project.

    We encourage you to read the question carefully to answer all aspects presented.

    **WK11EthicalData.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk11ethicaldata-pdf)

    **WK11DATATuskegeeStudy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk11datatuskegeestudy-pdf)

    **WK11TUSKEGEE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk11tuskegee-pdf)

    **WK11TUSKEGEE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk11tuskegee-pdf)

    **## WK11DISDATA.docx**

    Ethical Considerations

    Throughout this course, you will have explored the importance of research, the impact of research, and the different types of research. During our final week, you will explore the importance of ethical considerations in research.

    In this Discussion, you will focus on a specific study to explore ethics in research and consider the importance of the ethics pledge.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6374043)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-11-learning-resources?module_item_id=6374043)

    · Alsan, M., & Wanamaker, M. (2018).
    [Tuskegee and the health of black menLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=bth&AN=127318646&site=eds-live&scope=site&custid=s6527200).
    _The Quarterly Journal of Economics, 133_(1), 407–455.

    · Bates, B. R., & Harris, T. M. (2004).
    [The Tuskegee study of untreated syphilis and public perceptions of biomedical research: A focus group studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2568492/pdf/jnma00177-0047.pdf).
    _Journal of the National Medical Association, 96_(8), 1051–1064. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2568492/pdf/jnma00177-0047.pdf

    · Centers for Disease Control and Prevention. (2022, December 5).
    [_The USPHS untreated syphilis study at Tuskegee_ Links to an external site.](https://www.cdc.gov/tuskegee/index.html). https://www.cdc.gov/tuskegee/index.html

    · Hunt, D. F., Dunn, M., Harrison, G., & Bailey, J. (2021).
    [Ethical considerations in quality improvement: key questions and a practical guideLinks to an external site.](https://doi.org/10.1136/bmjoq-2021-001497).
    _BMJ Open Quality, 10_(3), e001497. https://doi.org/10.1136/bmjoq-2021-001497

    · Office for Human Research Protections. (n.d.).
    [_Quality improvement activities FAQsLinks to an external site._](https://www.hhs.gov/ohrp/regulations-and-policy/guidance/faq/quality-improvement-activities/index.html). United States Department of Health and Human Services. https://www.hhs.gov/ohrp/regulations-and-policy/guidance/faq/quality-improvement-activities/index.html

    ·
    **Document:** [Doctoral Project Ethics Pledge (Word document)](https://waldenu.instructure.com/courses/157739/files/12465980?wrap=1) [Download Doctoral Project Ethics Pledge (Word document)](https://waldenu.instructure.com/courses/157739/files/12465980/download?download_frd=1)

    **To prepare:**

    · Read and view the Learning Resources, focusing specifically on the Tuskegee study resources.

    · Read the ethics pledge.

    By Day 3 of Week 11

    **Post** a response including the following:

    · What are the characteristics of the research study (Tzeng & Yin, 2017), the quality improvement study (Khoja & Moosa, 2023), and the DNP project (Bangura, 2024) in terms of generalizability, sampling, and the nature of ethical protections?

    · Compare and contrast ethical considerations in research to ethics requirements for QI and/or for a DNP project.

    By Day 5 of Week 11

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    **Reply**

    **CLASS,**

    In this discussion, you will focus on a specific study to explore ethics in research and consider the importance of the ethics pledge.

    Our interactive discussion addresses the following learning objectives:

    · Analyze ethical considerations in relation to DNP problem statements

    · Compare and contrast ethical considerations for research vs. quality improvement or any type of DNP project

    · Compare and contrast a research study, a QI study, and a DNP project with regard to generalizability and protection of human subjects (IRB review)

    **Post** a response to the following prompts:

    · What are the characteristics of the research study (Tzeng & Yin, 2017), the quality improvement study (Khoja & Moosa, 2023), and the DNP project (Bangura, 2024) in terms of generalizability, sampling, and the nature of ethical protections?

    · Compare and contrast ethical considerations in research to ethics requirements for QI and/or for a DNP project.

    We encourage you to read the question carefully to answer all aspects presented.

    **WK11EthicalData.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk11ethicaldata-pdf)

    **WK11DATATuskegeeStudy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk11datatuskegeestudy-pdf)

    **WK11TUSKEGEE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk11tuskegee-pdf)

    **## WK11DISDATA.docx**

    Ethical Considerations

    Throughout this course, you will have explored the importance of research, the impact of research, and the different types of research. During our final week, you will explore the importance of ethical considerations in research.

    In this Discussion, you will focus on a specific study to explore ethics in research and consider the importance of the ethics pledge.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/157739/modules/items/6374043)

    [Required Resources](https://waldenu.instructure.com/courses/157739/pages/week-11-learning-resources?module_item_id=6374043)

    · Alsan, M., & Wanamaker, M. (2018).
    [Tuskegee and the health of black menLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=bth&AN=127318646&site=eds-live&scope=site&custid=s6527200).
    _The Quarterly Journal of Economics, 133_(1), 407–455.

    · Bates, B. R., & Harris, T. M. (2004).
    [The Tuskegee study of untreated syphilis and public perceptions of biomedical research: A focus group studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2568492/pdf/jnma00177-0047.pdf).
    _Journal of the National Medical Association, 96_(8), 1051–1064. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2568492/pdf/jnma00177-0047.pdf

    · Centers for Disease Control and Prevention. (2022, December 5).
    [_The USPHS untreated syphilis study at Tuskegee_ Links to an external site.](https://www.cdc.gov/tuskegee/index.html). https://www.cdc.gov/tuskegee/index.html

    · Hunt, D. F., Dunn, M., Harrison, G., & Bailey, J. (2021).
    [Ethical considerations in quality improvement: key questions and a practical guideLinks to an external site.](https://doi.org/10.1136/bmjoq-2021-001497).
    _BMJ Open Quality, 10_(3), e001497. https://doi.org/10.1136/bmjoq-2021-001497

    · Office for Human Research Protections. (n.d.).
    [_Quality improvement activities FAQsLinks to an external site._](https://www.hhs.gov/ohrp/regulations-and-policy/guidance/faq/quality-improvement-activities/index.html). United States Department of Health and Human Services. https://www.hhs.gov/ohrp/regulations-and-policy/guidance/faq/quality-improvement-activities/index.html

    ·
    **Document:** [Doctoral Project Ethics Pledge (Word document)](https://waldenu.instructure.com/courses/157739/files/12465980?wrap=1) [Download Doctoral Project Ethics Pledge (Word document)](https://waldenu.instructure.com/courses/157739/files/12465980/download?download_frd=1)

    **To prepare:**

    · Read and view the Learning Resources, focusing specifically on the Tuskegee study resources.

    · Read the ethics pledge.

    By Day 3 of Week 11

    **Post** a response including the following:

    · What are the characteristics of the research study (Tzeng & Yin, 2017), the quality improvement study (Khoja & Moosa, 2023), and the DNP project (Bangura, 2024) in terms of generalizability, sampling, and the nature of ethical protections?

    · Compare and contrast ethical considerations in research to ethics requirements for QI and/or for a DNP project.

    By Day 5 of Week 11

    **Read** a selection of your colleagues’ posts and
    **respond** to
    **at least two** of your colleagues on
    **two different days** by expanding upon their reflections, making connections to your perceptions, and offering additional insights.

    **Reply**

    **CLASS,**

    In this discussion, you will focus on a specific study to explore ethics in research and consider the importance of the ethics pledge.

    Our interactive discussion addresses the following learning objectives:

    · Analyze ethical considerations in relation to DNP problem statements

    · Compare and contrast ethical considerations for research vs. quality improvement or any type of DNP project

    · Compare and contrast a research study, a QI study, and a DNP project with regard to generalizability and protection of human subjects (IRB review)

    **Post** a response to the following prompts:

    · What are the characteristics of the research study (Tzeng & Yin, 2017), the quality improvement study (Khoja & Moosa, 2023), and the DNP project (Bangura, 2024) in terms of generalizability, sampling, and the nature of ethical protections?

    · Compare and contrast ethical considerations in research to ethics requirements for QI and/or for a DNP project.

    We encourage you to read the question carefully to answer all aspects presented.

    **WK11EthicalData.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk11ethicaldata-pdf)

    **WK11DATATuskegeeStudy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk11datatuskegeestudy-pdf)

    **WK11TUSKEGEE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/wk11tuskegee-pdf)

  • [Solved] the redo please

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## 6011pt3assess.docx **## 6011pt3assess.docx** Create a poster presentation to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. You will then record audio of no more than five minutes presenting your post…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## 6011pt3assess.docx

    **## 6011pt3assess.docx**

    Create a poster presentation to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. You will then record audio of no more than five minutes presenting your poster.

    Master's-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse's practice. A key skill of the master's-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

    Expand All

    **Professional Context**

    Critical appraisal of evidence is essential for nurses to practice evidence-based nursing, improve patient outcomes, contribute to research quality, make informed decisions, and fulfill their professional responsibilities. It is a key component of promoting excellence and continual improvement in nursing practice.

    Ethical research ensures that the rights and well-being of research participants are protected. This includes obtaining informed consent, maintaining confidentiality, and minimizing any potential harm to individuals involved in the research. Ethical research contributes to the long-term impact of evidence-based practice and greater acceptance of evidence-based practices. By conducting research ethically, you will generate knowledge that is more likely to stand the test of time and continue to inform practice and policy in the future.

    Master's-level nurses understand the importance of utilizing evidence-based practice in their health care setting. The challenge is bridging the gap between the evidence and clinical practice. "This is the way we've always done it," is a common response and may not indicate evidence-based practice is being utilized. Furthermore, when a practice problem is identified, what are the steps to communicate the need for change with the interprofessional team?

    One way to communicate the need for quality improvements, as well as your plans for achieving specific changes, is through a presentation poster. This type of communication tool is used in workplaces as well as professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster.

    **Scenario**

    You have been asked to give a poster presentation based on your work and research on a clinical problem in your practice setting. The purpose is to lay out the evidence and a potential implementation plan to your colleagues in order to bridge the gap between the evidence and the practice and improve the quality and outcomes of care.

    **## 6011pt3assess.docx**

    Create a poster presentation to communicate an implementation plan to bridge the gap between the evidence you will research and clinical practice. You will then record audio of no more than five minutes presenting your poster.

    Master's-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse's practice. A key skill of the master's-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

    Expand All

    **Professional Context**

    Critical appraisal of evidence is essential for nurses to practice evidence-based nursing, improve patient outcomes, contribute to research quality, make informed decisions, and fulfill their professional responsibilities. It is a key component of promoting excellence and continual improvement in nursing practice.

    Ethical research ensures that the rights and well-being of research participants are protected. This includes obtaining informed consent, maintaining confidentiality, and minimizing any potential harm to individuals involved in the research. Ethical research contributes to the long-term impact of evidence-based practice and greater acceptance of evidence-based practices. By conducting research ethically, you will generate knowledge that is more likely to stand the test of time and continue to inform practice and policy in the future.

    Master's-level nurses understand the importance of utilizing evidence-based practice in their health care setting. The challenge is bridging the gap between the evidence and clinical practice. "This is the way we've always done it," is a common response and may not indicate evidence-based practice is being utilized. Furthermore, when a practice problem is identified, what are the steps to communicate the need for change with the interprofessional team?

    One way to communicate the need for quality improvements, as well as your plans for achieving specific changes, is through a presentation poster. This type of communication tool is used in workplaces as well as professional and academic conferences. Being able to convey the essence and value of a project in a compelling and succinct way is a valuable skill, and it is vital within the constraints of a single poster.

    **Scenario**

    You have been asked to give a poster presentation based on your work and research on a clinical problem in your practice setting. The purpose is to lay out the evidence and a potential implementation plan to your colleagues in order to bridge the gap between the evidence and the practice and improve the quality and outcomes of care.

  • [Solved] Nursing Ethics of Abortion Assignment

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    Ethics of Abortion Assignment – a year ago

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    Assignment Prompt & Instructions

    Ethics of Abortion Assignment

    – a year ago

  • [Solved] Nursing dic 6 assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **The Assignment:** Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan. – With the resources specific to the MSN or PMC specialization and the Walden University. (n.d.). Master of Science in Nursing (MSN) or PMC, shared…

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    Assignment Prompt & Instructions

    **The Assignment:**

    Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.

    – With      the resources specific to the MSN or PMC specialization and the Walden      University. (n.d.). Master of Science in Nursing (MSN) or PMC, shared in      this module, write a paragraph or make a Nursing Specialty Comparison      table, comparing at least two nursing specialties that include your      selected specialization and second-preferred specialization.
    – Write      a 2- to 3-paragraph justification statement identifying your reasons for      choosing your MSN or PMC specialization. Incorporate feedback you received      from colleagues in this Module’s Discussion forum.
    – Identify      the professional organization related to your chosen specialization for      this Assignment, and explain how you can become an active member of this      organization.

    – [\
    \
    mod6assignment.docx](https://www.sweetstudy.com/files/mod6assignment-docx-10282753 "mod6assignment.docx")
    – [\
    \
    USW1_NURS_6003_AcademicandProfessionalSuccessDevelopmentPlanTemplate2.docx](https://www.sweetstudy.com/files/usw1-nurs-6003-academicandprofessionalsuccessdevelopmentplantemplate2-docx-10282755 "USW1_NURS_6003_AcademicandProfessionalSuccessDevelopmentPlanTemplate2.docx")

    – a year ago

  • [Solved] Discussion 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached – [\ \ Screenshot_20250505_094151_Chrome.jpg](https://www.sweetstudy.com/files/screenshot-20250505-094151-chrome-jpg "Screenshot_20250505_094151_Chrome.jpg") – a year ago

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    Assignment Prompt & Instructions

    See attached

    – [\
    \
    Screenshot_20250505_094151_Chrome.jpg](https://www.sweetstudy.com/files/screenshot-20250505-094151-chrome-jpg "Screenshot_20250505_094151_Chrome.jpg")

    – a year ago