Tag: Clinical Nursing & Patient Care

  • [Solved] Weekly Clinical Experience 2

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    From the perspective of a nurse practitioner student doing their second week of clinical rotation at a gerontology primary care office: Describe your clinical experience for this week. – Did you face any challenges, any success? If so, what were they? – Describe the assessment of a patient, detailin…

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    Assignment Prompt & Instructions

    From the perspective of a nurse practitioner student doing their second week of clinical rotation at a gerontology primary care office: Describe your clinical experience for this week.

    – Did you face any challenges, any success? If so, what were they?
    – Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
    – Mention the health promotion intervention for this patient.
    – What did you learn from this week's clinical experience that can beneficial for you as an advanced practice nurse?
    – Support your plan of care with the current peer-reviewed research guideline.

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
    – in paragraph form, no bullet points or numbering

    – a year ago

  • [Solved] discussion 2

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    Executive Solution Overview

    A 72-year-old male presents to the clinic with 4 weeks of productive cough. He has a 10-year history of diagnosed COPD. He has a 45-year history of two packs a day cigarette smoking. He states he quit smoking due to financial needs about 6 years ago. He complains of pain in his chest from coughing, …

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    Assignment Prompt & Instructions

    A 72-year-old male presents to the clinic with 4 weeks of productive cough. He has a 10-year history of diagnosed COPD. He has a 45-year history of two packs a day cigarette smoking. He states he quit smoking due to financial needs about 6 years ago. He complains of pain in his chest from coughing, saying it is sore. He has noticed some dark-colored blood on his tissue.

    **Vital Signs:** BP 137/90; HR 82; RR 22; BMI 23.

    **Chief Complaint:** Persistent cough won’t go away with my normal cough medicine. Noticed blood on tissue from coughing.

    **Discuss the following:**

    1) What additional subjective information will you be asking of the patient?

    2) What additional objective findings would you be examining the patient for?

    3) What are the differential diagnoses that you are considering?

    4) What radiological examinations or additional diagnostic studies would you order?

    5) What treatment and specific information about the prescription will you give this patient?

    6) What are the potential complications from the treatment ordered?

    7) What additional laboratory tests might you consider ordering?

    8) Will you be looking for a consult?

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
    – in paragraph form, no bullet points or numbering.

    – a year ago

  • [Solved] Assigment .Apa seven . All instructions attached.

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    Executive Solution Overview

    – 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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  • [Solved] The Literature Review

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    What is the importance of a literature review and what should you avoid when conducting a literature review? **Submission Instructions:** – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. – a year ago

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    What is the importance of a literature review and what should you avoid when conducting a literature review?

    **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    – a year ago

  • [Solved] Psychopharmacology

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    – a year ago **files (1)** – ## CaseStudyDiscussion1.docx **## CaseStudyDiscussion1.docx** **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!** Case Study Discussion 1 **Study Discussion Instructions** **Scenario:** A 30-year-old…

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    – a year ago

    **files (1)**

    – ## CaseStudyDiscussion1.docx

    **## CaseStudyDiscussion1.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    Case Study Discussion 1

    **Study Discussion Instructions**

    **Scenario:**
    A 30-year-old female is rushed to the emergency department with signs and symptoms of a heart attack. However, an extensive medical workup is negative for any cardiac or physiological issues. She is prescribed
    **Ativan 0.5 mg by mouth twice daily as needed for severe anxiety**. The patient is also given a
    **potential diagnosis of Panic Disorder** and referred to your office for follow-up care.

    Based on this scenario, respond to the following prompts:

    1.
    **Discuss the etiology** of Panic Disorder.

    2.
    **List the clinical manifestations** associated with this condition.

    3.
    **Identify the neurotransmitter(s)** that are abnormal in Panic Disorder.

    4.
    **Describe your approach** to establishing a diagnosis. What key information would you gather during the patient’s
    **history and physical exam**?

    5.
    **Recommend non-pharmacological and pharmacological interventions**, including appropriate
    **nursing interventions** for this patient.

    **Assignment Guidelines**

    ·
    **Format:** Your response must be written in
    **APA format**.

    ·
    **Peer Responses:** You are required to respond to at least
    **two (2) classmates' original posts** to receive full credit.

    ·
    **Grading:** A
    **grading rubric** is associated with this Discussion. Please review the rubric by selecting
    **"How to view the Discussion Rubric"** in the course.

    ·
    **Feedback:** Instructor feedback will be provided within
    **7–14 business days** after the assignment deadline.

    **## CaseStudyDiscussion1.docx**

    **Please follow APA format, add citations and references. Document will be verified for plagiarism and AI use. Thank you!**

    Case Study Discussion 1

    **Study Discussion Instructions**

    **Scenario:**
    A 30-year-old female is rushed to the emergency department with signs and symptoms of a heart attack. However, an extensive medical workup is negative for any cardiac or physiological issues. She is prescribed
    **Ativan 0.5 mg by mouth twice daily as needed for severe anxiety**. The patient is also given a
    **potential diagnosis of Panic Disorder** and referred to your office for follow-up care.

    Based on this scenario, respond to the following prompts:

    1.
    **Discuss the etiology** of Panic Disorder.

    2.
    **List the clinical manifestations** associated with this condition.

    3.
    **Identify the neurotransmitter(s)** that are abnormal in Panic Disorder.

    4.
    **Describe your approach** to establishing a diagnosis. What key information would you gather during the patient’s
    **history and physical exam**?

    5.
    **Recommend non-pharmacological and pharmacological interventions**, including appropriate
    **nursing interventions** for this patient.

    **Assignment Guidelines**

    ·
    **Format:** Your response must be written in
    **APA format**.

    ·
    **Peer Responses:** You are required to respond to at least
    **two (2) classmates' original posts** to receive full credit.

    ·
    **Grading:** A
    **grading rubric** is associated with this Discussion. Please review the rubric by selecting
    **"How to view the Discussion Rubric"** in the course.

    ·
    **Feedback:** Instructor feedback will be provided within
    **7–14 business days** after the assignment deadline.

  • [Solved] The Nurse Leader as Knowledge Worker

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    The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, _The Landmarks of Tomorrow_ (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop product…

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    Assignment Prompt & Instructions

    The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, _The Landmarks of Tomorrow_  (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

    Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

    In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.

    _Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers._

    **To Prepare:**

    – Review the concepts of informatics as presented in the Resources.
    – Reflect on the role of a nurse leader as a knowledge worker.
    – Consider how knowledge may be informed by data that is collected/accessed.

    **The Assignment:**

    – Explain the concept of a knowledge worker.
    – Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
    – Include one slide that visually represents the role of a nurse leader as knowledge worker.
    – Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.

    Weekly resources

    – McGonigle, D., & Mastrian, K. G. (2022). _Nursing informatics and the foundation of knowledge_  (5th ed.). Jones & Bartlett Learning.

    – Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–17)
    – Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–32)
    – Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–64)
    – Nagle, L., Sermeus, W., & Junger, A. (2017).  [Evolving Role of the Nursing Informatics SpecialistLinks to an external site.](https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF "REF28106600.pdf"). In J. Murphy, W. Goosen, &  P. Weber  (Eds.), _Forecasting Competencies for Nurses in the Future of Connected Health_  (212-221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF

    – Sweeney, J. (2017). [Healthcare informaticsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=128848047&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Online Journal of Nursing Informatics, 21_ (1).

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

    – a year ago