Need help with a topic and will share with the right person
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Need help with a topic and will share with the right person
On the Business in the Community website, as well as the Morgan Sindall corporate website, there is a campaign to " [Increase the Participation of Women](https://web.archive.org/web/20160819184359/http://www.bitc.org.uk/our-resources/case-studies/morgan-sindall-increasing-participation-women)." View…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →On the Business in the Community website, as well as the Morgan Sindall corporate website, there is a campaign to " [Increase the Participation of Women](https://web.archive.org/web/20160819184359/http://www.bitc.org.uk/our-resources/case-studies/morgan-sindall-increasing-participation-women)." View the Morgan Sindall corporate website (especially the board of directors), and review sources from this module, to answer the following questions:
– Does the board of directors at Morgan Sindall represent gender balance?
– How does a board of directors' gender balance impact a corporate message aimed to increase the participation of women?
– How does this campaign benefit stakeholders?
Submission, APA, 3 paragraphs
## #6: Part 2: Critical Evaluation of the Evidence Forum Post Critical Evaluation of the Evidence Imagine you have stepped onto the elevator with the hospital and have a few minutes to make the case for nurse-midwifery care in your hospital. Do a literature search and prepare three objective, quant…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →## #6: Part 2: Critical Evaluation of the Evidence Forum Post
Critical Evaluation of the Evidence
Imagine you have stepped onto the elevator with the hospital and have a few minutes to make the case for nurse-midwifery care in your hospital. Do a literature search and prepare three objective, quantitative data points that prove the benefits of midwifery care. Then share this information in a forum post with your peers.
1. Conduct a literature search to find evidence. If you need assistance with searching, please contact our fantastic library!
[Introduction to EBSCOhost database searchingLinks to an external site.](https://youtu.be/JyuwPKdVWOc) [Introduction to Medline using the updated EBSCOhost interfaceLinks to an external site.](https://youtu.be/37PSaN7Eqo0)
2. Select **one article** published in the **last 10 years** in a [peer-reviewed journalLinks to an external site.](https://beta.elsevier.com/reviewer/what-is-peer-review?trial=true#0-background "Link") that identifies the safety and/or benefits for clients of nurse-midwifery practice in the **United States.**
– Do not choose a letter to the editor or an opinion article.
– The article must have been published within the last 10 years.
– The article should include data on midwifery in the United States. While data collected in other countries is valuable, midwifery education, training, scope of practice, and the healthcare system midwives work within are all different in the US than in other countries. The article may also include data from other countries.
– The article should specifically support the safety or benefits of nurse-midwifery care.
3. List **three** or more **objective** **data** points that provide **quantitative** data
– Introduce the data with a sentence providing the context for the study for example, “This study compared … and found…”
– Use bullet points with quantitative data (numbers, percents, etc)
4. Provide the reference to the article in APA format and upload the PDF of the full-text article.
5. Read the articles submitted by your peers, and discuss!
– ## goutunit5.docx **## goutunit5.docx** Peer Response Instructions: Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner). From this mindset, reflect upon a discussion you would like to have with your colleagues about th…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## goutunit5.docx
**## goutunit5.docx**
Peer Response
Instructions:
Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner). From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.
· For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?
· If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?
· If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.
Please be sure to validate your opinions and ideas with citations and references in APA format.
[**Kristin Feltz**](https://herzing.instructure.com/courses/47762/users/70459)
**Assessment/Diagnosis:**
Patient is presenting with Acute Gout. “Gout is an inflammatory condition that results from monosodium urate crystals precipitating in the synovial fluid between joints due to hyperuricemia.” (Arcangelo et al., 2021) Patient symptoms of redness, warmth, swelling, pain in first metatarsal joint. “Diagnosis of gout usually occurs clinically when a patient is experiencing rapid monoarticular arthritis, typically in the first metatarsophalangeal joint. This arthritis is accompanied by swelling and redness of the joint.” (Arcangelo et al., 2021) This patient also has risk factors (male, advanced age, drugs, and HTN) contributing to his incidence of gout.
**Management and Rationale:**
**Medication:**
Naproxen 750 mg initially followed by 250 mg q8h until attack subsides (Arcangelo et al., 2021)
Patients may need to consider long term treatment of Chronic gout if symptoms continue.
**Patient Education:**
Diet/Lifestyle Modification: “Making dietary modifications and discontinuing the usage of medications that can induce gout attacks and weight loss and controlling other diseases states will help decrease the frequency of attacks, but they will occur in gout patients”
“Reduce or even eliminate your intake of meat and shellfish, both of which can raise uric acid levels.
Cut back on alcohol and foods or drinks made with high-fructose corn syrup, like soft drinks.
Drink plenty of water every day. Dehydration increases uric acid levels.
Manage your weight, as gout is linked with excess weight and obesity.” (Restivo, 2023)
Alternatives/Tips: Patient should also Rest, Ice and elevate to help reduce inflammation and ease pain.
Patient should also be advised to take NSAIDS with food to avoid GI upset.
**Follow-Up:**
Patient should be scheduled within 2 weeks for follow-up to reevaluate symptoms and treatment. Patient should also at this time, if symptoms have resolved be scheduled for labs (serum uric acid, renal function). Referral to Rheumatologist. Consider change in Hydrochlorothiazide. “For patients with gout, losartan and calcium channel blockers are the preferred antihypertensive medications with diuretic properties, as they do not increase uric acid levels and can help prevent gout flares. Traditional diuretics like hydrochlorothiazide, chlorthalidone, and furosemide should be avoided when possible as they can increase uric acid levels and trigger gout flares.” (
_What Diuretics Are Suitable for Patients with Gout?_, 2025)
**References:**
Arcangelo, Crnp, V. P. a. P., Pharmd, A. M. P., PhD, Wilbur, V., & Reinhold, J. A. (2021).
_Pharmacotherapeutic Advanced Pract 5_. LWW.
Restivo, J. (2023, May 31).
_5 Medically-Approved Gout Treatments | Treatment for Gout_. Harvard Health.
[https://www.health.harvard.edu/diseases-and-conditions/treatments-for-goutLinks to an external site.](https://www.health.harvard.edu/diseases-and-conditions/treatments-for-gout)
_What diuretics are suitable for patients with gout?_ (2025, April 16). Droracle.ai.
[https://www.droracle.ai/articles/76897/what-diuretics-to-use-in-goutLinks to an external site.](https://www.droracle.ai/articles/76897/what-diuretics-to-use-in-gout)
[**Daniel Munoz**](https://herzing.instructure.com/courses/47762/users/93171)
Unit 5: Management of the Patient with Gout
**Diagnosis**
Based on the patient's clinical presentation, the sudden onset of severe pain, erythema, warmth, and swelling on the first metatarsophalangeal joint, also known as the big toe, it is most likely Acute Gout. These classic symptoms of Acute Gout, result from the deposition of monosodium urate crystals in the joints and lead to intense inflammation and pain in the metatarsophalangeal joint (Arcangelo & Peterson, 2021).
**Treatment Plan and Rationale**
Managing Acute Gout involves controlling pain and inflammation as quickly as possible. Nonsteroidal anti-inflammatory drugs are first line agents. Given the patient's history of hypertension, colchicine may be preferred over NSAIDs due to the potential impact of NSAIDs on blood pressure (Arcangelo & Peterson, 2021).
**Prescription**
Colchicine 1.2 mg orally at the first sign of flare, followed by 0.6 mg one hour later.
May continue with 0.6 mg once or twice daily until the attack resolves, for up to 10 days total.
**Patient Education**
Educate the patient on the importance of medication adherence and early administration at the onset of symptoms. Discuss dietary changes such as reducing purine rich foods like red meats, alcohol, and seafood, staying hydrated, and maintaining a healthy weight. Also, it is important to explain to the patient that untreated gout flares may become more frequent and lead to joint damage (Herdiana et al., 2025).
**Follow Up**
A follow up visit should be scheduled within 2 to 4 weeks to evaluate symptom resolution and determine whether urate lowering therapy is appropriate. If the patient has frequent flare ups or chronic gout symptoms, referral to a rheumatologist may be needed (Chan et al., 2025).
**References**
Arcangelo, V. P., & Peterson, A. M. (2021). Pharmacotherapeutics for advanced practice: A practical approach (5th ed.). Wolters Kluwer.
Chan, K., Chiang, L., Ho, K. K., Li, Y., Ko, S. H., & Chen, C. X. (2025). Management of gout in primary care of Hong Kong in accordance with international guidelines: any gaps to bridge?
_BMC Primary Care, 26_, 1-8.
[https://doi.org/10.1186/s12875-024-02664-2Links to an external site.](https://doi.org/10.1186/s12875-024-02664-2)
Herdiana, Y., Wardhana, Y. W., Insan, S. K., Gozali, D., Wathoni, N., & Ferry, F. S. (2025). Current Status of Gout Arthritis: Current Approaches to Gout Arthritis Treatment: Nanoparticles Delivery Systems Approach.
_Pharmaceutics, 17_(1), 102.
[https://doi.org/10.3390/pharmaceutics17010102](https://doi.org/10.3390/pharmaceutics17010102)
**## goutunit5.docx**
Peer Response
Instructions:
Review the plans posted by your peers from your advanced practice nursing role perspective (educator, leader or nurse practitioner). From this mindset, reflect upon a discussion you would like to have with your colleagues about their plan.
· For example – if you are a nurse educator (clinical or academic) what are your thoughts about the patient education provided in the plan, or do you want to comment on or add to the education provided?
· If you a nurse leader what are your thoughts about the risk profile or cost effectiveness of the plan.?
· If you are a nurse practitioner did your peer develop a plan that aligns with evidence-based practice and current clinical guidelines? Etc.
Please be sure to validate your opinions and ideas with citations and references in APA format.
[**Kristin Feltz**](https://herzing.instructure.com/courses/47762/users/70459)
**Assessment/Diagnosis:**
Patient is presenting with Acute Gout. “Gout is an inflammatory condition that results from monosodium urate crystals precipitating in the synovial fluid between joints due to hyperuricemia.” (Arcangelo et al., 2021) Patient symptoms of redness, warmth, swelling, pain in first metatarsal joint. “Diagnosis of gout usually occurs clinically when a patient is experiencing rapid monoarticular arthritis, typically in the first metatarsophalangeal joint. This arthritis is accompanied by swelling and redness of the joint.” (Arcangelo et al., 2021) This patient also has risk factors (male, advanced age, drugs, and HTN) contributing to his incidence of gout.
**Management and Rationale:**
**Medication:**
Naproxen 750 mg initially followed by 250 mg q8h until attack subsides (Arcangelo et al., 2021)
Patients may need to consider long term treatment of Chronic gout if symptoms continue.
**Patient Education:**
Diet/Lifestyle Modification: “Making dietary modifications and discontinuing the usage of medications that can induce gout attacks and weight loss and controlling other diseases states will help decrease the frequency of attacks, but they will occur in gout patients”
“Reduce or even eliminate your intake of meat and shellfish, both of which can raise uric acid levels.
Cut back on alcohol and foods or drinks made with high-fructose corn syrup, like soft drinks.
Drink plenty of water every day. Dehydration increases uric acid levels.
Manage your weight, as gout is linked with excess weight and obesity.” (Restivo, 2023)
Alternatives/Tips: Patient should also Rest, Ice and elevate to help reduce inflammation and ease pain.
Patient should also be advised to take NSAIDS with food to avoid GI upset.
**Follow-Up:**
Patient should be scheduled within 2 weeks for follow-up to reevaluate symptoms and treatment. Patient should also at this time, if symptoms have resolved be scheduled for labs (serum uric acid, renal function). Referral to Rheumatologist. Consider change in Hydrochlorothiazide. “For patients with gout, losartan and calcium channel blockers are the preferred antihypertensive medications with diuretic properties, as they do not increase uric acid levels and can help prevent gout flares. Traditional diuretics like hydrochlorothiazide, chlorthalidone, and furosemide should be avoided when possible as they can increase uric acid levels and trigger gout flares.” (
_What Diuretics Are Suitable for Patients with Gout?_, 2025)
**References:**
Arcangelo, Crnp, V. P. a. P., Pharmd, A. M. P., PhD, Wilbur, V., & Reinhold, J. A. (2021).
_Pharmacotherapeutic Advanced Pract 5_. LWW.
Restivo, J. (2023, May 31).
_5 Medically-Approved Gout Treatments | Treatment for Gout_. Harvard Health.
[https://www.health.harvard.edu/diseases-and-conditions/treatments-for-goutLinks to an external site.](https://www.health.harvard.edu/diseases-and-conditions/treatments-for-gout)
_What diuretics are suitable for patients with gout?_ (2025, April 16). Droracle.ai.
[https://www.droracle.ai/articles/76897/what-diuretics-to-use-in-goutLinks to an external site.](https://www.droracle.ai/articles/76897/what-diuretics-to-use-in-gout)
[**Daniel Munoz**](https://herzing.instructure.com/courses/47762/users/93171)
Unit 5: Management of the Patient with Gout
**Diagnosis**
Based on the patient's clinical presentation, the sudden onset of severe pain, erythema, warmth, and swelling on the first metatarsophalangeal joint, also known as the big toe, it is most likely Acute Gout. These classic symptoms of Acute Gout, result from the deposition of monosodium urate crystals in the joints and lead to intense inflammation and pain in the metatarsophalangeal joint (Arcangelo & Peterson, 2021).
**Treatment Plan and Rationale**
Managing Acute Gout involves controlling pain and inflammation as quickly as possible. Nonsteroidal anti-inflammatory drugs are first line agents. Given the patient's history of hypertension, colchicine may be preferred over NSAIDs due to the potential impact of NSAIDs on blood pressure (Arcangelo & Peterson, 2021).
**Prescription**
Colchicine 1.2 mg orally at the first sign of flare, followed by 0.6 mg one hour later.
May continue with 0.6 mg once or twice daily until the attack resolves, for up to 10 days total.
**Patient Education**
Educate the patient on the importance of medication adherence and early administration at the onset of symptoms. Discuss dietary changes such as reducing purine rich foods like red meats, alcohol, and seafood, staying hydrated, and maintaining a healthy weight. Also, it is important to explain to the patient that untreated gout flares may become more frequent and lead to joint damage (Herdiana et al., 2025).
**Follow Up**
A follow up visit should be scheduled within 2 to 4 weeks to evaluate symptom resolution and determine whether urate lowering therapy is appropriate. If the patient has frequent flare ups or chronic gout symptoms, referral to a rheumatologist may be needed (Chan et al., 2025).
**References**
Arcangelo, V. P., & Peterson, A. M. (2021). Pharmacotherapeutics for advanced practice: A practical approach (5th ed.). Wolters Kluwer.
Chan, K., Chiang, L., Ho, K. K., Li, Y., Ko, S. H., & Chen, C. X. (2025). Management of gout in primary care of Hong Kong in accordance with international guidelines: any gaps to bridge?
_BMC Primary Care, 26_, 1-8.
[https://doi.org/10.1186/s12875-024-02664-2Links to an external site.](https://doi.org/10.1186/s12875-024-02664-2)
Herdiana, Y., Wardhana, Y. W., Insan, S. K., Gozali, D., Wathoni, N., & Ferry, F. S. (2025). Current Status of Gout Arthritis: Current Approaches to Gout Arthritis Treatment: Nanoparticles Delivery Systems Approach.
_Pharmaceutics, 17_(1), 102.
[https://doi.org/10.3390/pharmaceutics17010102](https://doi.org/10.3390/pharmaceutics17010102)
– ## SOAPNoteTemplate-Final4.docx **## SOAPNoteTemplate-Final4.docx** | | | | — | — | | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: ____________________…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## SOAPNoteTemplate-Final4.docx
**## SOAPNoteTemplate-Final4.docx**
| | |
| — | — |
| **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |
| | | |
| — | — | — |
| S: SUBJECTIVE DATA |
| CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
| HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
| PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
| ALLERGIES | State the offending medication/food and the reactions. |
| MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
| SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
| FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
| HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
| ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
| | Head | |
| | Eyes | |
| | Ears, Nose, Mouth, Throat | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |
| | | | | |
| — | — | — | — | — |
| O: OBJECTIVE DATA |
| VITALS: | HR: | RR: | BP: | Temp: |
| | SpO2%: | Ht: | Wt: | BMI: |
| | Age: | LMP: | PAIN: | |
| PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
| | Head | |
| | Eyes | |
| | ENT, Mouth | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary Male |
| | · External Exam | |
| | · Internal Exam | |
| | Genitourinary Female |
| | · External Exam | |
| | · Internal Exam | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |
| | | |
| — | — | — |
| A: ASSESSMENT AND DIAGNOSIS |
| | DIAGNOSIS | ICD-10 CODES |
| PRIORITIZE DIAGNOSIS | 1. | |
| | 2. | |
| | 3. | |
| | | | |
| — | — | — | — |
| VISIT CODES | | CPT BILLING CODES | |
| DIAGNOSTICS | | POC TESTING | |
| | | TESTS REVIEWED | |
| | | |
| — | — | — |
| P: PLAN |
| ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
| | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
| FOLLOW UP | | |
**## SOAPNoteTemplate-Final4.docx**
| | |
| — | — |
| **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |
| | | |
| — | — | — |
| S: SUBJECTIVE DATA |
| CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
| HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
| PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
| ALLERGIES | State the offending medication/food and the reactions. |
| MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
| SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
| FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
| HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
| ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
| | Head | |
| | Eyes | |
| | Ears, Nose, Mouth, Throat | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |
| | | | | |
| — | — | — | — | — |
| O: OBJECTIVE DATA |
| VITALS: | HR: | RR: | BP: | Temp: |
| | SpO2%: | Ht: | Wt: | BMI: |
| | Age: | LMP: | PAIN: | |
| PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
| | Head | |
| | Eyes | |
| | ENT, Mouth | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary Male |
| | · External Exam | |
| | · Internal Exam | |
| | Genitourinary Female |
| | · External Exam | |
| | · Internal Exam | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |
| | | |
| — | — | — |
| A: ASSESSMENT AND DIAGNOSIS |
| | DIAGNOSIS | ICD-10 CODES |
| PRIORITIZE DIAGNOSIS | 1. | |
| | 2. | |
| | 3. | |
| | | | |
| — | — | — | — |
| VISIT CODES | | CPT BILLING CODES | |
| DIAGNOSTICS | | POC TESTING | |
| | | TESTS REVIEWED | |
| | | |
| — | — | — |
| P: PLAN |
| ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
| | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
| FOLLOW UP | | |
Rw week 7 soap – ## SOAPNoteTemplate-Final4.docx **## SOAPNoteTemplate-Final4.docx** | | | | — | — | | **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Rw week 7 soap
– ## SOAPNoteTemplate-Final4.docx
**## SOAPNoteTemplate-Final4.docx**
| | |
| — | — |
| **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |
| | | |
| — | — | — |
| S: SUBJECTIVE DATA |
| CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
| HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
| PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
| ALLERGIES | State the offending medication/food and the reactions. |
| MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
| SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
| FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
| HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
| ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
| | Head | |
| | Eyes | |
| | Ears, Nose, Mouth, Throat | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |
| | | | | |
| — | — | — | — | — |
| O: OBJECTIVE DATA |
| VITALS: | HR: | RR: | BP: | Temp: |
| | SpO2%: | Ht: | Wt: | BMI: |
| | Age: | LMP: | PAIN: | |
| PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
| | Head | |
| | Eyes | |
| | ENT, Mouth | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary Male |
| | · External Exam | |
| | · Internal Exam | |
| | Genitourinary Female |
| | · External Exam | |
| | · Internal Exam | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |
| | | |
| — | — | — |
| A: ASSESSMENT AND DIAGNOSIS |
| | DIAGNOSIS | ICD-10 CODES |
| PRIORITIZE DIAGNOSIS | 1. | |
| | 2. | |
| | 3. | |
| | | | |
| — | — | — | — |
| VISIT CODES | | CPT BILLING CODES | |
| DIAGNOSTICS | | POC TESTING | |
| | | TESTS REVIEWED | |
| | | |
| — | — | — |
| P: PLAN |
| ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
| | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
| FOLLOW UP | | |
**## SOAPNoteTemplate-Final4.docx**
| | |
| — | — |
| **SOAP Note _______**<br>NU___:_________<br>Herzing University | **Name:_________________________**<br>Typhon Encounter #: _____________________<br>**Comprehensive:____Focused:____** |
| | | |
| — | — | — |
| S: SUBJECTIVE DATA |
| CC: | What are they being seen for? This is the reason that the patient sought care, stated in their own words/words of their caregiver, or paraphrased. |
| HPI: | Use the “OLDCART” approach for collecting data and documenting findings. [O=onset, L=location, D=duration, C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment, S=summary] |
| PMH: | This should include past illness/diagnosis, conditions, traumas, hospitalizations, and surgical history. Include dates if possible. |
| ALLERGIES | State the offending medication/food and the reactions. |
| MEDICATIONS | Names, dosages, and routes of administration along with indication of use. |
| SH | Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV risk, sexually active, caffeine, work and other stressors. Cultural and spiritual beliefs that impact health and illness. Financial resources. |
| FH | Use terms like maternal, paternal, and the diseases along with the ages they were deceased or diagnosed if known. |
| HEALTH PROMOTION & MAINTENANCE | **Required for all SOAP notes:** Immunizations, exercise, diet, etc. Remember to use the <br>[United States Clinical Preventative Services Task Force (USPSTF)](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations) for age-appropriate indicators. This should reflect what the patient is presently doing regarding the guidelines. Other wellness visits including but not limited to dental and eye exams. |
| ROS <br>(put N/A in sections not completed day of exam) | Constitutional | |
| | Head | |
| | Eyes | |
| | Ears, Nose, Mouth, Throat | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric (screening tools: Ex: PHQ-9, MMSE, GAD-7) | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |
| | | | | |
| — | — | — | — | — |
| O: OBJECTIVE DATA |
| VITALS: | HR: | RR: | BP: | Temp: |
| | SpO2%: | Ht: | Wt: | BMI: |
| | Age: | LMP: | PAIN: | |
| PHYSICAL EXAM <br> <br>(Pertinent data related to presenting problem or visit type. Put N/A in sections not completed day of exam) | General Appearance | |
| | Head | |
| | Eyes | |
| | ENT, Mouth | |
| | Neck | |
| | Cardiovascular/Peripheral Vascular | |
| | Respiratory | |
| | Breast | |
| | Gastrointestinal | |
| | Genitourinary Male |
| | · External Exam | |
| | · Internal Exam | |
| | Genitourinary Female |
| | · External Exam | |
| | · Internal Exam | |
| | Musculoskeletal | |
| | Integumentary | |
| | Neurological | |
| | Psychiatric | |
| | Endocrine | |
| | Hematologic/Lymphatic | |
| | Allergic/Immunologic | |
| | Other | |
| | | |
| — | — | — |
| A: ASSESSMENT AND DIAGNOSIS |
| | DIAGNOSIS | ICD-10 CODES |
| PRIORITIZE DIAGNOSIS | 1. | |
| | 2. | |
| | 3. | |
| | | | |
| — | — | — | — |
| VISIT CODES | | CPT BILLING CODES | |
| DIAGNOSTICS | | POC TESTING | |
| | | TESTS REVIEWED | |
| | | |
| — | — | — |
| P: PLAN |
| ACTIONS | 1. | Diagnosis: <br>Diagnostics Order: labs, diagnostics testing (tests that you planned for/ordered during the encounter that you plan to review/evaluate relative to your work up for the patient’s chief complaint.)<br>Therapeutic: changes in meds, skin care, counseling, include full prescribing information for any pharmacologic interventions including quantity and number of refills for any new or refilled medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no refills)<br>Education: information clients need in order to address their health problems. Include follow-up care. Anticipatory guidance and counseling.<br>Consultation/Collaboration: referrals or consult while in clinic with another provider. If no referral made was there a possible referral you could make and why? Advance care planning. |
| | 2. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| | 3. | Diagnosis:<br>Diagnostics Order:<br>Therapeutic:<br>Education:<br>Consultation/Collaboration: |
| PREVENTITIVE <br> <br>(Used for comprehensive exams) | | Enter Guidance, Health Promotion, and/or Disease Prevention for patient, family, and/or caregiver. |
| FOLLOW UP | | |
– How does the tendency to push religion away from the public arena affect the Christian’s ability to engage culture? – What are the areas within your own life that depict the sacred/secular divide? – How can the sacred/secular divide be eliminated within your sphere of influence? need completed, di…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– How does the tendency to push religion away from the public arena affect the Christian’s ability to engage culture?
– What are the areas within your own life that depict the sacred/secular divide?
– How can the sacred/secular divide be eliminated within your sphere of influence?
need completed, discussion
PptRW week 5 – ## Similar.pdf **## Similar.pdf** Canvas Plagiarism Framework LTI Class Unit 6: Presentation: Three-Dimensional Advocacy Approach Presentation45.pptx Ramona Wilkerson Document Details Submission ID trn:oid:::1:3311936579 Submission Date Aug 11, 2025, 6:29 PM CDT Download Date Aug 13, …
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →PptRW week 5
– ## Similar.pdf
**## Similar.pdf**
Canvas Plagiarism Framework
LTI Class
Unit 6: Presentation: Three-Dimensional Advocacy Approach
Presentation45.pptx
Ramona Wilkerson
Document Details
Submission ID
trn:oid:::1:3311936579
Submission Date
Aug 11, 2025, 6:29 PM CDT
Download Date
Aug 13, 2025, 5:26 PM CDT
File Name
Presentation45.pptx
File Size
4.0 MB
12 Pages
614 Words
4,305 Characters
Page 1 of 15 – Cover Page Submission ID trn:oid:::1:3311936579
Page 1 of 15 – Cover Page Submission ID trn:oid:::1:3311936579
33% Overall Similarity
The combined total of all matches, including overlapping sources, for each database.
Match Groups
6 Not Cited or Quoted 31%
Matches with neither in-text citation nor quotation marks
1 Missing Quotations 2%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
27% Internet sources
27% Publications
30% Submitted works (Student Papers)
Page 2 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Page 2 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Match Groups
6 Not Cited or Quoted 31%
Matches with neither in-text citation nor quotation marks
1 Missing Quotations 2%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
27% Internet sources
27% Publications
30% Submitted works (Student Papers)
Top Sources
The sources with the highest number of matches within the submission. Overlapping sources will not be displayed.
1 Student papers
Herzing University 17%
2 Internet
repositorio-aberto.up.pt 8%
3 Internet
core.ac.uk 5%
4 Internet
pure.umcutrecht.nl 2%
5 Publication
Pedro Lucas, Élvio Jesus, Sofia Almeida, Patrícia Costa, Paulo Cruchinho, Gisela Tei… <1%
Page 3 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Page 3 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
[https://repositorio-aberto.up.pt/handle/10216/105835](https://repositorio-aberto.up.pt/handle/10216/105835)
[https://core.ac.uk/download/pdf/228078288.pdf](https://core.ac.uk/download/pdf/228078288.pdf)
[https://pure.umcutrecht.nl/ws/portalfiles/portal/328377962/proefschrifteline-de-kok_-_654a8a45cbdf4.pdf](https://pure.umcutrecht.nl/ws/portalfiles/portal/328377962/proefschrifteline-de-kok_-_654a8a45cbdf4.pdf)
[https://doi.org/10.3390/nursrep15070224](https://doi.org/10.3390/nursrep15070224)
"OPTIMIZING THE NURSING
PRACTICE ENVIRONMENT:
LINKING FRAMEWORK
DOMAINS WITH PES-NWI
INDICATORS"
RAMONA WILKERSON
HERZING UNIVERSITY
AUGUST 11, 2025
Page 4 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 4 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
DOMAIN: STAFFING AND
RESOURCE ADEQUACY
(PURSIO ET AL., 2024)
• Measures adequacy of nurse staffing levels and
material resources.
• Impacts nurse workload, patient safety, and care
quality.
• Informs strategic planning for optimal resource
allocation.
• Directly affects burnout, turnover, and job
satisfaction.
• Foundation for consistent, equitable patient care
delivery.
1
1
Page 5 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 5 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
CORRELATION
WITH PES-NWI
ITEMS
• PES-NWI: “Enough staff to get the
work done.”
• Reflects resource availability and
workload manageability.
• Adequate staffing supports
positive patient outcomes.
• Ensures timely care without
compromising quality.
• Aligns directly with this domain’s
core focus.
Page 6 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 6 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
STRENGTHS &
OPPORTUNITIES:
STAFFING
• Strength: Adequate ratios during
daytime shifts.
• Strength: Reliable access to
essential supplies.
• Opportunity: Night shift staffing
gaps increase workload.
• Opportunity: Occasional delays
due to supply shortages.
• Observed variability suggests need
for resource equity.
Page 7 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 7 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP STRATEGY:
STAFFING
• Strategy: Implement flexible staffing models (float
pools).
• Evidence supports better workload balance (Aiken
et al., 2018).
• Cross-train nurses for coverage in multiple units.
• Monitor supply chain to prevent critical stock-outs.
• Expected outcome: improved resilience and
patient safety.
Page 8 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 8 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
DOMAIN: NURSE–PHYSICIAN RELATIONS (PURSIO ET
AL., 2024)
• Assesses quality of collaboration between nurses and physicians.
• Influences patient safety, trust, and care efficiency.
• Strong relations reduce miscommunication-related errors.
• Enhances interdisciplinary teamwork and decision-making.
• Core factor in nurse empowerment and role satisfaction.
Page 9 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 9 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
CORRELATION WITH PES-
NWI ITEMS
• PES-NWI: “Nurse–physician collaboration.”
• Highlights teamwork and shared responsibility in
care.
• Mutual respect drives better patient outcomes.
• Encourages equal input in clinical decision-making.
• Direct match to domain objectives and measures.
Page 10 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 10 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
STRENGTHS & OPPORTUNITIES:
COLLABORATION
• Strength: Interdisciplinary rounds promote transparency.
• Strength: Informal communication channels improve speed.
• Opportunity: Hierarchical culture limits nurse input.
• Opportunity: Delays in relaying plan changes to nurses.
• Collaboration mechanisms could be more formalized.
Page 11 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 11 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP STRATEGY:
COLLABORATION
• Strategy: Establish structured interprofessional care conferences.
• Evidence supports improved communication (Bainbridge et al.,
2016).
• Schedule weekly forums for joint care planning.
• Rotate facilitation to include nursing leaders.
• Expected result: reduced hierarchy, stronger teamwork.
Page 12 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 12 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
SUMMARY OF FINDINGS
• Adequate staffing and strong nurse–physician
relations are linked.
• Both domains significantly impact patient
outcomes and nurse morale.
• Opportunities exist for improvement in resource
equity and collaboration.
• Leadership interventions can address gaps and
sustain strengths.
• Practice environment analysis informs targeted
improvement strategies.
Page 13 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 13 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP THEORY ALIGNMENT
• Transformational: Inspires shared vision for resource and
teamwork goals.
• Servant: Focuses on removing staff barriers to performance.
• Relational: Builds trust between nurses and physicians.
• Systems: Recognizes interdependence of staffing and
collaboration.
• Framework supports evidence-based leadership in nursing
practice.
Page 14 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 14 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
REFERENCES
• Aiken, L. H., Sloane, D. M., Bruyneel, L., Van den Heede, K., Griffiths, P., Busse,
R., … & Sermeus, W. (2014). Nurse staffing and education and hospital mortality in
nine European countries: a retrospective observational study. The lancet, 383(9931),
1824-1830. https://www.thelancet.com/journals/lancet/article/PIIS0140-
6736(13)62631-8/fulltext?gsid=ebe607b1-2433-405b-996c-841c41da1514
• Bosch, B., & Mansell, H. (2015). Interprofessional collaboration in health care:
Lessons to be learned from competitive sports. Canadian Pharmacists
Journal/Revue des Pharmaciens du Canada, 148(4), 176-179.
https://journals.sagepub.com/doi/abs/10.1177/1715163515588106
• Martínez-Riera, J. R., Juárez-Vela, R., Díaz-Herrera, M. Á., Montejano-Lozoya, R.,
Doménech-Briz, V., Benavent-Cervera, J. V., Cabellos-García, A. C., Melo, P.,
Nguyen, T. H., & Gea-Caballero, V. (2020). Qualitative Analysis by Experts of the
Essential Elements of the Nursing Practice Environments Proposed by the TOP10
Questionnaire of Assessment of Environments in Primary Health Care. International
Journal of Environmental Research and Public Health, 17(20), 7520.
https://doi.org/10.3390/ijerph17207520
• Pursio, K., Korhonen, A., Lahtinen, P., & Turunen, H. (2024). Development and
testing of the nursing practice environment scale in hospital and ambulatory care
settings. Journal of Nursing Management, 32(1), 55–66.
https://doi.org/10.1111/jonm.13864
1
2
3
4
5
Page 15 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 15 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
**## Similar.pdf**
Canvas Plagiarism Framework
LTI Class
Unit 6: Presentation: Three-Dimensional Advocacy Approach
Presentation45.pptx
Ramona Wilkerson
Document Details
Submission ID
trn:oid:::1:3311936579
Submission Date
Aug 11, 2025, 6:29 PM CDT
Download Date
Aug 13, 2025, 5:26 PM CDT
File Name
Presentation45.pptx
File Size
4.0 MB
12 Pages
614 Words
4,305 Characters
Page 1 of 15 – Cover Page Submission ID trn:oid:::1:3311936579
Page 1 of 15 – Cover Page Submission ID trn:oid:::1:3311936579
33% Overall Similarity
The combined total of all matches, including overlapping sources, for each database.
Match Groups
6 Not Cited or Quoted 31%
Matches with neither in-text citation nor quotation marks
1 Missing Quotations 2%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
27% Internet sources
27% Publications
30% Submitted works (Student Papers)
Page 2 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Page 2 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Match Groups
6 Not Cited or Quoted 31%
Matches with neither in-text citation nor quotation marks
1 Missing Quotations 2%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
27% Internet sources
27% Publications
30% Submitted works (Student Papers)
Top Sources
The sources with the highest number of matches within the submission. Overlapping sources will not be displayed.
1 Student papers
Herzing University 17%
2 Internet
repositorio-aberto.up.pt 8%
3 Internet
core.ac.uk 5%
4 Internet
pure.umcutrecht.nl 2%
5 Publication
Pedro Lucas, Élvio Jesus, Sofia Almeida, Patrícia Costa, Paulo Cruchinho, Gisela Tei… <1%
Page 3 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Page 3 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
[https://repositorio-aberto.up.pt/handle/10216/105835](https://repositorio-aberto.up.pt/handle/10216/105835)
[https://core.ac.uk/download/pdf/228078288.pdf](https://core.ac.uk/download/pdf/228078288.pdf)
[https://pure.umcutrecht.nl/ws/portalfiles/portal/328377962/proefschrifteline-de-kok_-_654a8a45cbdf4.pdf](https://pure.umcutrecht.nl/ws/portalfiles/portal/328377962/proefschrifteline-de-kok_-_654a8a45cbdf4.pdf)
[https://doi.org/10.3390/nursrep15070224](https://doi.org/10.3390/nursrep15070224)
"OPTIMIZING THE NURSING
PRACTICE ENVIRONMENT:
LINKING FRAMEWORK
DOMAINS WITH PES-NWI
INDICATORS"
RAMONA WILKERSON
HERZING UNIVERSITY
AUGUST 11, 2025
Page 4 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 4 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
DOMAIN: STAFFING AND
RESOURCE ADEQUACY
(PURSIO ET AL., 2024)
• Measures adequacy of nurse staffing levels and
material resources.
• Impacts nurse workload, patient safety, and care
quality.
• Informs strategic planning for optimal resource
allocation.
• Directly affects burnout, turnover, and job
satisfaction.
• Foundation for consistent, equitable patient care
delivery.
1
1
Page 5 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 5 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
CORRELATION
WITH PES-NWI
ITEMS
• PES-NWI: “Enough staff to get the
work done.”
• Reflects resource availability and
workload manageability.
• Adequate staffing supports
positive patient outcomes.
• Ensures timely care without
compromising quality.
• Aligns directly with this domain’s
core focus.
Page 6 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 6 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
STRENGTHS &
OPPORTUNITIES:
STAFFING
• Strength: Adequate ratios during
daytime shifts.
• Strength: Reliable access to
essential supplies.
• Opportunity: Night shift staffing
gaps increase workload.
• Opportunity: Occasional delays
due to supply shortages.
• Observed variability suggests need
for resource equity.
Page 7 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 7 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP STRATEGY:
STAFFING
• Strategy: Implement flexible staffing models (float
pools).
• Evidence supports better workload balance (Aiken
et al., 2018).
• Cross-train nurses for coverage in multiple units.
• Monitor supply chain to prevent critical stock-outs.
• Expected outcome: improved resilience and
patient safety.
Page 8 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 8 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
DOMAIN: NURSE–PHYSICIAN RELATIONS (PURSIO ET
AL., 2024)
• Assesses quality of collaboration between nurses and physicians.
• Influences patient safety, trust, and care efficiency.
• Strong relations reduce miscommunication-related errors.
• Enhances interdisciplinary teamwork and decision-making.
• Core factor in nurse empowerment and role satisfaction.
Page 9 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 9 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
CORRELATION WITH PES-
NWI ITEMS
• PES-NWI: “Nurse–physician collaboration.”
• Highlights teamwork and shared responsibility in
care.
• Mutual respect drives better patient outcomes.
• Encourages equal input in clinical decision-making.
• Direct match to domain objectives and measures.
Page 10 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 10 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
STRENGTHS & OPPORTUNITIES:
COLLABORATION
• Strength: Interdisciplinary rounds promote transparency.
• Strength: Informal communication channels improve speed.
• Opportunity: Hierarchical culture limits nurse input.
• Opportunity: Delays in relaying plan changes to nurses.
• Collaboration mechanisms could be more formalized.
Page 11 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 11 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP STRATEGY:
COLLABORATION
• Strategy: Establish structured interprofessional care conferences.
• Evidence supports improved communication (Bainbridge et al.,
2016).
• Schedule weekly forums for joint care planning.
• Rotate facilitation to include nursing leaders.
• Expected result: reduced hierarchy, stronger teamwork.
Page 12 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 12 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
SUMMARY OF FINDINGS
• Adequate staffing and strong nurse–physician
relations are linked.
• Both domains significantly impact patient
outcomes and nurse morale.
• Opportunities exist for improvement in resource
equity and collaboration.
• Leadership interventions can address gaps and
sustain strengths.
• Practice environment analysis informs targeted
improvement strategies.
Page 13 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 13 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP THEORY ALIGNMENT
• Transformational: Inspires shared vision for resource and
teamwork goals.
• Servant: Focuses on removing staff barriers to performance.
• Relational: Builds trust between nurses and physicians.
• Systems: Recognizes interdependence of staffing and
collaboration.
• Framework supports evidence-based leadership in nursing
practice.
Page 14 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 14 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
REFERENCES
• Aiken, L. H., Sloane, D. M., Bruyneel, L., Van den Heede, K., Griffiths, P., Busse,
R., … & Sermeus, W. (2014). Nurse staffing and education and hospital mortality in
nine European countries: a retrospective observational study. The lancet, 383(9931),
1824-1830. https://www.thelancet.com/journals/lancet/article/PIIS0140-
6736(13)62631-8/fulltext?gsid=ebe607b1-2433-405b-996c-841c41da1514
• Bosch, B., & Mansell, H. (2015). Interprofessional collaboration in health care:
Lessons to be learned from competitive sports. Canadian Pharmacists
Journal/Revue des Pharmaciens du Canada, 148(4), 176-179.
https://journals.sagepub.com/doi/abs/10.1177/1715163515588106
• Martínez-Riera, J. R., Juárez-Vela, R., Díaz-Herrera, M. Á., Montejano-Lozoya, R.,
Doménech-Briz, V., Benavent-Cervera, J. V., Cabellos-García, A. C., Melo, P.,
Nguyen, T. H., & Gea-Caballero, V. (2020). Qualitative Analysis by Experts of the
Essential Elements of the Nursing Practice Environments Proposed by the TOP10
Questionnaire of Assessment of Environments in Primary Health Care. International
Journal of Environmental Research and Public Health, 17(20), 7520.
https://doi.org/10.3390/ijerph17207520
• Pursio, K., Korhonen, A., Lahtinen, P., & Turunen, H. (2024). Development and
testing of the nursing practice environment scale in hospital and ambulatory care
settings. Journal of Nursing Management, 32(1), 55–66.
https://doi.org/10.1111/jonm.13864
1
2
3
4
5
Page 15 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 15 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Continue unit 6 pot – ## Similar.pdf **## Similar.pdf** Canvas Plagiarism Framework LTI Class Unit 6: Presentation: Three-Dimensional Advocacy Approach Presentation45.pptx Ramona Wilkerson Document Details Submission ID trn:oid:::1:3311936579 Submission Date Aug 11, 2025, 6:29 PM CDT Download Date A…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Continue unit 6 pot
– ## Similar.pdf
**## Similar.pdf**
Canvas Plagiarism Framework
LTI Class
Unit 6: Presentation: Three-Dimensional Advocacy Approach
Presentation45.pptx
Ramona Wilkerson
Document Details
Submission ID
trn:oid:::1:3311936579
Submission Date
Aug 11, 2025, 6:29 PM CDT
Download Date
Aug 13, 2025, 5:26 PM CDT
File Name
Presentation45.pptx
File Size
4.0 MB
12 Pages
614 Words
4,305 Characters
Page 1 of 15 – Cover Page Submission ID trn:oid:::1:3311936579
Page 1 of 15 – Cover Page Submission ID trn:oid:::1:3311936579
33% Overall Similarity
The combined total of all matches, including overlapping sources, for each database.
Match Groups
6 Not Cited or Quoted 31%
Matches with neither in-text citation nor quotation marks
1 Missing Quotations 2%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
27% Internet sources
27% Publications
30% Submitted works (Student Papers)
Page 2 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Page 2 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Match Groups
6 Not Cited or Quoted 31%
Matches with neither in-text citation nor quotation marks
1 Missing Quotations 2%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
27% Internet sources
27% Publications
30% Submitted works (Student Papers)
Top Sources
The sources with the highest number of matches within the submission. Overlapping sources will not be displayed.
1 Student papers
Herzing University 17%
2 Internet
repositorio-aberto.up.pt 8%
3 Internet
core.ac.uk 5%
4 Internet
pure.umcutrecht.nl 2%
5 Publication
Pedro Lucas, Élvio Jesus, Sofia Almeida, Patrícia Costa, Paulo Cruchinho, Gisela Tei… <1%
Page 3 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Page 3 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
[https://repositorio-aberto.up.pt/handle/10216/105835](https://repositorio-aberto.up.pt/handle/10216/105835)
[https://core.ac.uk/download/pdf/228078288.pdf](https://core.ac.uk/download/pdf/228078288.pdf)
[https://pure.umcutrecht.nl/ws/portalfiles/portal/328377962/proefschrifteline-de-kok_-_654a8a45cbdf4.pdf](https://pure.umcutrecht.nl/ws/portalfiles/portal/328377962/proefschrifteline-de-kok_-_654a8a45cbdf4.pdf)
[https://doi.org/10.3390/nursrep15070224](https://doi.org/10.3390/nursrep15070224)
"OPTIMIZING THE NURSING
PRACTICE ENVIRONMENT:
LINKING FRAMEWORK
DOMAINS WITH PES-NWI
INDICATORS"
RAMONA WILKERSON
HERZING UNIVERSITY
AUGUST 11, 2025
Page 4 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 4 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
DOMAIN: STAFFING AND
RESOURCE ADEQUACY
(PURSIO ET AL., 2024)
• Measures adequacy of nurse staffing levels and
material resources.
• Impacts nurse workload, patient safety, and care
quality.
• Informs strategic planning for optimal resource
allocation.
• Directly affects burnout, turnover, and job
satisfaction.
• Foundation for consistent, equitable patient care
delivery.
1
1
Page 5 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 5 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
CORRELATION
WITH PES-NWI
ITEMS
• PES-NWI: “Enough staff to get the
work done.”
• Reflects resource availability and
workload manageability.
• Adequate staffing supports
positive patient outcomes.
• Ensures timely care without
compromising quality.
• Aligns directly with this domain’s
core focus.
Page 6 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 6 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
STRENGTHS &
OPPORTUNITIES:
STAFFING
• Strength: Adequate ratios during
daytime shifts.
• Strength: Reliable access to
essential supplies.
• Opportunity: Night shift staffing
gaps increase workload.
• Opportunity: Occasional delays
due to supply shortages.
• Observed variability suggests need
for resource equity.
Page 7 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 7 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP STRATEGY:
STAFFING
• Strategy: Implement flexible staffing models (float
pools).
• Evidence supports better workload balance (Aiken
et al., 2018).
• Cross-train nurses for coverage in multiple units.
• Monitor supply chain to prevent critical stock-outs.
• Expected outcome: improved resilience and
patient safety.
Page 8 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 8 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
DOMAIN: NURSE–PHYSICIAN RELATIONS (PURSIO ET
AL., 2024)
• Assesses quality of collaboration between nurses and physicians.
• Influences patient safety, trust, and care efficiency.
• Strong relations reduce miscommunication-related errors.
• Enhances interdisciplinary teamwork and decision-making.
• Core factor in nurse empowerment and role satisfaction.
Page 9 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 9 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
CORRELATION WITH PES-
NWI ITEMS
• PES-NWI: “Nurse–physician collaboration.”
• Highlights teamwork and shared responsibility in
care.
• Mutual respect drives better patient outcomes.
• Encourages equal input in clinical decision-making.
• Direct match to domain objectives and measures.
Page 10 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 10 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
STRENGTHS & OPPORTUNITIES:
COLLABORATION
• Strength: Interdisciplinary rounds promote transparency.
• Strength: Informal communication channels improve speed.
• Opportunity: Hierarchical culture limits nurse input.
• Opportunity: Delays in relaying plan changes to nurses.
• Collaboration mechanisms could be more formalized.
Page 11 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 11 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP STRATEGY:
COLLABORATION
• Strategy: Establish structured interprofessional care conferences.
• Evidence supports improved communication (Bainbridge et al.,
2016).
• Schedule weekly forums for joint care planning.
• Rotate facilitation to include nursing leaders.
• Expected result: reduced hierarchy, stronger teamwork.
Page 12 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 12 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
SUMMARY OF FINDINGS
• Adequate staffing and strong nurse–physician
relations are linked.
• Both domains significantly impact patient
outcomes and nurse morale.
• Opportunities exist for improvement in resource
equity and collaboration.
• Leadership interventions can address gaps and
sustain strengths.
• Practice environment analysis informs targeted
improvement strategies.
Page 13 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 13 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP THEORY ALIGNMENT
• Transformational: Inspires shared vision for resource and
teamwork goals.
• Servant: Focuses on removing staff barriers to performance.
• Relational: Builds trust between nurses and physicians.
• Systems: Recognizes interdependence of staffing and
collaboration.
• Framework supports evidence-based leadership in nursing
practice.
Page 14 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 14 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
REFERENCES
• Aiken, L. H., Sloane, D. M., Bruyneel, L., Van den Heede, K., Griffiths, P., Busse,
R., … & Sermeus, W. (2014). Nurse staffing and education and hospital mortality in
nine European countries: a retrospective observational study. The lancet, 383(9931),
1824-1830. https://www.thelancet.com/journals/lancet/article/PIIS0140-
6736(13)62631-8/fulltext?gsid=ebe607b1-2433-405b-996c-841c41da1514
• Bosch, B., & Mansell, H. (2015). Interprofessional collaboration in health care:
Lessons to be learned from competitive sports. Canadian Pharmacists
Journal/Revue des Pharmaciens du Canada, 148(4), 176-179.
https://journals.sagepub.com/doi/abs/10.1177/1715163515588106
• Martínez-Riera, J. R., Juárez-Vela, R., Díaz-Herrera, M. Á., Montejano-Lozoya, R.,
Doménech-Briz, V., Benavent-Cervera, J. V., Cabellos-García, A. C., Melo, P.,
Nguyen, T. H., & Gea-Caballero, V. (2020). Qualitative Analysis by Experts of the
Essential Elements of the Nursing Practice Environments Proposed by the TOP10
Questionnaire of Assessment of Environments in Primary Health Care. International
Journal of Environmental Research and Public Health, 17(20), 7520.
https://doi.org/10.3390/ijerph17207520
• Pursio, K., Korhonen, A., Lahtinen, P., & Turunen, H. (2024). Development and
testing of the nursing practice environment scale in hospital and ambulatory care
settings. Journal of Nursing Management, 32(1), 55–66.
https://doi.org/10.1111/jonm.13864
1
2
3
4
5
Page 15 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 15 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
**## Similar.pdf**
Canvas Plagiarism Framework
LTI Class
Unit 6: Presentation: Three-Dimensional Advocacy Approach
Presentation45.pptx
Ramona Wilkerson
Document Details
Submission ID
trn:oid:::1:3311936579
Submission Date
Aug 11, 2025, 6:29 PM CDT
Download Date
Aug 13, 2025, 5:26 PM CDT
File Name
Presentation45.pptx
File Size
4.0 MB
12 Pages
614 Words
4,305 Characters
Page 1 of 15 – Cover Page Submission ID trn:oid:::1:3311936579
Page 1 of 15 – Cover Page Submission ID trn:oid:::1:3311936579
33% Overall Similarity
The combined total of all matches, including overlapping sources, for each database.
Match Groups
6 Not Cited or Quoted 31%
Matches with neither in-text citation nor quotation marks
1 Missing Quotations 2%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
27% Internet sources
27% Publications
30% Submitted works (Student Papers)
Page 2 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Page 2 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Match Groups
6 Not Cited or Quoted 31%
Matches with neither in-text citation nor quotation marks
1 Missing Quotations 2%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
27% Internet sources
27% Publications
30% Submitted works (Student Papers)
Top Sources
The sources with the highest number of matches within the submission. Overlapping sources will not be displayed.
1 Student papers
Herzing University 17%
2 Internet
repositorio-aberto.up.pt 8%
3 Internet
core.ac.uk 5%
4 Internet
pure.umcutrecht.nl 2%
5 Publication
Pedro Lucas, Élvio Jesus, Sofia Almeida, Patrícia Costa, Paulo Cruchinho, Gisela Tei… <1%
Page 3 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
Page 3 of 15 – Integrity Overview Submission ID trn:oid:::1:3311936579
[https://repositorio-aberto.up.pt/handle/10216/105835](https://repositorio-aberto.up.pt/handle/10216/105835)
[https://core.ac.uk/download/pdf/228078288.pdf](https://core.ac.uk/download/pdf/228078288.pdf)
[https://pure.umcutrecht.nl/ws/portalfiles/portal/328377962/proefschrifteline-de-kok_-_654a8a45cbdf4.pdf](https://pure.umcutrecht.nl/ws/portalfiles/portal/328377962/proefschrifteline-de-kok_-_654a8a45cbdf4.pdf)
[https://doi.org/10.3390/nursrep15070224](https://doi.org/10.3390/nursrep15070224)
"OPTIMIZING THE NURSING
PRACTICE ENVIRONMENT:
LINKING FRAMEWORK
DOMAINS WITH PES-NWI
INDICATORS"
RAMONA WILKERSON
HERZING UNIVERSITY
AUGUST 11, 2025
Page 4 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 4 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
DOMAIN: STAFFING AND
RESOURCE ADEQUACY
(PURSIO ET AL., 2024)
• Measures adequacy of nurse staffing levels and
material resources.
• Impacts nurse workload, patient safety, and care
quality.
• Informs strategic planning for optimal resource
allocation.
• Directly affects burnout, turnover, and job
satisfaction.
• Foundation for consistent, equitable patient care
delivery.
1
1
Page 5 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 5 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
CORRELATION
WITH PES-NWI
ITEMS
• PES-NWI: “Enough staff to get the
work done.”
• Reflects resource availability and
workload manageability.
• Adequate staffing supports
positive patient outcomes.
• Ensures timely care without
compromising quality.
• Aligns directly with this domain’s
core focus.
Page 6 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 6 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
STRENGTHS &
OPPORTUNITIES:
STAFFING
• Strength: Adequate ratios during
daytime shifts.
• Strength: Reliable access to
essential supplies.
• Opportunity: Night shift staffing
gaps increase workload.
• Opportunity: Occasional delays
due to supply shortages.
• Observed variability suggests need
for resource equity.
Page 7 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 7 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP STRATEGY:
STAFFING
• Strategy: Implement flexible staffing models (float
pools).
• Evidence supports better workload balance (Aiken
et al., 2018).
• Cross-train nurses for coverage in multiple units.
• Monitor supply chain to prevent critical stock-outs.
• Expected outcome: improved resilience and
patient safety.
Page 8 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 8 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
DOMAIN: NURSE–PHYSICIAN RELATIONS (PURSIO ET
AL., 2024)
• Assesses quality of collaboration between nurses and physicians.
• Influences patient safety, trust, and care efficiency.
• Strong relations reduce miscommunication-related errors.
• Enhances interdisciplinary teamwork and decision-making.
• Core factor in nurse empowerment and role satisfaction.
Page 9 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 9 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
CORRELATION WITH PES-
NWI ITEMS
• PES-NWI: “Nurse–physician collaboration.”
• Highlights teamwork and shared responsibility in
care.
• Mutual respect drives better patient outcomes.
• Encourages equal input in clinical decision-making.
• Direct match to domain objectives and measures.
Page 10 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 10 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
STRENGTHS & OPPORTUNITIES:
COLLABORATION
• Strength: Interdisciplinary rounds promote transparency.
• Strength: Informal communication channels improve speed.
• Opportunity: Hierarchical culture limits nurse input.
• Opportunity: Delays in relaying plan changes to nurses.
• Collaboration mechanisms could be more formalized.
Page 11 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 11 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP STRATEGY:
COLLABORATION
• Strategy: Establish structured interprofessional care conferences.
• Evidence supports improved communication (Bainbridge et al.,
2016).
• Schedule weekly forums for joint care planning.
• Rotate facilitation to include nursing leaders.
• Expected result: reduced hierarchy, stronger teamwork.
Page 12 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 12 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
SUMMARY OF FINDINGS
• Adequate staffing and strong nurse–physician
relations are linked.
• Both domains significantly impact patient
outcomes and nurse morale.
• Opportunities exist for improvement in resource
equity and collaboration.
• Leadership interventions can address gaps and
sustain strengths.
• Practice environment analysis informs targeted
improvement strategies.
Page 13 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 13 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
LEADERSHIP THEORY ALIGNMENT
• Transformational: Inspires shared vision for resource and
teamwork goals.
• Servant: Focuses on removing staff barriers to performance.
• Relational: Builds trust between nurses and physicians.
• Systems: Recognizes interdependence of staffing and
collaboration.
• Framework supports evidence-based leadership in nursing
practice.
Page 14 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 14 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
REFERENCES
• Aiken, L. H., Sloane, D. M., Bruyneel, L., Van den Heede, K., Griffiths, P., Busse,
R., … & Sermeus, W. (2014). Nurse staffing and education and hospital mortality in
nine European countries: a retrospective observational study. The lancet, 383(9931),
1824-1830. https://www.thelancet.com/journals/lancet/article/PIIS0140-
6736(13)62631-8/fulltext?gsid=ebe607b1-2433-405b-996c-841c41da1514
• Bosch, B., & Mansell, H. (2015). Interprofessional collaboration in health care:
Lessons to be learned from competitive sports. Canadian Pharmacists
Journal/Revue des Pharmaciens du Canada, 148(4), 176-179.
https://journals.sagepub.com/doi/abs/10.1177/1715163515588106
• Martínez-Riera, J. R., Juárez-Vela, R., Díaz-Herrera, M. Á., Montejano-Lozoya, R.,
Doménech-Briz, V., Benavent-Cervera, J. V., Cabellos-García, A. C., Melo, P.,
Nguyen, T. H., & Gea-Caballero, V. (2020). Qualitative Analysis by Experts of the
Essential Elements of the Nursing Practice Environments Proposed by the TOP10
Questionnaire of Assessment of Environments in Primary Health Care. International
Journal of Environmental Research and Public Health, 17(20), 7520.
https://doi.org/10.3390/ijerph17207520
• Pursio, K., Korhonen, A., Lahtinen, P., & Turunen, H. (2024). Development and
testing of the nursing practice environment scale in hospital and ambulatory care
settings. Journal of Nursing Management, 32(1), 55–66.
https://doi.org/10.1111/jonm.13864
1
2
3
4
5
Page 15 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Page 15 of 15 – Integrity Submission Submission ID trn:oid:::1:3311936579
Week 7 rw – ## Siniliarreportweek7.pdf – ## ProfessionalDevelopmentPlan.docx **## Siniliarreportweek7.pdf** Canvas Plagiarism Framework LTI Class Unit 7: Assignment Professional Development Plan ProfessionalDevelopmentPlan11 3.docx Ramona Wilkerson Document Details Submission ID trn:oid:::1:33123259…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Week 7 rw
– ## Siniliarreportweek7.pdf
– ## ProfessionalDevelopmentPlan.docx
**## Siniliarreportweek7.pdf**
Canvas Plagiarism Framework
LTI Class
Unit 7: Assignment Professional Development Plan
ProfessionalDevelopmentPlan11 3.docx
Ramona Wilkerson
Document Details
Submission ID
trn:oid:::1:3312325964
Submission Date
Aug 12, 2025, 11:44 AM CDT
Download Date
Aug 17, 2025, 6:35 PM CDT
File Name
ProfessionalDevelopmentPlan11_3.docx
File Size
41.8 KB
3 Pages
785 Words
4,859 Characters
Page 1 of 7 – Cover Page Submission ID trn:oid:::1:3312325964
Page 1 of 7 – Cover Page Submission ID trn:oid:::1:3312325964
48% Overall Similarity
The combined total of all matches, including overlapping sources, for each database.
Match Groups
15 Not Cited or Quoted 48%
Matches with neither in-text citation nor quotation marks
0 Missing Quotations 0%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
38% Internet sources
10% Publications
48% Submitted works (Student Papers)
Page 2 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Page 2 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Match Groups
15 Not Cited or Quoted 48%
Matches with neither in-text citation nor quotation marks
0 Missing Quotations 0%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
38% Internet sources
10% Publications
48% Submitted works (Student Papers)
Top Sources
The sources with the highest number of matches within the submission. Overlapping sources will not be displayed.
1 Student papers
Herzing University 19%
2 Student papers
Australian Catholic University 6%
3 Student papers
University of San Francisco 4%
4 Student papers
University of Newcastle 4%
5 Student papers
Galen College 3%
6 Student papers
Capella University 3%
7 Student papers
UC, Irvine 3%
8 Student papers
West Coast University 2%
9 Student papers
Southern New Hampshire University – Continuing Education 2%
10 Student papers
Adtalem Global Education 1%
Page 3 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Page 3 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
11 Internet
www.coursehero.com 1%
Page 4 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Page 4 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
[https://www.coursehero.com/file/99466491/Homework-Helpdocx/](https://www.coursehero.com/file/99466491/Homework-Helpdocx/)
Professional Development Plan
Name Ramona Wilkerson Professional title Nurse Practitioner
Plan launch date September 1, 2025 Plan reflection date September 1, 2026
Professional goals to achieve
What are your desired career advancements goals for the next 12 to 24 months? Structure as a S.M.A.R.T goals. See
link below:
https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals
Goal 1. Achieve Certification as a Clinical Nurse Leader (CNL) within 18 months
S Obtain CNL certification to lead and coordinate interdisciplinary healthcare teams.
M Complete all required coursework and pass the CNL examination by March 2027.
A Enroll in an accredited CNL program by January 2026 and dedicate a minimum of 10 hours per week to
study and practice.
R Supports my career aspiration to influence patient outcomes through evidence-based leadership.
T Certification completion by March 2027.
Goal 2. Advocate for a Policy to Improve Patient Safety by Reducing Medication Errors
S Draft and submit a hospital-wide policy aimed at reducing medication errors through improved reporting
systems and staff training.
M Present a policy proposal to hospital leadership by September 2027.
A Collaborate with quality improvement and pharmacy teams to gather baseline data and
recommendations.
R Aligns with my commitment to patient advocacy and safety.
T Policy proposal submission by September 2027.
Competency development
Identify the specific competency required to develop or master to achieve your goals. Use advanced competencies as
outline in AACN’s 2021 document – The Essential: Core Competencies for Professional Nursing Education. See link
below: https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Goal Skills
Goal 1 1.1 Develop advanced decision-making and team coordination skills (Domain 3).
1.2 Enhance capability to evaluate, monitor, and improve care outcomes (Domain
5).
1.3 Apply current research in clinical decision-making (Domain 4).
1.4 Strengthen collaboration across multiple disciplines (Domain 6).
1.5 Understand and navigate the complexities of healthcare systems (Domain 7).
1
1
Page 5 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Page 5 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Goal 2 2. 1 Gain skills in policy analysis, drafting, and implementation (Domain 8).
2.2 Improve persuasive communication for effective advocacy (Domain 9).
2.3 Use data analytics to support evidence-based policy proposals (Domain 8).
2.4 Align proposed policies with established ethical standards (Domain 1).
2.5 Incorporate community and organizational health needs into policy design
(Domain 3).
Action plan
Outline activities that promote development of the competencies essential to achieving your professional goals.
Goal Action plan
Goal 1 1.1 Attend at least two AACN leadership webinars by December 2025.
1.2 Participate in at least one hospital quality improvement project by June 2026.
1.3 Complete an accredited evidence-based practice course by September 2026.
1.4 Serve on at least one interprofessional hospital committee by March 2026.
1.5 Shadow a senior nurse leader for 20 hours by December 2026.
Goal 2 2.1 Enroll in a healthcare policy course by January 2026.
2.2 Join Toastmasters and participate in at least 6 speaking sessions by June 2026.
2.3 Complete a hospital-provided data analytics workshop by September 2026.
2.4 Attend two ethics seminars by March 2026.
2.5 Conduct a hospital-wide medication safety needs assessment by December
2026.
Resources
What resources have you identified that are necessary to developing the required competencies to achieve your goals?
Goal Resource
Goal 1 1.1 Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-Based Practice in
Nursing & Healthcare: A Guide to Best Practice (5th ed.). Wolters Kluwer.
1.2 Salinas, B., & Leger, J. M. (2024). Clinical Nurse Leader Practice Development:
An Integrative Review of the Literature. Journal of Nursing Care Quality, 39(4), 354-
360.
1
1
7
8
Page 6 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Page 6 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
1.3 American Association. (n.d.). CNL Certification.
https://www.aacnnursing.org/our-initiatives/education-practice/clinical-nurse-
leader/cnl-certification
1.4 American Association. (n.d.). Clinical Nurse Leader (CNL)
https://www.aacnnursing.org/cnl
1.5 Bender, M., Williams, M., & Chandler, G. (2023). Factors influencing
implementation success of the Clinical Nurse Leader care delivery model: findings
from a national-level mixed-methods study. Journal of nursing care quality, 38(4),
327-334.
Goal 2 2.1 Alrashidi, M. A. G., Alrashidi, A. E. M., Alrashidi, M. H. S., Alrashidi, J. M. K.,
Alrashidi, K. N. F., Alrashidi, A. J. M., … & Alrashidi, S. F. F. (2024). Improving
Patient Safety: The Role of Nursing in Preventing Medical Errors. Journal of
International Crisis and Risk Communication Research, 7(S8), 2878.
2.2 Arkin, L., Schuermann, A. A., Loerzel, V., & Penoyer, D. (2023). Exploring
Medication Safety Practices from the Nurse's Perspective. AJN The American
Journal of Nursing, 123(12), 18-28.
2.3 Aghaie, B., Norouzadeh, R., Sharifipour, E., Koohpaei, A., Negarandeh, R., &
Abbasinia, M. (2021). The experiences of intensive care nurses in advocacy of
COVID-19 patients. Journal of Patient Experience, 8, 23743735211056534.
Phillips, J., Malliaris, A. P., & Bakerjian, D. (2021). Nursing and patient
safety. Nursing and Patient Safety.
2.5 Osler, C., Brigham, G., & Kilpatrick, M. (2024, May 24). Avoiding preventable
harm: Nurses’ role in preventing medication errors. The Washington Nurse, Spring–
Summer 2024. Washington State Nurses Association.
https://www.wsna.org/news/2024/avoiding-preventable-harm
Legacy Map
Objective: To implement a comprehensive policy aimed at reducing medication errors by improving reporting, education, and
monitoring
Data
Collection
Conduct
baseline
analysis of
medication error
reports
Education &
Training
Develop
targeted training
for nursing and
pharmacy staff
Reporting
System
Enhance
anonymous
error reporting
mechanisms
Policy
Proposal
Monitor
outcomes
quarterly, adjust
policy as needed
2
3
4
5
5
6
9
10
11
Page 7 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Page 7 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
**## ProfessionalDevelopmentPlan.docx**
Professional Development Plan
| | | | |
| — | — | — | — |
| Name | | Professional title | |
| Plan launch date | | Plan reflection date | |
| |
| — |
| **Professional goals to achieve**<br>_What are your desired career advancements goals for the next 12 to 24 months? Structure as a S.M.A.R.T goals. See link below:_<br>[_https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals_](https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals) |
| Goal 1. <br>_S_<br>_M_<br>_A_<br>_R_<br>_T_<br>Goal 2. <br>_S_<br>_M_<br>_A_<br>_R_<br>_T_ |
| | |
| — | — |
| **Competency development**<br>_Identify the specific competency required to develop or master to achieve your goals. Use advanced competencies as outline in AACN’s 2021 document – The Essential: Core Competencies for Professional Nursing Education. See link below:_ [_https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf_](https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf) |
| Goal | Skills |
| _Goal 1_ | 1.1 <br>_[Enter competency]_ |
| | 1.2 <br>_[Enter competency]_ |
| | 1.3 <br>_[Enter competency]_ |
| | 1.4 <br>_[Enter competency]_ |
| | 1.5 <br>_[Enter competency]_ |
| | |
| _Goal 2_ | 2. 1 <br>_[Enter competency]_ |
| | 2.2 <br>_[Enter competency]_ |
| | 2.3 <br>_[Enter competency]_ |
| | 2.4 <br>_[Enter competency]_ |
| | 2.5 <br>_[Enter competency]_ |
| | |
| — | — |
| **Action plan**<br>_Outline activities that promote development of the competencies essential to achieving your professional goals._ |
| Goal | Action plan |
| _Goal 1_ | 1.1 <br>_[Enter action plan]_ |
| | 1.2 <br>_[Enter action plan]_ |
| | 1.3 <br>_[Enter action plan]_ |
| | 1.4 <br>_[Enter action plan]_ |
| | 1.5 <br>_[Enter action plan]_ |
| | |
| _Goal 2_ | 2.1 <br>_[Enter action plan]_ |
| | 2.2 <br>_[Enter action plan]_ |
| | 2.3 <br>_[Enter action plan]_ |
| | 2.4 <br>_[Enter action plan]_ |
| | 2.5 <br>_[Enter action plan]_ |
| | |
| — | — |
| **Resources**<br>_What resources have you identified that are necessary to developing the required competencies to achieve your goals?_ |
| Goal | Resource |
| _Goal 1_ | 1.1 <br>_[Enter resource(s)]_ |
| | 1.2 <br>_[Enter resource(s)]_ |
| | 1.3 <br>_[Enter resource(s)]_ |
| | 1.4 <br>_[Enter resource(s)]_ |
| | 1.5 <br>_[Enter resource(s)]_ |
| | |
| _Goal 2_ | 2.1 <br>_[Enter resource(s)]_ |
| | 2.2 <br>_[Enter resource(s)]_ |
| | 2.3 <br>_[Enter resource(s)]_ |
| | 2.4 <br>_[Enter resource(s)]_ |
| | 2.5 <br>_[Enter resource(s)]_ |
**Legacy Map**
(You will use this page to create or paste a copy of your map)
**## ProfessionalDevelopmentPlan.docx**
Professional Development Plan
| | | | |
| — | — | — | — |
| Name | | Professional title | |
| Plan launch date | | Plan reflection date | |
| |
| — |
| **Professional goals to achieve**<br>_What are your desired career advancements goals for the next 12 to 24 months? Structure as a S.M.A.R.T goals. See link below:_<br>[_https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals_](https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals) |
| Goal 1. <br>_S_<br>_M_<br>_A_<br>_R_<br>_T_<br>Goal 2. <br>_S_<br>_M_<br>_A_<br>_R_<br>_T_ |
| | |
| — | — |
| **Competency development**<br>_Identify the specific competency required to develop or master to achieve your goals. Use advanced competencies as outline in AACN’s 2021 document – The Essential: Core Competencies for Professional Nursing Education. See link below:_ [_https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf_](https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf) |
| Goal | Skills |
| _Goal 1_ | 1.1 <br>_[Enter competency]_ |
| | 1.2 <br>_[Enter competency]_ |
| | 1.3 <br>_[Enter competency]_ |
| | 1.4 <br>_[Enter competency]_ |
| | 1.5 <br>_[Enter competency]_ |
| | |
| _Goal 2_ | 2. 1 <br>_[Enter competency]_ |
| | 2.2 <br>_[Enter competency]_ |
| | 2.3 <br>_[Enter competency]_ |
| | 2.4 <br>_[Enter competency]_ |
| | 2.5 <br>_[Enter competency]_ |
| | |
| — | — |
| **Action plan**<br>_Outline activities that promote development of the competencies essential to achieving your professional goals._ |
| Goal | Action plan |
| _Goal 1_ | 1.1 <br>_[Enter action plan]_ |
| | 1.2 <br>_[Enter action plan]_ |
| | 1.3 <br>_[Enter action plan]_ |
| | 1.4 <br>_[Enter action plan]_ |
| | 1.5 <br>_[Enter action plan]_ |
| | |
| _Goal 2_ | 2.1 <br>_[Enter action plan]_ |
| | 2.2 <br>_[Enter action plan]_ |
| | 2.3 <br>_[Enter action plan]_ |
| | 2.4 <br>_[Enter action plan]_ |
| | 2.5 <br>_[Enter action plan]_ |
| | |
| — | — |
| **Resources**<br>_What resources have you identified that are necessary to developing the required competencies to achieve your goals?_ |
| Goal | Resource |
| _Goal 1_ | 1.1 <br>_[Enter resource(s)]_ |
| | 1.2 <br>_[Enter resource(s)]_ |
| | 1.3 <br>_[Enter resource(s)]_ |
| | 1.4 <br>_[Enter resource(s)]_ |
| | 1.5 <br>_[Enter resource(s)]_ |
| | |
| _Goal 2_ | 2.1 <br>_[Enter resource(s)]_ |
| | 2.2 <br>_[Enter resource(s)]_ |
| | 2.3 <br>_[Enter resource(s)]_ |
| | 2.4 <br>_[Enter resource(s)]_ |
| | 2.5 <br>_[Enter resource(s)]_ |
**Legacy Map**
(You will use this page to create or paste a copy of your map)
**## Siniliarreportweek7.pdf**
Canvas Plagiarism Framework
LTI Class
Unit 7: Assignment Professional Development Plan
ProfessionalDevelopmentPlan11 3.docx
Ramona Wilkerson
Document Details
Submission ID
trn:oid:::1:3312325964
Submission Date
Aug 12, 2025, 11:44 AM CDT
Download Date
Aug 17, 2025, 6:35 PM CDT
File Name
ProfessionalDevelopmentPlan11_3.docx
File Size
41.8 KB
3 Pages
785 Words
4,859 Characters
Page 1 of 7 – Cover Page Submission ID trn:oid:::1:3312325964
Page 1 of 7 – Cover Page Submission ID trn:oid:::1:3312325964
48% Overall Similarity
The combined total of all matches, including overlapping sources, for each database.
Match Groups
15 Not Cited or Quoted 48%
Matches with neither in-text citation nor quotation marks
0 Missing Quotations 0%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
38% Internet sources
10% Publications
48% Submitted works (Student Papers)
Page 2 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Page 2 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Match Groups
15 Not Cited or Quoted 48%
Matches with neither in-text citation nor quotation marks
0 Missing Quotations 0%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
38% Internet sources
10% Publications
48% Submitted works (Student Papers)
Top Sources
The sources with the highest number of matches within the submission. Overlapping sources will not be displayed.
1 Student papers
Herzing University 19%
2 Student papers
Australian Catholic University 6%
3 Student papers
University of San Francisco 4%
4 Student papers
University of Newcastle 4%
5 Student papers
Galen College 3%
6 Student papers
Capella University 3%
7 Student papers
UC, Irvine 3%
8 Student papers
West Coast University 2%
9 Student papers
Southern New Hampshire University – Continuing Education 2%
10 Student papers
Adtalem Global Education 1%
Page 3 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Page 3 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
11 Internet
www.coursehero.com 1%
Page 4 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Page 4 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
[https://www.coursehero.com/file/99466491/Homework-Helpdocx/](https://www.coursehero.com/file/99466491/Homework-Helpdocx/)
Professional Development Plan
Name Ramona Wilkerson Professional title Nurse Practitioner
Plan launch date September 1, 2025 Plan reflection date September 1, 2026
Professional goals to achieve
What are your desired career advancements goals for the next 12 to 24 months? Structure as a S.M.A.R.T goals. See
link below:
https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals
Goal 1. Achieve Certification as a Clinical Nurse Leader (CNL) within 18 months
S Obtain CNL certification to lead and coordinate interdisciplinary healthcare teams.
M Complete all required coursework and pass the CNL examination by March 2027.
A Enroll in an accredited CNL program by January 2026 and dedicate a minimum of 10 hours per week to
study and practice.
R Supports my career aspiration to influence patient outcomes through evidence-based leadership.
T Certification completion by March 2027.
Goal 2. Advocate for a Policy to Improve Patient Safety by Reducing Medication Errors
S Draft and submit a hospital-wide policy aimed at reducing medication errors through improved reporting
systems and staff training.
M Present a policy proposal to hospital leadership by September 2027.
A Collaborate with quality improvement and pharmacy teams to gather baseline data and
recommendations.
R Aligns with my commitment to patient advocacy and safety.
T Policy proposal submission by September 2027.
Competency development
Identify the specific competency required to develop or master to achieve your goals. Use advanced competencies as
outline in AACN’s 2021 document – The Essential: Core Competencies for Professional Nursing Education. See link
below: https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Goal Skills
Goal 1 1.1 Develop advanced decision-making and team coordination skills (Domain 3).
1.2 Enhance capability to evaluate, monitor, and improve care outcomes (Domain
5).
1.3 Apply current research in clinical decision-making (Domain 4).
1.4 Strengthen collaboration across multiple disciplines (Domain 6).
1.5 Understand and navigate the complexities of healthcare systems (Domain 7).
1
1
Page 5 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Page 5 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Goal 2 2. 1 Gain skills in policy analysis, drafting, and implementation (Domain 8).
2.2 Improve persuasive communication for effective advocacy (Domain 9).
2.3 Use data analytics to support evidence-based policy proposals (Domain 8).
2.4 Align proposed policies with established ethical standards (Domain 1).
2.5 Incorporate community and organizational health needs into policy design
(Domain 3).
Action plan
Outline activities that promote development of the competencies essential to achieving your professional goals.
Goal Action plan
Goal 1 1.1 Attend at least two AACN leadership webinars by December 2025.
1.2 Participate in at least one hospital quality improvement project by June 2026.
1.3 Complete an accredited evidence-based practice course by September 2026.
1.4 Serve on at least one interprofessional hospital committee by March 2026.
1.5 Shadow a senior nurse leader for 20 hours by December 2026.
Goal 2 2.1 Enroll in a healthcare policy course by January 2026.
2.2 Join Toastmasters and participate in at least 6 speaking sessions by June 2026.
2.3 Complete a hospital-provided data analytics workshop by September 2026.
2.4 Attend two ethics seminars by March 2026.
2.5 Conduct a hospital-wide medication safety needs assessment by December
2026.
Resources
What resources have you identified that are necessary to developing the required competencies to achieve your goals?
Goal Resource
Goal 1 1.1 Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-Based Practice in
Nursing & Healthcare: A Guide to Best Practice (5th ed.). Wolters Kluwer.
1.2 Salinas, B., & Leger, J. M. (2024). Clinical Nurse Leader Practice Development:
An Integrative Review of the Literature. Journal of Nursing Care Quality, 39(4), 354-
360.
1
1
7
8
Page 6 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Page 6 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
1.3 American Association. (n.d.). CNL Certification.
https://www.aacnnursing.org/our-initiatives/education-practice/clinical-nurse-
leader/cnl-certification
1.4 American Association. (n.d.). Clinical Nurse Leader (CNL)
https://www.aacnnursing.org/cnl
1.5 Bender, M., Williams, M., & Chandler, G. (2023). Factors influencing
implementation success of the Clinical Nurse Leader care delivery model: findings
from a national-level mixed-methods study. Journal of nursing care quality, 38(4),
327-334.
Goal 2 2.1 Alrashidi, M. A. G., Alrashidi, A. E. M., Alrashidi, M. H. S., Alrashidi, J. M. K.,
Alrashidi, K. N. F., Alrashidi, A. J. M., … & Alrashidi, S. F. F. (2024). Improving
Patient Safety: The Role of Nursing in Preventing Medical Errors. Journal of
International Crisis and Risk Communication Research, 7(S8), 2878.
2.2 Arkin, L., Schuermann, A. A., Loerzel, V., & Penoyer, D. (2023). Exploring
Medication Safety Practices from the Nurse's Perspective. AJN The American
Journal of Nursing, 123(12), 18-28.
2.3 Aghaie, B., Norouzadeh, R., Sharifipour, E., Koohpaei, A., Negarandeh, R., &
Abbasinia, M. (2021). The experiences of intensive care nurses in advocacy of
COVID-19 patients. Journal of Patient Experience, 8, 23743735211056534.
Phillips, J., Malliaris, A. P., & Bakerjian, D. (2021). Nursing and patient
safety. Nursing and Patient Safety.
2.5 Osler, C., Brigham, G., & Kilpatrick, M. (2024, May 24). Avoiding preventable
harm: Nurses’ role in preventing medication errors. The Washington Nurse, Spring–
Summer 2024. Washington State Nurses Association.
https://www.wsna.org/news/2024/avoiding-preventable-harm
Legacy Map
Objective: To implement a comprehensive policy aimed at reducing medication errors by improving reporting, education, and
monitoring
Data
Collection
Conduct
baseline
analysis of
medication error
reports
Education &
Training
Develop
targeted training
for nursing and
pharmacy staff
Reporting
System
Enhance
anonymous
error reporting
mechanisms
Policy
Proposal
Monitor
outcomes
quarterly, adjust
policy as needed
2
3
4
5
5
6
9
10
11
Page 7 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Page 7 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
**## ProfessionalDevelopmentPlan.docx**
Professional Development Plan
| | | | |
| — | — | — | — |
| Name | | Professional title | |
| Plan launch date | | Plan reflection date | |
| |
| — |
| **Professional goals to achieve**<br>_What are your desired career advancements goals for the next 12 to 24 months? Structure as a S.M.A.R.T goals. See link below:_<br>[_https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals_](https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals) |
| Goal 1. <br>_S_<br>_M_<br>_A_<br>_R_<br>_T_<br>Goal 2. <br>_S_<br>_M_<br>_A_<br>_R_<br>_T_ |
| | |
| — | — |
| **Competency development**<br>_Identify the specific competency required to develop or master to achieve your goals. Use advanced competencies as outline in AACN’s 2021 document – The Essential: Core Competencies for Professional Nursing Education. See link below:_ [_https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf_](https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf) |
| Goal | Skills |
| _Goal 1_ | 1.1 <br>_[Enter competency]_ |
| | 1.2 <br>_[Enter competency]_ |
| | 1.3 <br>_[Enter competency]_ |
| | 1.4 <br>_[Enter competency]_ |
| | 1.5 <br>_[Enter competency]_ |
| | |
| _Goal 2_ | 2. 1 <br>_[Enter competency]_ |
| | 2.2 <br>_[Enter competency]_ |
| | 2.3 <br>_[Enter competency]_ |
| | 2.4 <br>_[Enter competency]_ |
| | 2.5 <br>_[Enter competency]_ |
| | |
| — | — |
| **Action plan**<br>_Outline activities that promote development of the competencies essential to achieving your professional goals._ |
| Goal | Action plan |
| _Goal 1_ | 1.1 <br>_[Enter action plan]_ |
| | 1.2 <br>_[Enter action plan]_ |
| | 1.3 <br>_[Enter action plan]_ |
| | 1.4 <br>_[Enter action plan]_ |
| | 1.5 <br>_[Enter action plan]_ |
| | |
| _Goal 2_ | 2.1 <br>_[Enter action plan]_ |
| | 2.2 <br>_[Enter action plan]_ |
| | 2.3 <br>_[Enter action plan]_ |
| | 2.4 <br>_[Enter action plan]_ |
| | 2.5 <br>_[Enter action plan]_ |
| | |
| — | — |
| **Resources**<br>_What resources have you identified that are necessary to developing the required competencies to achieve your goals?_ |
| Goal | Resource |
| _Goal 1_ | 1.1 <br>_[Enter resource(s)]_ |
| | 1.2 <br>_[Enter resource(s)]_ |
| | 1.3 <br>_[Enter resource(s)]_ |
| | 1.4 <br>_[Enter resource(s)]_ |
| | 1.5 <br>_[Enter resource(s)]_ |
| | |
| _Goal 2_ | 2.1 <br>_[Enter resource(s)]_ |
| | 2.2 <br>_[Enter resource(s)]_ |
| | 2.3 <br>_[Enter resource(s)]_ |
| | 2.4 <br>_[Enter resource(s)]_ |
| | 2.5 <br>_[Enter resource(s)]_ |
**Legacy Map**
(You will use this page to create or paste a copy of your map)
**## Siniliarreportweek7.pdf**
Canvas Plagiarism Framework
LTI Class
Unit 7: Assignment Professional Development Plan
ProfessionalDevelopmentPlan11 3.docx
Ramona Wilkerson
Document Details
Submission ID
trn:oid:::1:3312325964
Submission Date
Aug 12, 2025, 11:44 AM CDT
Download Date
Aug 17, 2025, 6:35 PM CDT
File Name
ProfessionalDevelopmentPlan11_3.docx
File Size
41.8 KB
3 Pages
785 Words
4,859 Characters
Page 1 of 7 – Cover Page Submission ID trn:oid:::1:3312325964
Page 1 of 7 – Cover Page Submission ID trn:oid:::1:3312325964
48% Overall Similarity
The combined total of all matches, including overlapping sources, for each database.
Match Groups
15 Not Cited or Quoted 48%
Matches with neither in-text citation nor quotation marks
0 Missing Quotations 0%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
38% Internet sources
10% Publications
48% Submitted works (Student Papers)
Page 2 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Page 2 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Match Groups
15 Not Cited or Quoted 48%
Matches with neither in-text citation nor quotation marks
0 Missing Quotations 0%
Matches that are still very similar to source material
0 Missing Citation 0%
Matches that have quotation marks, but no in-text citation
0 Cited and Quoted 0%
Matches with in-text citation present, but no quotation marks
Top Sources
38% Internet sources
10% Publications
48% Submitted works (Student Papers)
Top Sources
The sources with the highest number of matches within the submission. Overlapping sources will not be displayed.
1 Student papers
Herzing University 19%
2 Student papers
Australian Catholic University 6%
3 Student papers
University of San Francisco 4%
4 Student papers
University of Newcastle 4%
5 Student papers
Galen College 3%
6 Student papers
Capella University 3%
7 Student papers
UC, Irvine 3%
8 Student papers
West Coast University 2%
9 Student papers
Southern New Hampshire University – Continuing Education 2%
10 Student papers
Adtalem Global Education 1%
Page 3 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Page 3 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
11 Internet
www.coursehero.com 1%
Page 4 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
Page 4 of 7 – Integrity Overview Submission ID trn:oid:::1:3312325964
[https://www.coursehero.com/file/99466491/Homework-Helpdocx/](https://www.coursehero.com/file/99466491/Homework-Helpdocx/)
Professional Development Plan
Name Ramona Wilkerson Professional title Nurse Practitioner
Plan launch date September 1, 2025 Plan reflection date September 1, 2026
Professional goals to achieve
What are your desired career advancements goals for the next 12 to 24 months? Structure as a S.M.A.R.T goals. See
link below:
https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals
Goal 1. Achieve Certification as a Clinical Nurse Leader (CNL) within 18 months
S Obtain CNL certification to lead and coordinate interdisciplinary healthcare teams.
M Complete all required coursework and pass the CNL examination by March 2027.
A Enroll in an accredited CNL program by January 2026 and dedicate a minimum of 10 hours per week to
study and practice.
R Supports my career aspiration to influence patient outcomes through evidence-based leadership.
T Certification completion by March 2027.
Goal 2. Advocate for a Policy to Improve Patient Safety by Reducing Medication Errors
S Draft and submit a hospital-wide policy aimed at reducing medication errors through improved reporting
systems and staff training.
M Present a policy proposal to hospital leadership by September 2027.
A Collaborate with quality improvement and pharmacy teams to gather baseline data and
recommendations.
R Aligns with my commitment to patient advocacy and safety.
T Policy proposal submission by September 2027.
Competency development
Identify the specific competency required to develop or master to achieve your goals. Use advanced competencies as
outline in AACN’s 2021 document – The Essential: Core Competencies for Professional Nursing Education. See link
below: https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Goal Skills
Goal 1 1.1 Develop advanced decision-making and team coordination skills (Domain 3).
1.2 Enhance capability to evaluate, monitor, and improve care outcomes (Domain
5).
1.3 Apply current research in clinical decision-making (Domain 4).
1.4 Strengthen collaboration across multiple disciplines (Domain 6).
1.5 Understand and navigate the complexities of healthcare systems (Domain 7).
1
1
Page 5 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Page 5 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Goal 2 2. 1 Gain skills in policy analysis, drafting, and implementation (Domain 8).
2.2 Improve persuasive communication for effective advocacy (Domain 9).
2.3 Use data analytics to support evidence-based policy proposals (Domain 8).
2.4 Align proposed policies with established ethical standards (Domain 1).
2.5 Incorporate community and organizational health needs into policy design
(Domain 3).
Action plan
Outline activities that promote development of the competencies essential to achieving your professional goals.
Goal Action plan
Goal 1 1.1 Attend at least two AACN leadership webinars by December 2025.
1.2 Participate in at least one hospital quality improvement project by June 2026.
1.3 Complete an accredited evidence-based practice course by September 2026.
1.4 Serve on at least one interprofessional hospital committee by March 2026.
1.5 Shadow a senior nurse leader for 20 hours by December 2026.
Goal 2 2.1 Enroll in a healthcare policy course by January 2026.
2.2 Join Toastmasters and participate in at least 6 speaking sessions by June 2026.
2.3 Complete a hospital-provided data analytics workshop by September 2026.
2.4 Attend two ethics seminars by March 2026.
2.5 Conduct a hospital-wide medication safety needs assessment by December
2026.
Resources
What resources have you identified that are necessary to developing the required competencies to achieve your goals?
Goal Resource
Goal 1 1.1 Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-Based Practice in
Nursing & Healthcare: A Guide to Best Practice (5th ed.). Wolters Kluwer.
1.2 Salinas, B., & Leger, J. M. (2024). Clinical Nurse Leader Practice Development:
An Integrative Review of the Literature. Journal of Nursing Care Quality, 39(4), 354-
360.
1
1
7
8
Page 6 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Page 6 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
1.3 American Association. (n.d.). CNL Certification.
https://www.aacnnursing.org/our-initiatives/education-practice/clinical-nurse-
leader/cnl-certification
1.4 American Association. (n.d.). Clinical Nurse Leader (CNL)
https://www.aacnnursing.org/cnl
1.5 Bender, M., Williams, M., & Chandler, G. (2023). Factors influencing
implementation success of the Clinical Nurse Leader care delivery model: findings
from a national-level mixed-methods study. Journal of nursing care quality, 38(4),
327-334.
Goal 2 2.1 Alrashidi, M. A. G., Alrashidi, A. E. M., Alrashidi, M. H. S., Alrashidi, J. M. K.,
Alrashidi, K. N. F., Alrashidi, A. J. M., … & Alrashidi, S. F. F. (2024). Improving
Patient Safety: The Role of Nursing in Preventing Medical Errors. Journal of
International Crisis and Risk Communication Research, 7(S8), 2878.
2.2 Arkin, L., Schuermann, A. A., Loerzel, V., & Penoyer, D. (2023). Exploring
Medication Safety Practices from the Nurse's Perspective. AJN The American
Journal of Nursing, 123(12), 18-28.
2.3 Aghaie, B., Norouzadeh, R., Sharifipour, E., Koohpaei, A., Negarandeh, R., &
Abbasinia, M. (2021). The experiences of intensive care nurses in advocacy of
COVID-19 patients. Journal of Patient Experience, 8, 23743735211056534.
Phillips, J., Malliaris, A. P., & Bakerjian, D. (2021). Nursing and patient
safety. Nursing and Patient Safety.
2.5 Osler, C., Brigham, G., & Kilpatrick, M. (2024, May 24). Avoiding preventable
harm: Nurses’ role in preventing medication errors. The Washington Nurse, Spring–
Summer 2024. Washington State Nurses Association.
https://www.wsna.org/news/2024/avoiding-preventable-harm
Legacy Map
Objective: To implement a comprehensive policy aimed at reducing medication errors by improving reporting, education, and
monitoring
Data
Collection
Conduct
baseline
analysis of
medication error
reports
Education &
Training
Develop
targeted training
for nursing and
pharmacy staff
Reporting
System
Enhance
anonymous
error reporting
mechanisms
Policy
Proposal
Monitor
outcomes
quarterly, adjust
policy as needed
2
3
4
5
5
6
9
10
11
Page 7 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
Page 7 of 7 – Integrity Submission Submission ID trn:oid:::1:3312325964
**## ProfessionalDevelopmentPlan.docx**
Professional Development Plan
| | | | |
| — | — | — | — |
| Name | | Professional title | |
| Plan launch date | | Plan reflection date | |
| |
| — |
| **Professional goals to achieve**<br>_What are your desired career advancements goals for the next 12 to 24 months? Structure as a S.M.A.R.T goals. See link below:_<br>[_https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals_](https://www.indeed.com/career-advice/career-development/how-to-write-smart-goals) |
| Goal 1. <br>_S_<br>_M_<br>_A_<br>_R_<br>_T_<br>Goal 2. <br>_S_<br>_M_<br>_A_<br>_R_<br>_T_ |
| | |
| — | — |
| **Competency development**<br>_Identify the specific competency required to develop or master to achieve your goals. Use advanced competencies as outline in AACN’s 2021 document – The Essential: Core Competencies for Professional Nursing Education. See link below:_ [_https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf_](https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf) |
| Goal | Skills |
| _Goal 1_ | 1.1 <br>_[Enter competency]_ |
| | 1.2 <br>_[Enter competency]_ |
| | 1.3 <br>_[Enter competency]_ |
| | 1.4 <br>_[Enter competency]_ |
| | 1.5 <br>_[Enter competency]_ |
| | |
| _Goal 2_ | 2. 1 <br>_[Enter competency]_ |
| | 2.2 <br>_[Enter competency]_ |
| | 2.3 <br>_[Enter competency]_ |
| | 2.4 <br>_[Enter competency]_ |
| | 2.5 <br>_[Enter competency]_ |
| | |
| — | — |
| **Action plan**<br>_Outline activities that promote development of the competencies essential to achieving your professional goals._ |
| Goal | Action plan |
| _Goal 1_ | 1.1 <br>_[Enter action plan]_ |
| | 1.2 <br>_[Enter action plan]_ |
| | 1.3 <br>_[Enter action plan]_ |
| | 1.4 <br>_[Enter action plan]_ |
| | 1.5 <br>_[Enter action plan]_ |
| | |
| _Goal 2_ | 2.1 <br>_[Enter action plan]_ |
| | 2.2 <br>_[Enter action plan]_ |
| | 2.3 <br>_[Enter action plan]_ |
| | 2.4 <br>_[Enter action plan]_ |
| | 2.5 <br>_[Enter action plan]_ |
| | |
| — | — |
| **Resources**<br>_What resources have you identified that are necessary to developing the required competencies to achieve your goals?_ |
| Goal | Resource |
| _Goal 1_ | 1.1 <br>_[Enter resource(s)]_ |
| | 1.2 <br>_[Enter resource(s)]_ |
| | 1.3 <br>_[Enter resource(s)]_ |
| | 1.4 <br>_[Enter resource(s)]_ |
| | 1.5 <br>_[Enter resource(s)]_ |
| | |
| _Goal 2_ | 2.1 <br>_[Enter resource(s)]_ |
| | 2.2 <br>_[Enter resource(s)]_ |
| | 2.3 <br>_[Enter resource(s)]_ |
| | 2.4 <br>_[Enter resource(s)]_ |
| | 2.5 <br>_[Enter resource(s)]_ |
**Legacy Map**
(You will use this page to create or paste a copy of your map)
– 1
– 2