Tag: Care Plans

  • [Solved] WK8 DISCUSSION HP-111

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    PLEASE COMPLETE WORK IN DETAIL 250 WORDS – a year ago **files (1)** – ## WK8DISCUSSIONHP-111.odt **## WK8DISCUSSIONHP-111.odt** ## Thumbnails/thumbnail.png ##### Global Strategy on Digital Health The reading this week speaks to the [Global Strategy on Digital Health (PDF)](https://www.who.int/docs/d…

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    Assignment Prompt & Instructions

    PLEASE COMPLETE WORK IN DETAIL 250 WORDS

    – a year ago

    **files (1)**

    – ## WK8DISCUSSIONHP-111.odt

    **## WK8DISCUSSIONHP-111.odt**

    ## Thumbnails/thumbnail.png

    ##### Global Strategy on Digital Health

    The reading this week speaks to the
    [Global Strategy on Digital Health (PDF)](https://www.who.int/docs/default-source/documents/gs4dhdaa2a9f352b0445bafbc79ca799dce4d.pdf)

    The “digital determinants of health”, such as literacy in information and communication technologies and access to equipment, broadband, and the internet, become more important as digital health becomes more prevalent. The global strategy underscores the need to ground digital foundations within national strategies and emphasizes the need to work with different sectors and stakeholders at all levels.

    The 2020-2025 WHO Global Initiative puts forth four primary technological principles:

    ###### Guiding Principles

    The four guiding principles aim to orient the global strategy towards the appropriate and sustainable adoption of digital health technologies within the context of the national health sector and health strategies.

    1. Acknowledge that institutionalization of digital health in the national health system requires a decision and commitment by countries.

    2. Recognize that successful digital health initiatives require an integrated strategy.

    3. Promote the appropriate use of digital technologies for health.

    4. Recognize the urgent need to address the major impediments faced by least-developed countries implementing digital health technologies.

    These four Guiding Principles underpin the action plan.

    ![](https://www.sweetstudy.com/questions/wk8-discussion-hp-111)summary implementation of the action plan so1 to so4

    [Select the image or this link for a larger version](https://www.who.int/docs/default-source/documents/gs4dhdaa2a9f352b0445bafbc79ca799dce4d.pdf)

    ###### Explore the relationship between the Four Guiding Principles and the Digital Determinants of Health.

    Include the following aspects in the discussion:

    – Access and review the WHO Global Strategy on Digital Health 2020-2025.

    – Summarize the technology needed in each of the four Guiding Principles.

    – Discuss the differences and similarities between Social Determinants of Health and Digital Determinants of Health

    – Cite any references. Proper grammar, sentence structure, and spelling are required. Use your own words. Copying and pasting are not allowed.

    COMPLETE WITH 250 WORDS

    **## WK8DISCUSSIONHP-111.odt**

    ## Thumbnails/thumbnail.png

    ##### Global Strategy on Digital Health

    The reading this week speaks to the
    [Global Strategy on Digital Health (PDF)](https://www.who.int/docs/default-source/documents/gs4dhdaa2a9f352b0445bafbc79ca799dce4d.pdf)

    The “digital determinants of health”, such as literacy in information and communication technologies and access to equipment, broadband, and the internet, become more important as digital health becomes more prevalent. The global strategy underscores the need to ground digital foundations within national strategies and emphasizes the need to work with different sectors and stakeholders at all levels.

    The 2020-2025 WHO Global Initiative puts forth four primary technological principles:

    ###### Guiding Principles

    The four guiding principles aim to orient the global strategy towards the appropriate and sustainable adoption of digital health technologies within the context of the national health sector and health strategies.

    1. Acknowledge that institutionalization of digital health in the national health system requires a decision and commitment by countries.

    2. Recognize that successful digital health initiatives require an integrated strategy.

    3. Promote the appropriate use of digital technologies for health.

    4. Recognize the urgent need to address the major impediments faced by least-developed countries implementing digital health technologies.

    These four Guiding Principles underpin the action plan.

    ![](https://www.sweetstudy.com/questions/wk8-discussion-hp-111)summary implementation of the action plan so1 to so4

    [Select the image or this link for a larger version](https://www.who.int/docs/default-source/documents/gs4dhdaa2a9f352b0445bafbc79ca799dce4d.pdf)

    ###### Explore the relationship between the Four Guiding Principles and the Digital Determinants of Health.

    Include the following aspects in the discussion:

    – Access and review the WHO Global Strategy on Digital Health 2020-2025.

    – Summarize the technology needed in each of the four Guiding Principles.

    – Discuss the differences and similarities between Social Determinants of Health and Digital Determinants of Health

    – Cite any references. Proper grammar, sentence structure, and spelling are required. Use your own words. Copying and pasting are not allowed.

    COMPLETE WITH 250 WORDS

  • [Solved] WK I RES Infor

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docx **## Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docx** Health Information Technology and Nursing Informatics: Introduction ![A person in scrubs using a computer AI-generated content ma…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docx

    **## Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docx**

    Health Information Technology and Nursing Informatics: Introduction

    ![A person in scrubs using a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-i-res-infor)

    In the video,
    _Nursing Informatics Innovators,_  you are provided an extensive list of 34 nursing informatics innovators. Each of these individuals has been integral in advancing nursing informatics and the field of nursing practice.

    Innovators in the field of nursing informatics, led the way in shifting the perception of a nurse as an art of patient care, to the practice of nursing as a science, vested in science, technology, and advancements.

    Nursing informatics innovators facilitated and created major advancements in the field of nursing and ensured the field would be one of advancement, continual change, and scientific innovation. Exploring the work of these innovators is essential in understanding where nursing informatics began, where it is now, and where it continues to go.

    For this Discussion, reflect on the role of individual nursing informatics innovators and consider their contributions, the impact of their contributions, and what you might specifically learn from them in your nursing practice. Reflect on your background and experiences in nursing informatics. You will also review Table 1 from the American Nurses Association (2015) Scope and Standards of Practice (2nd ed.) Explore on how you might apply the knowledge of these innovators and the information from Table 1 to your nursing practice, your education, and your future goals.

    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/175732/modules/items/6883163)

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

    · Sipes, C. (2025).
    _Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

    · Chapter 1, “Basic Project Management for the Advanced Practice Nurses and Healthcare Professionals” (pp. 3–21)

    · Chapter 2, “Advanced Practice Nurse Role Descriptions and Application of Project Management Concepts” (pp. 22–54)

    · Chapter 3, “Design/Initiation: Project Management—Phase 1” (pp. 55–84)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_ (2nd ed.).

    · “Introduction” (p. 1)

    · “The Scope of Nursing Informatics Practice” (pp. 1–6)

    · “Standard 1: Assessment” (pp. 68–69)

    · “Standard 2: Diagnosis, Problems, and Issues Identification” (p. 70)

    · Walden University Oasis: Writing Center. (n.d.).
    [_Citations: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/citations) _._  https://academicguides.waldenu.edu/writingcenter/apa/citations

    · Walden University Oasis: Writing Center. (n.d.).
    [_Common assignments: Discussion post_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost). https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

    · American Medical Informatics Association. (2021).
    [_Nursing informatics innovators_ Links to an external site.](https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators). https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators

    · Fung, B. (2018, November 3).
    [_Nursing informatics: A day in the lifeLinks to an external site._](https://www.youtube.com/watch?v=WBAyqTQn28w)[Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w

    · Project Management. (2018, November 5).
    [_Project planning for beginners: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=ZWmXi3TW1yA)[Video]. YouTube. https://www.youtube.com/watch?v=ZWmXi3TW1yA

    · ProjectManager. (2018, July 2).
    [_How to write a scope of work document: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=oacSSamqP6s)[Video]. YouTube. https://www.youtube.com/watch?v=oacSSamqP6s

    ·
    **Document:** [Welcome to the DNP Program](https://waldenu.instructure.com/courses/175732/files/13727386?wrap=1) [Download Welcome to the DNP Program](https://waldenu.instructure.com/courses/175732/files/13727386/download?download_frd=1)(PPT)

    ·
    **Document:** [Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/175732/files/13727432?wrap=1) [Download Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/175732/files/13727432/download?download_frd=1)(Word document)

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

    · Marr, B. (2020).
    [_These 25 technology trends will define the next decade_ Links to an external site.](https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3). Forbes. https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883157)

    [Next](https://waldenu.instructure.com/courses/175732/modules/items/6883168)

    To Prepare

    · Review the American Nurses Association. (2015).
    _Nursing informatics: Scope and standards of practice_ (2nd ed.).

    · “Introduction” (p. 1)

    · “The Scope of Nursing Informatics Practice” (pp. 1–6) in this week's resources.

    By Day 3 of Week 1

    After reviewing the weekly resources, including the nursing informatics innovators stories, discuss your experience with nursing informatics and how this course could enhance your informatics skills and competencies.

    By Day 6 of Week 1

    **Read** a selection of your colleagues’ responses and
    **respond** to
    **at least two** of your colleagues on
    **two different days**, continue the discussion by commenting on how your classmates experience could enhance your own practice.

    RESPOND TO THIS DISCUSSION POST

    **Lodie**

                                       Information Technology and Nursing Informatics

    Nursing informatics (NI) employs technology to enhance healthcare delivery, administration, and strategic planning. It encompasses the storage and retrieval of healthcare data to improve patient care. The evolving healthcare environment underscores the significance of nursing informatics due to the increasing integration and utilization of digital health and technology (Peltonen et al., 2019).

    I enjoyed collaborating with nursing informatics and the information technology team to educate healthcare providers and patients about the GetWell network. The technology was implemented to assist patients and healthcare professionals enhance engagement, communication, and all-encompassing care. The GetWell network delivers tailored treatment that addresses individual patient requirements through diagnosis, medication management, and discharge planning. Patients are supplied with a remote or can utilize the smartphone app as a resource guide during their hospital stay. GetWell technology-enhanced patient satisfaction scores that contribute to hospital financial profitability and referrals. I have also used Cerner and Epic, electronic health record systems that aim to enhance patient care and safety.

    Nursing informatics may augment my competencies by providing information and tools to efficiently organize, analyze, and disseminate relevant data for patient care. Documentation procedures can be refined to guarantee data accuracy and accessibility. I can evaluate data to discern trends, patterns, and outcomes that facilitate decision-making and enhance patient care. Communication among healthcare workers is improved for enhanced care coordination and strengthened professional connections. The growing integration of technology in nursing necessitates that nurses possess proficiency in nursing informatics and an openness to technology within the healthcare setting (Chipps et al., 2022).

    This course will strengthen my proficiency by improving my analytical and decision-making skills in clinical settings and my capacity to interpret data from research databases to support the implementation of evidence-based practices that promote superior patient care. Enhanced communication and teamwork among healthcare practitioners can mitigate medical errors and foster personalized treatment. Enhancing nurses' informatics proficiency, particularly in informatics abilities and clinical decision-making, is essential by creating training programs focused on this technology for nurses (Batran et al., 2022).

    References

    Batran, A., Al-Humran, S. M., Malak, M. Z., & Ayed, A. (2022). The Relationship Between Nursing Informatics Competency and Clinical Decision-Making Among Nurses in West Bank, Palestine.
    _Computers, informatics, nursing : CIN_,
    _40_(8), 547–553.
    [https://doi.org/10.1097/CIN.0000000000000890Links to an external site.](https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1097%2FCIN.0000000000000890&data=05%7C02%7C%7C31d60538201d43db11b708dd9c936ca1%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638838879180488967%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=Z%2FR6cZ0rcg5Ua6ayihhf5VGt8xZKG4shnm4DvYiTIW8%3D&reserved=0)

    Chipps, J., Le Roux, L., Agabus, J., & Bimerew, M. (2022). Nursing informatics skills relevance and competence for final year nursing students.
    _Curationis_,
    _45_(1), e1–e8.
    [https://doi.org/10.4102/curationis.v45i1.2277Links to an external site.](https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.4102%2Fcurationis.v45i1.2277&data=05%7C02%7C%7Cbd9e6e5f6f944355c8ff08dd9c93e1de%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638838881135575557%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=CJOw5hxNdi2ktvsdrdcOpre9HABstp%2Fecb0muNqKTeM%3D&reserved=0)

    Peltonen, L. M., Nibber, R., Lewis, A., Block, L., Pruinelli, L., Topaz, M., Perezmitre, E. L., & Ronquillo, C. (2019). Emerging Professionals' Observations of Opportunities and Challenges in Nursing Informatics.
    _Nursing leadership (Toronto, Ont.)_,
    _32_(2), 8–18.
    [https://doi.org/10.12927/cjnl.2019.25965Links to an external site.](https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.12927%2Fcjnl.2019.25965&data=05%7C02%7C%7C6e60dac1a8d64e15cf1608dd9c93ff25%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638838881640035642%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=xX5ZVxQUDZTX%2BZztqa%2BOET4oAEMfi7QDnFbpbmpTiII%3D&reserved=0)

    ## image1.jpeg

    **## Dis.Nurs8210HealthInformationTechnologyandNursingInformatics.docx**

    Health Information Technology and Nursing Informatics: Introduction

    ![A person in scrubs using a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-i-res-infor)

    In the video,
    _Nursing Informatics Innovators,_  you are provided an extensive list of 34 nursing informatics innovators. Each of these individuals has been integral in advancing nursing informatics and the field of nursing practice.

    Innovators in the field of nursing informatics, led the way in shifting the perception of a nurse as an art of patient care, to the practice of nursing as a science, vested in science, technology, and advancements.

    Nursing informatics innovators facilitated and created major advancements in the field of nursing and ensured the field would be one of advancement, continual change, and scientific innovation. Exploring the work of these innovators is essential in understanding where nursing informatics began, where it is now, and where it continues to go.

    For this Discussion, reflect on the role of individual nursing informatics innovators and consider their contributions, the impact of their contributions, and what you might specifically learn from them in your nursing practice. Reflect on your background and experiences in nursing informatics. You will also review Table 1 from the American Nurses Association (2015) Scope and Standards of Practice (2nd ed.) Explore on how you might apply the knowledge of these innovators and the information from Table 1 to your nursing practice, your education, and your future goals.

    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/175732/modules/items/6883163)

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

    · Sipes, C. (2025).
    _Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

    · Chapter 1, “Basic Project Management for the Advanced Practice Nurses and Healthcare Professionals” (pp. 3–21)

    · Chapter 2, “Advanced Practice Nurse Role Descriptions and Application of Project Management Concepts” (pp. 22–54)

    · Chapter 3, “Design/Initiation: Project Management—Phase 1” (pp. 55–84)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_ (2nd ed.).

    · “Introduction” (p. 1)

    · “The Scope of Nursing Informatics Practice” (pp. 1–6)

    · “Standard 1: Assessment” (pp. 68–69)

    · “Standard 2: Diagnosis, Problems, and Issues Identification” (p. 70)

    · Walden University Oasis: Writing Center. (n.d.).
    [_Citations: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/citations) _._  https://academicguides.waldenu.edu/writingcenter/apa/citations

    · Walden University Oasis: Writing Center. (n.d.).
    [_Common assignments: Discussion post_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost). https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

    · American Medical Informatics Association. (2021).
    [_Nursing informatics innovators_ Links to an external site.](https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators). https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators

    · Fung, B. (2018, November 3).
    [_Nursing informatics: A day in the lifeLinks to an external site._](https://www.youtube.com/watch?v=WBAyqTQn28w)[Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w

    · Project Management. (2018, November 5).
    [_Project planning for beginners: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=ZWmXi3TW1yA)[Video]. YouTube. https://www.youtube.com/watch?v=ZWmXi3TW1yA

    · ProjectManager. (2018, July 2).
    [_How to write a scope of work document: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=oacSSamqP6s)[Video]. YouTube. https://www.youtube.com/watch?v=oacSSamqP6s

    ·
    **Document:** [Welcome to the DNP Program](https://waldenu.instructure.com/courses/175732/files/13727386?wrap=1) [Download Welcome to the DNP Program](https://waldenu.instructure.com/courses/175732/files/13727386/download?download_frd=1)(PPT)

    ·
    **Document:** [Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/175732/files/13727432?wrap=1) [Download Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/175732/files/13727432/download?download_frd=1)(Word document)

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-1-learning-resources?module_item_id=6883163)

    · Marr, B. (2020).
    [_These 25 technology trends will define the next decade_ Links to an external site.](https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3). Forbes. https://www.forbes.com/sites/bernardmarr/2020/04/20/these-25-technology-trends-will-define-the-next-decade/?sh=459cc02129e3

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883157)

    [Next](https://waldenu.instructure.com/courses/175732/modules/items/6883168)

    To Prepare

    · Review the American Nurses Association. (2015).
    _Nursing informatics: Scope and standards of practice_ (2nd ed.).

    · “Introduction” (p. 1)

    · “The Scope of Nursing Informatics Practice” (pp. 1–6) in this week's resources.

    By Day 3 of Week 1

    After reviewing the weekly resources, including the nursing informatics innovators stories, discuss your experience with nursing informatics and how this course could enhance your informatics skills and competencies.

    By Day 6 of Week 1

    **Read** a selection of your colleagues’ responses and
    **respond** to
    **at least two** of your colleagues on
    **two different days**, continue the discussion by commenting on how your classmates experience could enhance your own practice.

    RESPOND TO THIS DISCUSSION POST

    **Lodie**

                                       Information Technology and Nursing Informatics

    Nursing informatics (NI) employs technology to enhance healthcare delivery, administration, and strategic planning. It encompasses the storage and retrieval of healthcare data to improve patient care. The evolving healthcare environment underscores the significance of nursing informatics due to the increasing integration and utilization of digital health and technology (Peltonen et al., 2019).

    I enjoyed collaborating with nursing informatics and the information technology team to educate healthcare providers and patients about the GetWell network. The technology was implemented to assist patients and healthcare professionals enhance engagement, communication, and all-encompassing care. The GetWell network delivers tailored treatment that addresses individual patient requirements through diagnosis, medication management, and discharge planning. Patients are supplied with a remote or can utilize the smartphone app as a resource guide during their hospital stay. GetWell technology-enhanced patient satisfaction scores that contribute to hospital financial profitability and referrals. I have also used Cerner and Epic, electronic health record systems that aim to enhance patient care and safety.

    Nursing informatics may augment my competencies by providing information and tools to efficiently organize, analyze, and disseminate relevant data for patient care. Documentation procedures can be refined to guarantee data accuracy and accessibility. I can evaluate data to discern trends, patterns, and outcomes that facilitate decision-making and enhance patient care. Communication among healthcare workers is improved for enhanced care coordination and strengthened professional connections. The growing integration of technology in nursing necessitates that nurses possess proficiency in nursing informatics and an openness to technology within the healthcare setting (Chipps et al., 2022).

    This course will strengthen my proficiency by improving my analytical and decision-making skills in clinical settings and my capacity to interpret data from research databases to support the implementation of evidence-based practices that promote superior patient care. Enhanced communication and teamwork among healthcare practitioners can mitigate medical errors and foster personalized treatment. Enhancing nurses' informatics proficiency, particularly in informatics abilities and clinical decision-making, is essential by creating training programs focused on this technology for nurses (Batran et al., 2022).

    References

    Batran, A., Al-Humran, S. M., Malak, M. Z., & Ayed, A. (2022). The Relationship Between Nursing Informatics Competency and Clinical Decision-Making Among Nurses in West Bank, Palestine.
    _Computers, informatics, nursing : CIN_,
    _40_(8), 547–553.
    [https://doi.org/10.1097/CIN.0000000000000890Links to an external site.](https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.1097%2FCIN.0000000000000890&data=05%7C02%7C%7C31d60538201d43db11b708dd9c936ca1%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638838879180488967%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=Z%2FR6cZ0rcg5Ua6ayihhf5VGt8xZKG4shnm4DvYiTIW8%3D&reserved=0)

    Chipps, J., Le Roux, L., Agabus, J., & Bimerew, M. (2022). Nursing informatics skills relevance and competence for final year nursing students.
    _Curationis_,
    _45_(1), e1–e8.
    [https://doi.org/10.4102/curationis.v45i1.2277Links to an external site.](https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.4102%2Fcurationis.v45i1.2277&data=05%7C02%7C%7Cbd9e6e5f6f944355c8ff08dd9c93e1de%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638838881135575557%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=CJOw5hxNdi2ktvsdrdcOpre9HABstp%2Fecb0muNqKTeM%3D&reserved=0)

    Peltonen, L. M., Nibber, R., Lewis, A., Block, L., Pruinelli, L., Topaz, M., Perezmitre, E. L., & Ronquillo, C. (2019). Emerging Professionals' Observations of Opportunities and Challenges in Nursing Informatics.
    _Nursing leadership (Toronto, Ont.)_,
    _32_(2), 8–18.
    [https://doi.org/10.12927/cjnl.2019.25965Links to an external site.](https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.12927%2Fcjnl.2019.25965&data=05%7C02%7C%7C6e60dac1a8d64e15cf1608dd9c93ff25%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638838881640035642%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=xX5ZVxQUDZTX%2BZztqa%2BOET4oAEMfi7QDnFbpbmpTiII%3D&reserved=0)

    ## image1.jpeg

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    – a year ago **files (4)** – ## HeathPromotionpart1.docx – ## WritingAssignmentHealthProblemProposal3.docx – ResearchDevlopment1.jpg – LieratureReview1.jpg **## HeathPromotionpart1.docx** **4 pages in length (excluding title page, references, and appendices)** **Follow APA format** **Cite a minimum …

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    Assignment Prompt & Instructions

    – a year ago

    **files (4)**

    – ## HeathPromotionpart1.docx

    – ## WritingAssignmentHealthProblemProposal3.docx

    – ResearchDevlopment1.jpg
    – LieratureReview1.jpg

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## WritingAssignmentHealthProblemProposal3.docx**

    2

    **The Burden of Hypertension Disparities**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **The Burden of Hypertension Disparities**

    Hypertension, or high blood pressure, is a widespread population health problem that is a major risk factor for cardiovascular diseases, stroke, and premature mortality. Hypertension is not evenly distributed in the population, despite its presence in individuals from all walks of life. Racial and ethnic minorities, and in particular African Americans, are disproportionately burdened, with earlier onset, increased severity, and increased complications. In addition, socioeconomic determinants like low income, less education, and lack of insurance increase the disparities in hypertension outcomes. The disparities continue despite availability of effective prevention methods and treatment, indicating systemic barriers to availability, health literacy, and quality of care. Identification of hypertension disparities at global, country, and local levels is necessary for planning health promotion programs that are both equitable and effective. The awareness of hypertension disparities on several different levels is examined in this paper, and the foundation is set for a health promotion program proposal.

    **Global Relevance of Hypertension Disparities**

    Hypertension is a worldwide health emergency and a top cause of mortality around the world. Based on the estimation by Moloro et al., (2023), there are around 1.28 billion adults aged 30–79 years with hypertension worldwide, of whom two-thirds reside in the low- and middle-income countries (LMICs). Hypertension remains undiagnosed and uncontrolled in most of these areas due to poor health infrastructure, limited availability of medication, and poor health systems. Inequalities in the control of hypertension are most visible in the African and South Asian regions, with alarmingly low rates of awareness and treatment. For instance, Shakil et al. (2022) reports that merely 17% of those with hypertension in sub-Saharan Africa have their blood pressure controlled. Even gender inequalities are high, with men in most areas less willing to receive medical treatment or comply with treatment schedules. The worldwide trends, therefore, demonstrate the need for integrated, culturally specific health intervention that can mitigate the burden of hypertension in different groups of individuals.

    Furthermore, globalization and urbanization have increased the burden of hypertension in hitherto low-risk groups. Consumption of processed food, sedentary behavior, and stress have all boosted rates of hypertension in city dwellers in developing nations. According to Mills et al., (2020), from 1975 through 2015, the prevalence of increased blood pressure declined in high-income nations but rose in most developing areas, including regions of Africa and South Asia. International policy lags, along with the uneven distribution of health resources, also contribute to the world inequality of hypertension outcomes. If there are not specifically focused public health efforts, the inequalities are expected to increase, causing an increased global health and economic burden of undiagnosed hypertension and its sequelae.

    **National Relevance of Hypertension Disparities**

    In the United States, hypertension affects nearly half of the adult population—approximately 122 million people as reported by the Centers for Disease Control and Prevention (CDC, 2025). However, this burden is unequally distributed. African Americans have the highest prevalence of hypertension compared to any other racial or ethnic group in the U.S. Not only are they more likely to develop hypertension at an earlier age, but they are also more likely to experience related complications such as stroke, kidney disease, and heart failure. According to Ferdinand et al. (2021), around 56% of non-Hispanic Black adults have hypertension, compared to 48% of Whites and 39% of Hispanic adults. This disparity is partly attributed to a combination of genetic predispositions, structural racism, socioeconomic status, and limited access to quality healthcare.

    Additionally, insurance coverage and education levels significantly impact hypertension outcomes in the U.S. Uninsured individuals are less likely to receive regular blood pressure screenings or adhere to medication regimens. Studies show that individuals with less than a high school education are at higher risk of uncontrolled hypertension due to lower health literacy. Flaubert et al., (2021) emphasizes that these disparities contribute to avoidable healthcare costs and poor population health outcomes. In response, national health initiatives like “Million Hearts 2027” aim to reduce disparities by promoting clinical-community linkages and equitable access to preventive services. However, sustained effort is necessary to address the root causes of hypertension inequities at the systemic level.

    **Local Relevance and Perspective**

    In Chicago, Illinois, hypertension remains one of the most prevalent chronic conditions, disproportionately affecting communities of color and low-income neighborhoods. Abrahamowicz et al., (2023), approximately 36% of African American adults in the city have been diagnosed with hypertension, compared to 23% of White adults. These disparities are concentrated in South and West Side neighborhoods, which face long-standing structural barriers to health. Contributing factors include limited access to affordable healthcare, higher levels of neighborhood violence and stress, and fewer resources for nutritious food and physical activity. Many of these areas are federally designated “food deserts,” where residents must travel long distances to find fresh produce, making it difficult to adhere to dietary recommendations that help manage blood pressure.

    Healthcare institutions in Chicago also struggle to meet the needs of the city’s underserved populations. Safety-net hospitals and community health centers are often underfunded and overburdened, leading to inconsistent care and limited hypertension follow-up. According to CDPH data, nearly 58% of patients with uncontrolled hypertension in Chicago are from households earning below the federal poverty level, with a disproportionate share identifying as Black or Hispanic. Language barriers, mistrust of medical systems, and transportation issues further compound access challenges. In response, initiatives like the
    _Healthy Chicago 2025_ plan and
    _West Side United_ have introduced mobile health units, community-based screenings, and neighborhood wellness campaigns. These interventions have shown early promise in improving hypertension awareness and treatment adherence. However, to significantly reduce disparities, more integrated and sustained public health investments are needed that address both clinical care and the social determinants driving hypertension in vulnerable Chicago communities.

    **Promoting Equity in Hypertension Prevention**

    Due to the worldwide, nationwide, and local burden of hypertension disparities, there is a clear need for integrated health promotion activities that are specific to affected groups. They should be supported by cultural competence, health equity, and community involvement. Interventions addressing social determinants of health—education, income, and environment—should be deployed in order to mitigate hypertension outcomes. Widespread screening, diet and lifestyle education, enhanced availability of affordable medication, and arrangements with credible community-based organizations are essential in programs. At global, nationwide, and local levels, health professionals can alleviate the burden of hypertension and narrow the gap in health outcomes in diverse populations by applying interventions that act in several domains. Creating an inclusive and responsive health promotion program not only saves lives but also supports the overall objective of health equity.

    **References**

    Abrahamowicz, A. A., Ebinger, J., Whelton, S. P., Mensah, Y. C., & Yang, E. (2023). Racial and ethnic disparities in hypertension: Barriers and opportunities to improve blood pressure control.
    _Current Cardiology Reports_,
    _25_(1), 17–27. https://doi.org/10.1007/s11886-022-01826-x

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2021). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Flaubert, J., Menestrel, S., Williams, D., & Wakefield, M. (2021). Social determinants of health and health equity. In
    _www.ncbi.nlm.nih.gov_. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573923/

    Mills, K. T., Stefanescu, A., & He, J. (2020). The Global Epidemiology of Hypertension.
    _Nature Reviews Nephrology_,
    _16_(4), 223–237. https://doi.org/10.1038/s41581-019-0244-2

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    Shakil, S., Ojji, D., Longenecker, C. T., & Roth, G. A. (2022). Early Stage and Established Hypertension in Sub-Saharan Africa: Results From Population Health Surveys in 17 Countries, 2010–2017.
    _Circulation-Cardiovascular Quality and Outcomes_,
    _15_(12). https://doi.org/10.1161/circoutcomes.122.009046

    **ResearchDevlopment1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304105)

    **LieratureReview1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg)

    **LieratureReview1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg)

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## WritingAssignmentHealthProblemProposal3.docx**

    2

    **The Burden of Hypertension Disparities**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **The Burden of Hypertension Disparities**

    Hypertension, or high blood pressure, is a widespread population health problem that is a major risk factor for cardiovascular diseases, stroke, and premature mortality. Hypertension is not evenly distributed in the population, despite its presence in individuals from all walks of life. Racial and ethnic minorities, and in particular African Americans, are disproportionately burdened, with earlier onset, increased severity, and increased complications. In addition, socioeconomic determinants like low income, less education, and lack of insurance increase the disparities in hypertension outcomes. The disparities continue despite availability of effective prevention methods and treatment, indicating systemic barriers to availability, health literacy, and quality of care. Identification of hypertension disparities at global, country, and local levels is necessary for planning health promotion programs that are both equitable and effective. The awareness of hypertension disparities on several different levels is examined in this paper, and the foundation is set for a health promotion program proposal.

    **Global Relevance of Hypertension Disparities**

    Hypertension is a worldwide health emergency and a top cause of mortality around the world. Based on the estimation by Moloro et al., (2023), there are around 1.28 billion adults aged 30–79 years with hypertension worldwide, of whom two-thirds reside in the low- and middle-income countries (LMICs). Hypertension remains undiagnosed and uncontrolled in most of these areas due to poor health infrastructure, limited availability of medication, and poor health systems. Inequalities in the control of hypertension are most visible in the African and South Asian regions, with alarmingly low rates of awareness and treatment. For instance, Shakil et al. (2022) reports that merely 17% of those with hypertension in sub-Saharan Africa have their blood pressure controlled. Even gender inequalities are high, with men in most areas less willing to receive medical treatment or comply with treatment schedules. The worldwide trends, therefore, demonstrate the need for integrated, culturally specific health intervention that can mitigate the burden of hypertension in different groups of individuals.

    Furthermore, globalization and urbanization have increased the burden of hypertension in hitherto low-risk groups. Consumption of processed food, sedentary behavior, and stress have all boosted rates of hypertension in city dwellers in developing nations. According to Mills et al., (2020), from 1975 through 2015, the prevalence of increased blood pressure declined in high-income nations but rose in most developing areas, including regions of Africa and South Asia. International policy lags, along with the uneven distribution of health resources, also contribute to the world inequality of hypertension outcomes. If there are not specifically focused public health efforts, the inequalities are expected to increase, causing an increased global health and economic burden of undiagnosed hypertension and its sequelae.

    **National Relevance of Hypertension Disparities**

    In the United States, hypertension affects nearly half of the adult population—approximately 122 million people as reported by the Centers for Disease Control and Prevention (CDC, 2025). However, this burden is unequally distributed. African Americans have the highest prevalence of hypertension compared to any other racial or ethnic group in the U.S. Not only are they more likely to develop hypertension at an earlier age, but they are also more likely to experience related complications such as stroke, kidney disease, and heart failure. According to Ferdinand et al. (2021), around 56% of non-Hispanic Black adults have hypertension, compared to 48% of Whites and 39% of Hispanic adults. This disparity is partly attributed to a combination of genetic predispositions, structural racism, socioeconomic status, and limited access to quality healthcare.

    Additionally, insurance coverage and education levels significantly impact hypertension outcomes in the U.S. Uninsured individuals are less likely to receive regular blood pressure screenings or adhere to medication regimens. Studies show that individuals with less than a high school education are at higher risk of uncontrolled hypertension due to lower health literacy. Flaubert et al., (2021) emphasizes that these disparities contribute to avoidable healthcare costs and poor population health outcomes. In response, national health initiatives like “Million Hearts 2027” aim to reduce disparities by promoting clinical-community linkages and equitable access to preventive services. However, sustained effort is necessary to address the root causes of hypertension inequities at the systemic level.

    **Local Relevance and Perspective**

    In Chicago, Illinois, hypertension remains one of the most prevalent chronic conditions, disproportionately affecting communities of color and low-income neighborhoods. Abrahamowicz et al., (2023), approximately 36% of African American adults in the city have been diagnosed with hypertension, compared to 23% of White adults. These disparities are concentrated in South and West Side neighborhoods, which face long-standing structural barriers to health. Contributing factors include limited access to affordable healthcare, higher levels of neighborhood violence and stress, and fewer resources for nutritious food and physical activity. Many of these areas are federally designated “food deserts,” where residents must travel long distances to find fresh produce, making it difficult to adhere to dietary recommendations that help manage blood pressure.

    Healthcare institutions in Chicago also struggle to meet the needs of the city’s underserved populations. Safety-net hospitals and community health centers are often underfunded and overburdened, leading to inconsistent care and limited hypertension follow-up. According to CDPH data, nearly 58% of patients with uncontrolled hypertension in Chicago are from households earning below the federal poverty level, with a disproportionate share identifying as Black or Hispanic. Language barriers, mistrust of medical systems, and transportation issues further compound access challenges. In response, initiatives like the
    _Healthy Chicago 2025_ plan and
    _West Side United_ have introduced mobile health units, community-based screenings, and neighborhood wellness campaigns. These interventions have shown early promise in improving hypertension awareness and treatment adherence. However, to significantly reduce disparities, more integrated and sustained public health investments are needed that address both clinical care and the social determinants driving hypertension in vulnerable Chicago communities.

    **Promoting Equity in Hypertension Prevention**

    Due to the worldwide, nationwide, and local burden of hypertension disparities, there is a clear need for integrated health promotion activities that are specific to affected groups. They should be supported by cultural competence, health equity, and community involvement. Interventions addressing social determinants of health—education, income, and environment—should be deployed in order to mitigate hypertension outcomes. Widespread screening, diet and lifestyle education, enhanced availability of affordable medication, and arrangements with credible community-based organizations are essential in programs. At global, nationwide, and local levels, health professionals can alleviate the burden of hypertension and narrow the gap in health outcomes in diverse populations by applying interventions that act in several domains. Creating an inclusive and responsive health promotion program not only saves lives but also supports the overall objective of health equity.

    **References**

    Abrahamowicz, A. A., Ebinger, J., Whelton, S. P., Mensah, Y. C., & Yang, E. (2023). Racial and ethnic disparities in hypertension: Barriers and opportunities to improve blood pressure control.
    _Current Cardiology Reports_,
    _25_(1), 17–27. https://doi.org/10.1007/s11886-022-01826-x

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2021). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Flaubert, J., Menestrel, S., Williams, D., & Wakefield, M. (2021). Social determinants of health and health equity. In
    _www.ncbi.nlm.nih.gov_. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573923/

    Mills, K. T., Stefanescu, A., & He, J. (2020). The Global Epidemiology of Hypertension.
    _Nature Reviews Nephrology_,
    _16_(4), 223–237. https://doi.org/10.1038/s41581-019-0244-2

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    Shakil, S., Ojji, D., Longenecker, C. T., & Roth, G. A. (2022). Early Stage and Established Hypertension in Sub-Saharan Africa: Results From Population Health Surveys in 17 Countries, 2010–2017.
    _Circulation-Cardiovascular Quality and Outcomes_,
    _15_(12). https://doi.org/10.1161/circoutcomes.122.009046

    **ResearchDevlopment1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304105)

    **LieratureReview1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg)

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## WritingAssignmentHealthProblemProposal3.docx**

    2

    **The Burden of Hypertension Disparities**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **The Burden of Hypertension Disparities**

    Hypertension, or high blood pressure, is a widespread population health problem that is a major risk factor for cardiovascular diseases, stroke, and premature mortality. Hypertension is not evenly distributed in the population, despite its presence in individuals from all walks of life. Racial and ethnic minorities, and in particular African Americans, are disproportionately burdened, with earlier onset, increased severity, and increased complications. In addition, socioeconomic determinants like low income, less education, and lack of insurance increase the disparities in hypertension outcomes. The disparities continue despite availability of effective prevention methods and treatment, indicating systemic barriers to availability, health literacy, and quality of care. Identification of hypertension disparities at global, country, and local levels is necessary for planning health promotion programs that are both equitable and effective. The awareness of hypertension disparities on several different levels is examined in this paper, and the foundation is set for a health promotion program proposal.

    **Global Relevance of Hypertension Disparities**

    Hypertension is a worldwide health emergency and a top cause of mortality around the world. Based on the estimation by Moloro et al., (2023), there are around 1.28 billion adults aged 30–79 years with hypertension worldwide, of whom two-thirds reside in the low- and middle-income countries (LMICs). Hypertension remains undiagnosed and uncontrolled in most of these areas due to poor health infrastructure, limited availability of medication, and poor health systems. Inequalities in the control of hypertension are most visible in the African and South Asian regions, with alarmingly low rates of awareness and treatment. For instance, Shakil et al. (2022) reports that merely 17% of those with hypertension in sub-Saharan Africa have their blood pressure controlled. Even gender inequalities are high, with men in most areas less willing to receive medical treatment or comply with treatment schedules. The worldwide trends, therefore, demonstrate the need for integrated, culturally specific health intervention that can mitigate the burden of hypertension in different groups of individuals.

    Furthermore, globalization and urbanization have increased the burden of hypertension in hitherto low-risk groups. Consumption of processed food, sedentary behavior, and stress have all boosted rates of hypertension in city dwellers in developing nations. According to Mills et al., (2020), from 1975 through 2015, the prevalence of increased blood pressure declined in high-income nations but rose in most developing areas, including regions of Africa and South Asia. International policy lags, along with the uneven distribution of health resources, also contribute to the world inequality of hypertension outcomes. If there are not specifically focused public health efforts, the inequalities are expected to increase, causing an increased global health and economic burden of undiagnosed hypertension and its sequelae.

    **National Relevance of Hypertension Disparities**

    In the United States, hypertension affects nearly half of the adult population—approximately 122 million people as reported by the Centers for Disease Control and Prevention (CDC, 2025). However, this burden is unequally distributed. African Americans have the highest prevalence of hypertension compared to any other racial or ethnic group in the U.S. Not only are they more likely to develop hypertension at an earlier age, but they are also more likely to experience related complications such as stroke, kidney disease, and heart failure. According to Ferdinand et al. (2021), around 56% of non-Hispanic Black adults have hypertension, compared to 48% of Whites and 39% of Hispanic adults. This disparity is partly attributed to a combination of genetic predispositions, structural racism, socioeconomic status, and limited access to quality healthcare.

    Additionally, insurance coverage and education levels significantly impact hypertension outcomes in the U.S. Uninsured individuals are less likely to receive regular blood pressure screenings or adhere to medication regimens. Studies show that individuals with less than a high school education are at higher risk of uncontrolled hypertension due to lower health literacy. Flaubert et al., (2021) emphasizes that these disparities contribute to avoidable healthcare costs and poor population health outcomes. In response, national health initiatives like “Million Hearts 2027” aim to reduce disparities by promoting clinical-community linkages and equitable access to preventive services. However, sustained effort is necessary to address the root causes of hypertension inequities at the systemic level.

    **Local Relevance and Perspective**

    In Chicago, Illinois, hypertension remains one of the most prevalent chronic conditions, disproportionately affecting communities of color and low-income neighborhoods. Abrahamowicz et al., (2023), approximately 36% of African American adults in the city have been diagnosed with hypertension, compared to 23% of White adults. These disparities are concentrated in South and West Side neighborhoods, which face long-standing structural barriers to health. Contributing factors include limited access to affordable healthcare, higher levels of neighborhood violence and stress, and fewer resources for nutritious food and physical activity. Many of these areas are federally designated “food deserts,” where residents must travel long distances to find fresh produce, making it difficult to adhere to dietary recommendations that help manage blood pressure.

    Healthcare institutions in Chicago also struggle to meet the needs of the city’s underserved populations. Safety-net hospitals and community health centers are often underfunded and overburdened, leading to inconsistent care and limited hypertension follow-up. According to CDPH data, nearly 58% of patients with uncontrolled hypertension in Chicago are from households earning below the federal poverty level, with a disproportionate share identifying as Black or Hispanic. Language barriers, mistrust of medical systems, and transportation issues further compound access challenges. In response, initiatives like the
    _Healthy Chicago 2025_ plan and
    _West Side United_ have introduced mobile health units, community-based screenings, and neighborhood wellness campaigns. These interventions have shown early promise in improving hypertension awareness and treatment adherence. However, to significantly reduce disparities, more integrated and sustained public health investments are needed that address both clinical care and the social determinants driving hypertension in vulnerable Chicago communities.

    **Promoting Equity in Hypertension Prevention**

    Due to the worldwide, nationwide, and local burden of hypertension disparities, there is a clear need for integrated health promotion activities that are specific to affected groups. They should be supported by cultural competence, health equity, and community involvement. Interventions addressing social determinants of health—education, income, and environment—should be deployed in order to mitigate hypertension outcomes. Widespread screening, diet and lifestyle education, enhanced availability of affordable medication, and arrangements with credible community-based organizations are essential in programs. At global, nationwide, and local levels, health professionals can alleviate the burden of hypertension and narrow the gap in health outcomes in diverse populations by applying interventions that act in several domains. Creating an inclusive and responsive health promotion program not only saves lives but also supports the overall objective of health equity.

    **References**

    Abrahamowicz, A. A., Ebinger, J., Whelton, S. P., Mensah, Y. C., & Yang, E. (2023). Racial and ethnic disparities in hypertension: Barriers and opportunities to improve blood pressure control.
    _Current Cardiology Reports_,
    _25_(1), 17–27. https://doi.org/10.1007/s11886-022-01826-x

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2021). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Flaubert, J., Menestrel, S., Williams, D., & Wakefield, M. (2021). Social determinants of health and health equity. In
    _www.ncbi.nlm.nih.gov_. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573923/

    Mills, K. T., Stefanescu, A., & He, J. (2020). The Global Epidemiology of Hypertension.
    _Nature Reviews Nephrology_,
    _16_(4), 223–237. https://doi.org/10.1038/s41581-019-0244-2

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    Shakil, S., Ojji, D., Longenecker, C. T., & Roth, G. A. (2022). Early Stage and Established Hypertension in Sub-Saharan Africa: Results From Population Health Surveys in 17 Countries, 2010–2017.
    _Circulation-Cardiovascular Quality and Outcomes_,
    _15_(12). https://doi.org/10.1161/circoutcomes.122.009046

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  • [Solved] journal

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    – a year ago **files (1)** – ## JournalEntryque.docx **## JournalEntryque.docx** Journal Entry #1 Critical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you identify opportunities for improvement in your clinical skills wh…

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    – a year ago

    **files (1)**

    – ## JournalEntryque.docx

    **## JournalEntryque.docx**

    Journal Entry #1

    Critical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you identify opportunities for improvement in your clinical skills while also recognizing your clinical strengths and successes.

    This week, you will write a Journal Entry reflecting on your clinical strengths and opportunities for improvement.

    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/172095/modules/items/6936596)

    **To prepare**:

    · Refer to your FNP Clinical Skills and Procedures Self-Assessment Form from your previous assignment in this week and consider your strengths and opportunities for improvement.

    **Journal Entry (450–500 words):**

    · Explain what most excites and/or concerns you about pediatric clinical experiences. Include a description of your strengths and weaknesses in terms of working with children and how these strengths and weaknesses might impact your Practicum experience.

    · Discuss your personal definition of family and family roles that might impact the assessment of a child and his or her family. Also expand your discussion on the challenges of working with families. Explain how you would handle parents that do not want to vaccinate children.

    · Then, explain how culture (both the culture of the provider and that of the child and his or her family) may further influence the assessment.

    · Select and explain a nursing theory to guide your practice with pediatric patients.

    By Day 7

    **Complete** your Journal Entry #1 Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK1Journal1+last name+first initial.**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    4. Rubric

    **PRAC_6541_Week1_Journal1_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6541_Week1_Journal1_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection | **50 to >49.0 ptsExcellent** Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Insightful and relevant connections are made through contextual explanations and examples.<br> <br>**49 to >39.0 ptsGood** Reflection demonstrates a moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Connections are made through explanations and/or examples.<br> <br>**39 to >30.0 ptsFair** Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Minimal connections are made through explanations and/or examples.<br> <br>**30 to >0 ptsPoor** Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments | 50 pts |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth | **30 to >29.0 ptsExcellent** Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well-developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.<br> <br>**29 to >19.0 ptsGood** Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.<br> <br>**19 to >9.0 ptsFair** Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. Minimal thought of future implications of student’s current experience.<br> <br>**9 to >0 ptsPoor** Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting | **15 to >14.0 ptsExcellent** Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.<br> <br>**14 to >10.0 ptsGood** Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.<br> <br>**10 to >5.0 ptsFair** Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.<br> <br>**5 to >0 ptsPoor** Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 ptsExcellent** No APA errors<br> <br>**4 to >3.0 ptsGood** Contains 1-2 APA errors<br> <br>**3 to >1.0 ptsFair** Contains 3-5 APA errors<br> <br>**1 to >0 ptsPoor** Contains > 5 APA errors | 5 pts |

    Total Points: 100

    [Previous](https://waldenu.instructure.com/courses/172095/modules/items/6936568)

    [Next](https://waldenu.instructure.com/courses/172095/modules/items/6936583)

    **## JournalEntryque.docx**

    Journal Entry #1

    Critical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you identify opportunities for improvement in your clinical skills while also recognizing your clinical strengths and successes.

    This week, you will write a Journal Entry reflecting on your clinical strengths and opportunities for improvement.

    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/172095/modules/items/6936596)

    **To prepare**:

    · Refer to your FNP Clinical Skills and Procedures Self-Assessment Form from your previous assignment in this week and consider your strengths and opportunities for improvement.

    **Journal Entry (450–500 words):**

    · Explain what most excites and/or concerns you about pediatric clinical experiences. Include a description of your strengths and weaknesses in terms of working with children and how these strengths and weaknesses might impact your Practicum experience.

    · Discuss your personal definition of family and family roles that might impact the assessment of a child and his or her family. Also expand your discussion on the challenges of working with families. Explain how you would handle parents that do not want to vaccinate children.

    · Then, explain how culture (both the culture of the provider and that of the child and his or her family) may further influence the assessment.

    · Select and explain a nursing theory to guide your practice with pediatric patients.

    By Day 7

    **Complete** your Journal Entry #1 Assignment.

    submission information

    Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
    **Turnitin Drafts** from the
    **Start Here** area.

    1. To submit your completed assignment, save your Assignment as
    **WK1Journal1+last name+first initial.**

    2. Then, click on
    **Start Assignment** near the top of the page.

    3. Next, click on
    **Upload File** and select
    **Submit Assignment** for review.

    4. Rubric

    **PRAC_6541_Week1_Journal1_Rubric**

    | | | |
    | — | — | — |
    | PRAC_6541_Week1_Journal1_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Content Reflection | **50 to >49.0 ptsExcellent** Reflection demonstrates a high level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Insightful and relevant connections are made through contextual explanations and examples.<br> <br>**49 to >39.0 ptsGood** Reflection demonstrates a moderate level of critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Connections are made through explanations and/or examples.<br> <br>**39 to >30.0 ptsFair** Reflection demonstrates minimal critical thinking in applying and integrating key course concepts and theories from readings, lectures, and/or discussions. Minimal connections are made through explanations and/or examples.<br> <br>**30 to >0 ptsPoor** Reflection lacks critical thinking. Superficial connections are made with key course concepts and resources, and/or assignments | 50 pts |
    | This criterion is linked to a Learning OutcomeAssimilation and Synthesis: Personal Growth | **30 to >29.0 ptsExcellent** Expresses solid evidence of reflection on own work. Demonstrates substantial personal growth and awareness of deeper meaning through inferences, well-developed insights, and significant depth in awareness and challenges. Synthesizes current experience into future implications.<br> <br>**29 to >19.0 ptsGood** Expresses moderate evidence of reflection on own work. Demonstrates satisfactory personal growth and awareness through some inferences, insights, and challenges. There is mention of the future implications of student’s current experience.<br> <br>**19 to >9.0 ptsFair** Expresses minimal evidence of reflection on own work. Demonstrates less than adequate personal growth and awareness through limited or simplistic inferences made, insights, and/or challenges that are not well developed. Minimal thought of future implications of student’s current experience.<br> <br>**9 to >0 ptsPoor** Expresses inadequate evidence of reflection on own work. Personal growth and awareness are not evident and/or demonstrate an impersonal experience. Lacks personal insights, challenges, inferences, and/or future implications are overlooked. | 30 pts |
    | This criterion is linked to a Learning OutcomeWritten Expression and Formatting | **15 to >14.0 ptsExcellent** Well written and clearly organized using standard English, characterized by elements of a strong writing style and basically free from grammar, punctuation, usage, and spelling errors.<br> <br>**14 to >10.0 ptsGood** Above average writing style and logically organized using standard English with minor errors in grammar, punctuation, usage, and spelling.<br> <br>**10 to >5.0 ptsFair** Average writing style that is sometimes unclear and/or with some errors in grammar, punctuation, usage, and spelling.<br> <br>**5 to >0 ptsPoor** Poor writing style lacking in standard English, clarity, language used, and/or frequent errors in grammar, punctuation, usage, and spelling. Needs work. | 15 pts |
    | This criterion is linked to a Learning OutcomeAPA | **5 to >4.0 ptsExcellent** No APA errors<br> <br>**4 to >3.0 ptsGood** Contains 1-2 APA errors<br> <br>**3 to >1.0 ptsFair** Contains 3-5 APA errors<br> <br>**1 to >0 ptsPoor** Contains > 5 APA errors | 5 pts |

    Total Points: 100

    [Previous](https://waldenu.instructure.com/courses/172095/modules/items/6936568)

    [Next](https://waldenu.instructure.com/courses/172095/modules/items/6936583)

  • [Solved] see below

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  • [Solved] Evidence-Based Practice and the Quadruple Aim

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    Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs. More recently, this approach has evolve…

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    Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.

    More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.

    **To Prepare:**

    – Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
    – Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
    – Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

    **To Complete:**

    Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

    Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

    – Patient experience
    – Population health
    – Costs
    – Work life of healthcare providers

    Weekly Resources

    – Schmidt, N. A. & Brown, J. M. (2025). _Evidence-based practice for nurses: Appraisal and application of research_ (6th ed.). Jones & Bartlett Learning

    – Chapter 1, “What is Evidence-based practice?” (pp 3-31)
    – Chapter 1 will help students understand the importance of EBP, the research process, barriers to the adoption of EBP and strategies to overcome them as well as strategies to transition evidence into nursing practice.
    – Boller, J. (2017). [Nurse educators: Leading health care to the quadruple aim sweet spot.Links to an external site.](https://search.proquest.com/docview/1972281107?accountid=14872) _Journal of Nursing Education, 56_ (12), 707–708. doi:10.3928/01484834-20171120-01
    – Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). [Improving patient care through nursing engagement in evidence-based practiceLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=114436496&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Worldviews on Evidence-Based Nursing, 13_ (2), 172–175. doi:10.1111/wvn.12126
    – Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). [Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participantsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=118687527&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Worldviews on Evidence-Based Nursing, 13_ (5), 340–348. doi:10.1111/wvn.12171
    – Melnyk, B.M., Fineout-Overhold, E., Stillwell, S.B., & Williamson, K.M. (2010). [Evidence-based practice step-by-step: The seven steps of evidence-based practiceLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-201001000-00030&LSLINK=80&D=ovft). _American Journal of Nursing, 110_ (1), 51-53.
    – Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). [The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=104034942&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Worldviews on Evidence-Based Nursing, 11_ (1), 5–15. doi:10.1111/wvn.12021
    – Sikka, R., Morath, J. M., & Leape, L. (2015). [The Quadruple Aim: Care, health, cost and meaning in workLinks to an external site.](https://search.proquest.com/docview/1778837907?accountid=14872). _BMJ Quality & Safety, 24_ , 608–610. doi:10.1136/bmjqs-2015-004160
    – Walden University Library. (n.d.-a). [Databases A-Z: NursingLinks to an external site.](https://academicguides.waldenu.edu/az.php?s=19981) _._ https://academicguides.waldenu.edu/az.php?s=19981

    – a year ago

  • [Solved] Nursing

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    In-depth study guidance and analytical solution covering Nursing.

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  • [Solved] Nursing Homework

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    – a year ago **files (1)** – ## Screeningpowerpointinstructions.docx **## Screeningpowerpointinstructions.docx** **_Screening – with Brief Intervention and Referral to Treatment (SBIRT): Presentation #1_** Develop a PowerPoint presentation that includes the following criteria: · **Slide 1:** Title P…

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    – a year ago

    **files (1)**

    – ## Screeningpowerpointinstructions.docx

    **## Screeningpowerpointinstructions.docx**

    **_Screening – with Brief Intervention and Referral to Treatment (SBIRT): Presentation #1_**

    Develop a PowerPoint presentation that includes the following criteria:

    ·
    **Slide 1:**  Title Page.

    ·
    **Slide 2:**  SBIRT overview – Describe the history of SBIRT, the SBIRT process and how it is used in clinical practice settings using US research articles.

    ·
    **Slide 3:**  Case Presentation – Do not include patient identifying information but include demographics i.e. age, gender, race/ethnicity, chief complaint, social history, family psychiatric history, psychiatric history, and risk factors.

    ·
    **Slide 4:**  Screening Tool used – Describe the screening tool, validity (sensitivity and specificity), scoring information, and citation.  Your patient’s score and the interpretation of the patient’s score are required.

    ·
    **Slide 5:**  Brief Intervention – How was the Motivational Interviewing process applied and shared your client’s score and need for behavioral changes.

    ·
    **Slide 6:** Referral for Treatment – Describe the referral for follow-up treatment plan.  Include the name, address and telephone number of the local large organization.  Be specific with the department where necessary.

    ·
    **Slide 7:**  Evaluation of the process – Share the patient’s outcome and your evaluation of the SBIRT process.

    ·
    **Slide 8:**  References –5 references.  7th Edition APA format.  Include Screening Tool authors.

    **Submission Instructions:**

    · The slides are to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.

    · The narration is to be fluid with clear enunciation and the volume of speech is appropriate, with no pauses or distracting fillers.

    · The PowerPoint presentation should be formatted per current APA guidelines and 8-10 slides in length, including the title and references slides. Incorporate a minimum of 5 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.  For presentation clarification, students may include the presenter’s notes.

    **## Screeningpowerpointinstructions.docx**

    **_Screening – with Brief Intervention and Referral to Treatment (SBIRT): Presentation #1_**

    Develop a PowerPoint presentation that includes the following criteria:

    ·
    **Slide 1:**  Title Page.

    ·
    **Slide 2:**  SBIRT overview – Describe the history of SBIRT, the SBIRT process and how it is used in clinical practice settings using US research articles.

    ·
    **Slide 3:**  Case Presentation – Do not include patient identifying information but include demographics i.e. age, gender, race/ethnicity, chief complaint, social history, family psychiatric history, psychiatric history, and risk factors.

    ·
    **Slide 4:**  Screening Tool used – Describe the screening tool, validity (sensitivity and specificity), scoring information, and citation.  Your patient’s score and the interpretation of the patient’s score are required.

    ·
    **Slide 5:**  Brief Intervention – How was the Motivational Interviewing process applied and shared your client’s score and need for behavioral changes.

    ·
    **Slide 6:** Referral for Treatment – Describe the referral for follow-up treatment plan.  Include the name, address and telephone number of the local large organization.  Be specific with the department where necessary.

    ·
    **Slide 7:**  Evaluation of the process – Share the patient’s outcome and your evaluation of the SBIRT process.

    ·
    **Slide 8:**  References –5 references.  7th Edition APA format.  Include Screening Tool authors.

    **Submission Instructions:**

    · The slides are to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.

    · The narration is to be fluid with clear enunciation and the volume of speech is appropriate, with no pauses or distracting fillers.

    · The PowerPoint presentation should be formatted per current APA guidelines and 8-10 slides in length, including the title and references slides. Incorporate a minimum of 5 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.  For presentation clarification, students may include the presenter’s notes.

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    – a year ago **files (3)** – ## GraduateMentalStatusExam.docx – ComprehensiveevaluationtemplateNUR650.docx – Comprehensiveevaluation1Clinicals.docx **## GraduateMentalStatusExam.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, O…

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    – a year ago

    **files (3)**

    – ## GraduateMentalStatusExam.docx

    – ComprehensiveevaluationtemplateNUR650.docx
    – Comprehensiveevaluation1Clinicals.docx

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx-10304549)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx-10304549)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx-10304549)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx-10304553)

  • [Solved] Nursing Homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (3)** – ## GraduateMentalStatusExam.docx – ComprehensiveevaluationtemplateNUR650.docx – Comprehensiveevaluation1Clinicals.docx **## GraduateMentalStatusExam.docx** **MENTAL STATUS EXAM GUIDE** Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, O…

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    Assignment Prompt & Instructions

    – a year ago

    **files (3)**

    – ## GraduateMentalStatusExam.docx

    – ComprehensiveevaluationtemplateNUR650.docx
    – Comprehensiveevaluation1Clinicals.docx

    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx)

    **Comprehensiveevaluation1Clinicals.docx**

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    **Comprehensiveevaluation1Clinicals.docx**

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    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx)

    **Comprehensiveevaluation1Clinicals.docx**

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    **## GraduateMentalStatusExam.docx**

    **MENTAL STATUS EXAM GUIDE**

    Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

    What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

    Compare your impression of the patient’s status now to the initial impression:

    **BRIEF MENTAL STATUS EXAM**

    Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

    GENERAL DESCRIPTION

    Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

    Attitude toward examiner
    **(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

    Speech characteristic –

    What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

    What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

    Psychomotor activity
    **(INCLUDED IN BEHAVIOR)**

    Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

    Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

    MOOD/AFFECT

    Mood – is the sustained/consistent emotion that colors their perception of the word.

    Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

    Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

    What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

    Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

    Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

    Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

    DISORDERS OF THE FORM OF THOUGHT

    The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

    Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

    IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

    Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

    PERCEPTION
    **(INCLUDED IN THOUGHT CONTENT)**

    Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

    Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

    COGNITION

    Orientation

    Person:

    Place:

    Time:

    Is the patient’s orientation good, fair or poor; support your conclusion:

    Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

    Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

    Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

    Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

    Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

    Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

    Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

    JUDGMENT AND INSIGHT

    Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

    Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

    **BIOLOGICAL DATA**

    Oxygenation:

    Respiration: (Quality and quantity):
    Temp:

    B/P:

    Pulse: (Quality and quantity):

    Metabolism

    Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

    Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

    Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

    Sleep Patterns

    Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

    Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

    **SOCIAL HISTORY**

    Support system: (Is there support from family, friends, church, work, etc.):

    Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

    Spiritual Assessment

    What importance does religion/spirituality have in the patient’s life:

    Do the patient’s beliefs help with stressful situations:

    Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

    Financial Support – who works in the household; what other means of financial support is there for the household:

    Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

    **ComprehensiveevaluationtemplateNUR650.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluationtemplatenur650-docx)

    **Comprehensiveevaluation1Clinicals.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/comprehensiveevaluation1clinicals-docx)