Tag: Model Answer

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    – ## PracticumProjectObjectivesExample.pdf – ## Discussions.docx – ## PracticumObjectivesGuideNURS8312.docx – DNPPracticumActivitiesGuidelines.pdf **## PracticumProjectObjectivesExample.pdf** Practicum and Project Objectives Example Using the DNP Practicum and Project Activities Guidelines, the foll…

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    – ## PracticumProjectObjectivesExample.pdf

    – ## Discussions.docx

    – ## PracticumObjectivesGuideNURS8312.docx

    – DNPPracticumActivitiesGuidelines.pdf

    **## PracticumProjectObjectivesExample.pdf**

    Practicum and Project Objectives Example
    Using the DNP Practicum and Project Activities Guidelines, the following AACN
    Essentials Domains were selected, and the Learning Objectives identified for those
    domains.

    Note: The Domain 6 Objective will include additional activities, such as attending
    organization meetings with the preceptor, doing additional evidence searches for the
    organization on issues outside of the DNP project, and participating in nursing or
    interdisciplinary activities within the organization.

    Domain 1: Knowledge for Nursing Practice
    Integrate, translate, and apply nursing and interdisciplinary knowledge to the
    practice of professional nursing.

    1. Lead activities with the project site related to the DNP Capstone Project
    (stakeholder analysis, organization readiness, SWOT analysis, meetings with
    project mentor and other organization stakeholders, and presentations).

    2. Construct/refine PICOT question.

    Domain 5: Quality and Safety
    Employ principles of safety and enhance quality of nursing practice to minimize
    risk of harm through system effectiveness and individual performance.

    3. Collaborate in analyzing organizational process improvement initiatives.

    Domain 6: Interprofessional Partnerships
    Collaborate across professions and with other stakeholders to optimize care
    using a team-based approach.

    4. Attend required preceptor/Faculty meetings required for the practicum and
    project.

    5. Participate in the implementation of policies and regulations to improve the
    professional practice environment and healthcare outcomes of the organization.

    Domain 10: Personal, Professional, and Leadership Development

    6. Participate in development activities to foster personal growth, expand
    professional expertise, and build leadership skills.

    7. Expand leadership skills through professional service.

    – Practicum and Project Objectives Example

    **## Discussions.docx**

    **DISCUSSIONS**

    **Discussion 1**

    To prepare

    Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    Locate two scholarly articles that provide background information about the problem.

    Identify a specific population affected by your selected health problem.

    Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    Consider methods for obtaining data to examine the association you selected.

    Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    **Post a cohesive response that addresses the following:**

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    References/Resources

    • Curley, A. L. C. (Ed.). (2024). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer.

    o Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    • Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice ( 6th ed.). Jones & Bartlett.

    o Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    o Chapter 5, “Sources of Data for Use in Epidemiology”

    • National Institutes of Health National Library of Medicine. (2019). Finding and using health statistics.Links to an external site. https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    • Centers for Disease Control and Prevention. (n.d.). Data.CDC.gov: Home.Links to an external site. https://data.cdc.gov/

    • National Center for Health Statistics. (2015). Resources for researchers.Links to an external site. https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    • Walden University Office of Research and Doctoral Services. (n.d.). Explore existing datasets.Links to an external site. https://academicguides.waldenu.edu/research-center/student-research/data-sources

    • World Health Organization. (2021). WHO Data collectionsLinks to an external site. [Data sets]. https://www.who.int/data/collections

    **Discussion 2**

    **To prepare:**

    ·
    **Review the Learning Resources on nurse-sensitive quality indicators.**

    ·
    **Locate two recent scholarly journal articles, professional organization position statements, or regulatory/quality organization guidelines specific to two different nurse sensitive indicators**

    ·
    **Review the literature and guidelines related to best practice recommendations to improve outcomes related to nurse sensitive indicators**

    **Post a scholarly response to the following criteria:**

    · Provide a description of two nurse-sensitive or nurse-driven quality indicators.

    · Summarize a recent publication (journal articles, professional practice organization position statement, or regulatory/quality organization guidelines) for the selected nurse sensitive indicators.

    · Provide a recommendation related to best practices to improve outcomes for each of the selected nurse sensitive indicators.

    Resources and References

    Agency for Healthcare Research and Quality. (n.d.). Topic: Quality indicators (QIs)Links to an external site.. AHRQ. https://www.ahrq.gov/topics/quality-indicators-qis.html

    American Nurses Association. (n.d.). Nursing qualityLinks to an external site.. ANA. https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality

    Barchielli, C., Rafferty, A. M., & Vainieri, M. (2022). Integrating key nursing measures into a comprehensive healthcare performance management system: A Tuscan experienceLinks to an external site.. International Journal of Environmental Research and Public Health, 19(3), 1373.

    Madaris, S. (2023, January 12). Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI)Links to an external site… Press Ganey Blog. https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi

    Polonsky, M. S. (2019). High-reliability organizations: The next frontier in healthcare quality and safetyLinks to an external site. Journal of Healthcare Management, 64(4), 213–221.

    Discussion 3

    Identify Learning Objectives that will guide DNP practicum hours, as well as the activities you will undertake to achieve those objectives.
    **_Refer to the DNP Practicum Activities Guideline and the 2021 AACN Essentials attached,_** to inform your development of the learning objectives. I have also attached a sample, please do not use the same objective from the sample.

    The Assignment (1–2 pages)

    Develop 4 practicum activities aligned with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education. Review the DNP Practicum and Project Activities Guideline attached, for approved activities; the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education; and the example of practicum and project objectives. Describe key activities associated with your practicum objectives. Be specific.

    **## PracticumObjectivesGuideNURS8312.docx**

    **Practicum Objectives Guide NURS 8312**

    **This table identifies DNP project activities that you may include as part of your 80-hour practicum requirement. You should also identify two additional practicum activities that you will meet during this course. All your objectives must align with the AACN 2021 Essentials. You will also identify how your DNP Project objectives align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education You must log your practicum activities and time logs weekly into Meditrek.**

    **Objectives:**

    1.
    **Complete all activities for the DNP project required for the course.**

    2.
    **Earn a grade of met on all activities required for the DNP project.**

    | | |
    | — | — |
    | **Weeks**<br>**In addition to meeting your individual practicum activities, you may use these activities to complete practicum hours. You must earn a minimum of 80 hours of approved practicum activities for this course. You may log hours related to these activities in the weeks that you complete them. The weeks below are only suggestions.** | **AACN Essential Domain**<br>**Each activity must align with the AACN 2021 Essentials in Meditrek.** |
    | 1 <br>· Identify two practicum objectives that you will meet that align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education<br>· Individual practicum activities | |
    | 1 <br>· Complete The EBP Bundle | JHEBP & Searching the Literature Combo Course<br>· Complete the Practicum Objectives Guide <br>· Individual practicum activities | |
    | 2<br>· Identify a gap in practice or practice change for the DNP Project<br>· Meet with the preceptor and Faculty Member<br>· Summarize meeting activities from the preceptor and Faculty Member meeting using the meeting template found in the learning resources<br>· Resubmit Practicum Objectives Guide if needed<br>· Individual practicum activities | |
    | 3<br>· Individual practicum activities | |
    | 4 <br>· Assess team members and stakeholders who will impact identified change<br>· Meet with the stakeholders associated with your practice problem. Discuss the strengths, weaknesses, opportunities and threats to the organization if this problem is not addressed.<br>· Individual practicum activities | |
    | 5<br>· After meeting with the stakeholders, complete the SWOT analysis found in the Learning Resources.<br>· Submit SWOT analysis by day 7 week 5.<br>· If a WA state student, schedule the midterm evaluation with the preceptor<br>· Individual practicum activities | |
    | 6<br>· Review students guide and reading assignments in Dang, D., Dearholt, S., Bissett, K., Ascenzi, J., & Whalen, M. (2022). <br>_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_. 4th ed. Sigma Theta Tau International related to completing the week 7 assignments. <br> <br>· Individual practicum activities | |
    | 7<br>· Review your proposed practice focused question, SWOT analysis and organization readiness with your preceptor.<br>· Complete the Appendix B Question Development Tool and the Organization Readiness Tool<br>· Submit both documents to the classroom by Day 7 week 7. <br>· Individual practicum activities | |
    | 8 <br>· Schedule a meeting with stakeholders to discuss gap in practice and DNP project.<br>· Complete and analyze the Johns Hopkins Appendix C Stakeholder Analysis and Communication Tool <br>· Submit into the classroom by day 7-week 8<br>· Individual practicum activities | |
    | 9<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary. <br>· Individual practicum activities | |
    | 10 <br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Individual practicum activities | |
    | 11<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Submit all documents in a zip file by day 7-week 11<br>· Participate in final preceptor meeting<br>· Individual practicum activities | |

    **DNPPracticumActivitiesGuidelines.pdf**

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

    **DNPPracticumActivitiesGuidelines.pdf**

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

    **## PracticumProjectObjectivesExample.pdf**

    Practicum and Project Objectives Example
    Using the DNP Practicum and Project Activities Guidelines, the following AACN
    Essentials Domains were selected, and the Learning Objectives identified for those
    domains.

    Note: The Domain 6 Objective will include additional activities, such as attending
    organization meetings with the preceptor, doing additional evidence searches for the
    organization on issues outside of the DNP project, and participating in nursing or
    interdisciplinary activities within the organization.

    Domain 1: Knowledge for Nursing Practice
    Integrate, translate, and apply nursing and interdisciplinary knowledge to the
    practice of professional nursing.

    1. Lead activities with the project site related to the DNP Capstone Project
    (stakeholder analysis, organization readiness, SWOT analysis, meetings with
    project mentor and other organization stakeholders, and presentations).

    2. Construct/refine PICOT question.

    Domain 5: Quality and Safety
    Employ principles of safety and enhance quality of nursing practice to minimize
    risk of harm through system effectiveness and individual performance.

    3. Collaborate in analyzing organizational process improvement initiatives.

    Domain 6: Interprofessional Partnerships
    Collaborate across professions and with other stakeholders to optimize care
    using a team-based approach.

    4. Attend required preceptor/Faculty meetings required for the practicum and
    project.

    5. Participate in the implementation of policies and regulations to improve the
    professional practice environment and healthcare outcomes of the organization.

    Domain 10: Personal, Professional, and Leadership Development

    6. Participate in development activities to foster personal growth, expand
    professional expertise, and build leadership skills.

    7. Expand leadership skills through professional service.

    – Practicum and Project Objectives Example

    **## Discussions.docx**

    **DISCUSSIONS**

    **Discussion 1**

    To prepare

    Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    Locate two scholarly articles that provide background information about the problem.

    Identify a specific population affected by your selected health problem.

    Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    Consider methods for obtaining data to examine the association you selected.

    Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    **Post a cohesive response that addresses the following:**

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    References/Resources

    • Curley, A. L. C. (Ed.). (2024). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer.

    o Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    • Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice ( 6th ed.). Jones & Bartlett.

    o Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    o Chapter 5, “Sources of Data for Use in Epidemiology”

    • National Institutes of Health National Library of Medicine. (2019). Finding and using health statistics.Links to an external site. https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    • Centers for Disease Control and Prevention. (n.d.). Data.CDC.gov: Home.Links to an external site. https://data.cdc.gov/

    • National Center for Health Statistics. (2015). Resources for researchers.Links to an external site. https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    • Walden University Office of Research and Doctoral Services. (n.d.). Explore existing datasets.Links to an external site. https://academicguides.waldenu.edu/research-center/student-research/data-sources

    • World Health Organization. (2021). WHO Data collectionsLinks to an external site. [Data sets]. https://www.who.int/data/collections

    **Discussion 2**

    **To prepare:**

    ·
    **Review the Learning Resources on nurse-sensitive quality indicators.**

    ·
    **Locate two recent scholarly journal articles, professional organization position statements, or regulatory/quality organization guidelines specific to two different nurse sensitive indicators**

    ·
    **Review the literature and guidelines related to best practice recommendations to improve outcomes related to nurse sensitive indicators**

    **Post a scholarly response to the following criteria:**

    · Provide a description of two nurse-sensitive or nurse-driven quality indicators.

    · Summarize a recent publication (journal articles, professional practice organization position statement, or regulatory/quality organization guidelines) for the selected nurse sensitive indicators.

    · Provide a recommendation related to best practices to improve outcomes for each of the selected nurse sensitive indicators.

    Resources and References

    Agency for Healthcare Research and Quality. (n.d.). Topic: Quality indicators (QIs)Links to an external site.. AHRQ. https://www.ahrq.gov/topics/quality-indicators-qis.html

    American Nurses Association. (n.d.). Nursing qualityLinks to an external site.. ANA. https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality

    Barchielli, C., Rafferty, A. M., & Vainieri, M. (2022). Integrating key nursing measures into a comprehensive healthcare performance management system: A Tuscan experienceLinks to an external site.. International Journal of Environmental Research and Public Health, 19(3), 1373.

    Madaris, S. (2023, January 12). Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI)Links to an external site… Press Ganey Blog. https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi

    Polonsky, M. S. (2019). High-reliability organizations: The next frontier in healthcare quality and safetyLinks to an external site. Journal of Healthcare Management, 64(4), 213–221.

    Discussion 3

    Identify Learning Objectives that will guide DNP practicum hours, as well as the activities you will undertake to achieve those objectives.
    **_Refer to the DNP Practicum Activities Guideline and the 2021 AACN Essentials attached,_** to inform your development of the learning objectives. I have also attached a sample, please do not use the same objective from the sample.

    The Assignment (1–2 pages)

    Develop 4 practicum activities aligned with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education. Review the DNP Practicum and Project Activities Guideline attached, for approved activities; the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education; and the example of practicum and project objectives. Describe key activities associated with your practicum objectives. Be specific.

    **## PracticumObjectivesGuideNURS8312.docx**

    **Practicum Objectives Guide NURS 8312**

    **This table identifies DNP project activities that you may include as part of your 80-hour practicum requirement. You should also identify two additional practicum activities that you will meet during this course. All your objectives must align with the AACN 2021 Essentials. You will also identify how your DNP Project objectives align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education You must log your practicum activities and time logs weekly into Meditrek.**

    **Objectives:**

    1.
    **Complete all activities for the DNP project required for the course.**

    2.
    **Earn a grade of met on all activities required for the DNP project.**

    | | |
    | — | — |
    | **Weeks**<br>**In addition to meeting your individual practicum activities, you may use these activities to complete practicum hours. You must earn a minimum of 80 hours of approved practicum activities for this course. You may log hours related to these activities in the weeks that you complete them. The weeks below are only suggestions.** | **AACN Essential Domain**<br>**Each activity must align with the AACN 2021 Essentials in Meditrek.** |
    | 1 <br>· Identify two practicum objectives that you will meet that align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education<br>· Individual practicum activities | |
    | 1 <br>· Complete The EBP Bundle | JHEBP & Searching the Literature Combo Course<br>· Complete the Practicum Objectives Guide <br>· Individual practicum activities | |
    | 2<br>· Identify a gap in practice or practice change for the DNP Project<br>· Meet with the preceptor and Faculty Member<br>· Summarize meeting activities from the preceptor and Faculty Member meeting using the meeting template found in the learning resources<br>· Resubmit Practicum Objectives Guide if needed<br>· Individual practicum activities | |
    | 3<br>· Individual practicum activities | |
    | 4 <br>· Assess team members and stakeholders who will impact identified change<br>· Meet with the stakeholders associated with your practice problem. Discuss the strengths, weaknesses, opportunities and threats to the organization if this problem is not addressed.<br>· Individual practicum activities | |
    | 5<br>· After meeting with the stakeholders, complete the SWOT analysis found in the Learning Resources.<br>· Submit SWOT analysis by day 7 week 5.<br>· If a WA state student, schedule the midterm evaluation with the preceptor<br>· Individual practicum activities | |
    | 6<br>· Review students guide and reading assignments in Dang, D., Dearholt, S., Bissett, K., Ascenzi, J., & Whalen, M. (2022). <br>_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_. 4th ed. Sigma Theta Tau International related to completing the week 7 assignments. <br> <br>· Individual practicum activities | |
    | 7<br>· Review your proposed practice focused question, SWOT analysis and organization readiness with your preceptor.<br>· Complete the Appendix B Question Development Tool and the Organization Readiness Tool<br>· Submit both documents to the classroom by Day 7 week 7. <br>· Individual practicum activities | |
    | 8 <br>· Schedule a meeting with stakeholders to discuss gap in practice and DNP project.<br>· Complete and analyze the Johns Hopkins Appendix C Stakeholder Analysis and Communication Tool <br>· Submit into the classroom by day 7-week 8<br>· Individual practicum activities | |
    | 9<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary. <br>· Individual practicum activities | |
    | 10 <br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Individual practicum activities | |
    | 11<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Submit all documents in a zip file by day 7-week 11<br>· Participate in final preceptor meeting<br>· Individual practicum activities | |

    **DNPPracticumActivitiesGuidelines.pdf**

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

    **## PracticumProjectObjectivesExample.pdf**

    Practicum and Project Objectives Example
    Using the DNP Practicum and Project Activities Guidelines, the following AACN
    Essentials Domains were selected, and the Learning Objectives identified for those
    domains.

    Note: The Domain 6 Objective will include additional activities, such as attending
    organization meetings with the preceptor, doing additional evidence searches for the
    organization on issues outside of the DNP project, and participating in nursing or
    interdisciplinary activities within the organization.

    Domain 1: Knowledge for Nursing Practice
    Integrate, translate, and apply nursing and interdisciplinary knowledge to the
    practice of professional nursing.

    1. Lead activities with the project site related to the DNP Capstone Project
    (stakeholder analysis, organization readiness, SWOT analysis, meetings with
    project mentor and other organization stakeholders, and presentations).

    2. Construct/refine PICOT question.

    Domain 5: Quality and Safety
    Employ principles of safety and enhance quality of nursing practice to minimize
    risk of harm through system effectiveness and individual performance.

    3. Collaborate in analyzing organizational process improvement initiatives.

    Domain 6: Interprofessional Partnerships
    Collaborate across professions and with other stakeholders to optimize care
    using a team-based approach.

    4. Attend required preceptor/Faculty meetings required for the practicum and
    project.

    5. Participate in the implementation of policies and regulations to improve the
    professional practice environment and healthcare outcomes of the organization.

    Domain 10: Personal, Professional, and Leadership Development

    6. Participate in development activities to foster personal growth, expand
    professional expertise, and build leadership skills.

    7. Expand leadership skills through professional service.

    – Practicum and Project Objectives Example

    **## Discussions.docx**

    **DISCUSSIONS**

    **Discussion 1**

    To prepare

    Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion.

    Locate two scholarly articles that provide background information about the problem.

    Identify a specific population affected by your selected health problem.

    Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time.

    Consider methods for obtaining data to examine the association you selected.

    Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis

    **Post a cohesive response that addresses the following:**

    · Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem.

    · Discuss sampling methods you could use to collect primary data to describe and study your health problem.

    · Identify two secondary data sources that you could use to collect the data needed to address this topic.

    · Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used.

    References/Resources

    • Curley, A. L. C. (Ed.). (2024). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer.

    o Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    • Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice ( 6th ed.). Jones & Bartlett.

    o Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    o Chapter 5, “Sources of Data for Use in Epidemiology”

    • National Institutes of Health National Library of Medicine. (2019). Finding and using health statistics.Links to an external site. https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    • Centers for Disease Control and Prevention. (n.d.). Data.CDC.gov: Home.Links to an external site. https://data.cdc.gov/

    • National Center for Health Statistics. (2015). Resources for researchers.Links to an external site. https://www.cdc.gov/nchs/nchs_for_you/researchers.htm

    • Walden University Office of Research and Doctoral Services. (n.d.). Explore existing datasets.Links to an external site. https://academicguides.waldenu.edu/research-center/student-research/data-sources

    • World Health Organization. (2021). WHO Data collectionsLinks to an external site. [Data sets]. https://www.who.int/data/collections

    **Discussion 2**

    **To prepare:**

    ·
    **Review the Learning Resources on nurse-sensitive quality indicators.**

    ·
    **Locate two recent scholarly journal articles, professional organization position statements, or regulatory/quality organization guidelines specific to two different nurse sensitive indicators**

    ·
    **Review the literature and guidelines related to best practice recommendations to improve outcomes related to nurse sensitive indicators**

    **Post a scholarly response to the following criteria:**

    · Provide a description of two nurse-sensitive or nurse-driven quality indicators.

    · Summarize a recent publication (journal articles, professional practice organization position statement, or regulatory/quality organization guidelines) for the selected nurse sensitive indicators.

    · Provide a recommendation related to best practices to improve outcomes for each of the selected nurse sensitive indicators.

    Resources and References

    Agency for Healthcare Research and Quality. (n.d.). Topic: Quality indicators (QIs)Links to an external site.. AHRQ. https://www.ahrq.gov/topics/quality-indicators-qis.html

    American Nurses Association. (n.d.). Nursing qualityLinks to an external site.. ANA. https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality

    Barchielli, C., Rafferty, A. M., & Vainieri, M. (2022). Integrating key nursing measures into a comprehensive healthcare performance management system: A Tuscan experienceLinks to an external site.. International Journal of Environmental Research and Public Health, 19(3), 1373.

    Madaris, S. (2023, January 12). Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI)Links to an external site… Press Ganey Blog. https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi

    Polonsky, M. S. (2019). High-reliability organizations: The next frontier in healthcare quality and safetyLinks to an external site. Journal of Healthcare Management, 64(4), 213–221.

    Discussion 3

    Identify Learning Objectives that will guide DNP practicum hours, as well as the activities you will undertake to achieve those objectives.
    **_Refer to the DNP Practicum Activities Guideline and the 2021 AACN Essentials attached,_** to inform your development of the learning objectives. I have also attached a sample, please do not use the same objective from the sample.

    The Assignment (1–2 pages)

    Develop 4 practicum activities aligned with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education. Review the DNP Practicum and Project Activities Guideline attached, for approved activities; the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education; and the example of practicum and project objectives. Describe key activities associated with your practicum objectives. Be specific.

    **## PracticumObjectivesGuideNURS8312.docx**

    **Practicum Objectives Guide NURS 8312**

    **This table identifies DNP project activities that you may include as part of your 80-hour practicum requirement. You should also identify two additional practicum activities that you will meet during this course. All your objectives must align with the AACN 2021 Essentials. You will also identify how your DNP Project objectives align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education You must log your practicum activities and time logs weekly into Meditrek.**

    **Objectives:**

    1.
    **Complete all activities for the DNP project required for the course.**

    2.
    **Earn a grade of met on all activities required for the DNP project.**

    | | |
    | — | — |
    | **Weeks**<br>**In addition to meeting your individual practicum activities, you may use these activities to complete practicum hours. You must earn a minimum of 80 hours of approved practicum activities for this course. You may log hours related to these activities in the weeks that you complete them. The weeks below are only suggestions.** | **AACN Essential Domain**<br>**Each activity must align with the AACN 2021 Essentials in Meditrek.** |
    | 1 <br>· Identify two practicum objectives that you will meet that align with the AACN 2021 Essentials Competencies and Sub competencies for Advanced Nursing Education<br>· Individual practicum activities | |
    | 1 <br>· Complete The EBP Bundle | JHEBP & Searching the Literature Combo Course<br>· Complete the Practicum Objectives Guide <br>· Individual practicum activities | |
    | 2<br>· Identify a gap in practice or practice change for the DNP Project<br>· Meet with the preceptor and Faculty Member<br>· Summarize meeting activities from the preceptor and Faculty Member meeting using the meeting template found in the learning resources<br>· Resubmit Practicum Objectives Guide if needed<br>· Individual practicum activities | |
    | 3<br>· Individual practicum activities | |
    | 4 <br>· Assess team members and stakeholders who will impact identified change<br>· Meet with the stakeholders associated with your practice problem. Discuss the strengths, weaknesses, opportunities and threats to the organization if this problem is not addressed.<br>· Individual practicum activities | |
    | 5<br>· After meeting with the stakeholders, complete the SWOT analysis found in the Learning Resources.<br>· Submit SWOT analysis by day 7 week 5.<br>· If a WA state student, schedule the midterm evaluation with the preceptor<br>· Individual practicum activities | |
    | 6<br>· Review students guide and reading assignments in Dang, D., Dearholt, S., Bissett, K., Ascenzi, J., & Whalen, M. (2022). <br>_Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines_. 4th ed. Sigma Theta Tau International related to completing the week 7 assignments. <br> <br>· Individual practicum activities | |
    | 7<br>· Review your proposed practice focused question, SWOT analysis and organization readiness with your preceptor.<br>· Complete the Appendix B Question Development Tool and the Organization Readiness Tool<br>· Submit both documents to the classroom by Day 7 week 7. <br>· Individual practicum activities | |
    | 8 <br>· Schedule a meeting with stakeholders to discuss gap in practice and DNP project.<br>· Complete and analyze the Johns Hopkins Appendix C Stakeholder Analysis and Communication Tool <br>· Submit into the classroom by day 7-week 8<br>· Individual practicum activities | |
    | 9<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary. <br>· Individual practicum activities | |
    | 10 <br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Individual practicum activities | |
    | 11<br>· Complete, Appendix E, for each research article<br>· Complete Appendix F for each non-research article. NOTE: You should have a minimum of 10 – 15 articles. <br>· Complete Appendix G: Individual Evidence Summary.<br>· Submit all documents in a zip file by day 7-week 11<br>· Participate in final preceptor meeting<br>· Individual practicum activities | |

    **DNPPracticumActivitiesGuidelines.pdf**

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

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  • [Solved] Introduction to health information systems (2)

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    **Assessment 2** **Financial Assessment and Stakeholder Communication Podcast** **(Speaker notes needed for the pod cast)** [**Instructions**](https://courseroom.capella.edu/courses/46746/pages/assessment-2-instructions?module_item_id=2350571&content_id=851059)**:**Conduct a comprehensive cost-benef…

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    Assignment Prompt & Instructions

    **Assessment 2**
    **Financial Assessment and Stakeholder Communication Podcast**
    **(Speaker notes needed for the pod cast)**
    [**Instructions**](https://courseroom.capella.edu/courses/46746/pages/assessment-2-instructions?module_item_id=2350571&content_id=851059)**:**Conduct a comprehensive cost-benefit analysis for the implementation of a health information system. Create an engaging and dynamic 5-8 minute internal podcast targeting the board to gain their approval for the implementation. **This assessment will build on your first assessment and should be completed second.**
    ## **Introduction**
    As a healthcare manager, you need to know about the key aspects of health information technology (HIT) implementation, including leadership, financial assessment, stakeholder communication, and the leveraging of evidence-based practices. For this assessment, you will conduct a comprehensive cost-benefit analysis for the implementation of a health information system and create an engaging and dynamic podcast to communicate the value of the implementation to the board.
    Key concepts:
    – The role of leadership in driving successful HIT implementation.
    – The financial implications of HIT, including cost-benefit analysis and return on investment.
    – Strategies for identifying stakeholders, effective communication techniques, and ways to address concerns and objections during EHR system changes.
    – The role of EHRs, telemedicine, mHealth, and health information exchanges (HIEs) in promoting evidence-based care delivery and improving patient outcomes.
    – The use of healthcare data analytics to improve the quality of patient care and safety.
    The assessment will require you to use your knowledge and skills to conduct a cost-benefit analysis, create a podcast, and communicate the value of HIT implementation to the board. This will help you develop the competencies necessary to be a successful HIT leader.
    **Note:** The assessments in this course build upon each other, so you are required to complete them in sequence.
    ## **Overview**
    In this assessment, you will work to apply best practices related to financial assessments and decisions required for the implementation of health information systems. Additionally, you will practice persuasive communication skills to gain buy-in from diverse stakeholders while embracing principles of diversity, equity, and inclusion.
    ## **Preparation and Scenario**
    In this assessment, you will conduct a comprehensive cost-benefit analysis for the implementation of a health information system. You will engage with the Vila Health simulated healthcare organization within the context of the scenario presented in the following media piece:
    – [VilaHealth: Value and Stakeholder Communication](https://media.capella.edu/CourseMedia/MHA5016element240431/wrapper.asp).
    Use Zoom, Kaltura, or another collaborative tool to assist in podcast creation, you will then create an engaging and dynamic 5–8 minute internal podcast targeting the board to gain their approval for the implementation. (Refer to [Using Zoomor](https://lat.strategiced.com/redirect?linkid=4968) [Using Kalturafor guidance.) Check with your faculty if you would like to use a tool other than Zoom, to be sure it is acceptable and can be uploaded to the courseroom and reviewed.](https://lat.strategiced.com/redirect?linkid=4533)
    ## **Instructions**
    1. **Selection of Health Information System:**
    – Using the Vila Health simulated healthcare organization provided (in the [VilaHealth: Value and Stakeholder Communication](https://media.capella.edu/CourseMedia/MHA5016element240431/wrapper.asp) media piece), you will analyze the cost-benefit for a new health information system. Make sure you access sufficient information about the system and its potential implementation.
    2. **Cost-Benefit Analysis:**
    – Using the [Cost-Benefit Analysis [DOCX]](https://courseroom.capella.edu/courses/46746/files/8761593/download) template, conduct a thorough cost-benefit analysis for the implementation of the selected health information system. The analysis should include a detailed assessment of the financial implications, potential return on investment, and long-term benefits.
    3. **Podcast Creation:**
    – Create a 5–8 minute podcast that effectively communicates the key points of your cost-benefit analysis. Include an overview of the health information system, the financial analysis results, and the potential impact on the organization's operations and patient care. Ensure your podcast has the following:
    – **Persuasive Communication:**
    – Use persuasive communication techniques to engage the audience and emphasize the significance of the proposed implementation. Incorporate storytelling and real-world examples to make the podcast compelling and relatable.
    – **Stakeholder Buy-In:**
    – Present at least three methods that can be used to influence and gain buy-in from diverse stakeholders, including the board. Consider how principles of diversity, equity, and inclusion can be integrated into the communication strategies to build a strong case for implementation.
    – **Professional Standards and Inclusivity:**
    – Ensure that the podcast adheres to professional standards of communication and presentation. Embrace principles of diversity, equity, and inclusion by being respectful of different perspectives and promoting equitable access to healthcare.
    This assessment provides an excellent opportunity for you to demonstrate your skills in financial analysis and persuasive communication which are essential in the field of health administration. If you have any questions or need guidance, don't hesitate to reach out to your faculty.
    ## **Additional Requirements**
    Your assessment should also meet the following requirements:
    – **Submissions:** Upload the final cost-benefit analysis along with the recorded podcast to the assessment area.
    – **Written communication:** Written communication is free of errors that detract from the overall message.
    – **APA Format:** Use appropriate APA format for a clear, concise presentation of information. Refer to the [APA Modulefor help with APA style guidelines. Communicate information and ideas accurately, utilizing peer-reviewed sources, including proper APA reference citations.](https://lat.strategiced.com/redirect?linkid=2586)
    – [**Length:**Cost-benefit Analysisand5–8 minute podcast.](https://lat.strategiced.com/redirect?linkid=2586)
    – [**Font and font size:**Times New Roman, 12 point.](https://lat.strategiced.com/redirect?linkid=2586)
    ## **Competencies Measured**
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
    – Competency 3: Apply best practices relative to the financial assessments and decisions required for the implementation of health information systems.
    – Conduct a detailed and accurate financial analysis.
    – Competency 4: Apply evidence to influence buy in from all stakeholders.
    – Discuss clear and effective strategies for stakeholder communication.
    – Use clear and relevant storytelling with examples.
    – Competency 5: Communicate effectively using professional standards embracing diversity, equity, and inclusion.
    – Create a clear and well-structured presentation and podcast.
    \
    VilaHealthValueandStakeholderCommunicationTranscript.pdf](https://www.sweetstudy.com/files/vilahealthvalueandstakeholdercommunicationtranscript-pdf "VilaHealthValueandStakeholderCommunicationTranscript.pdf")
    \
    cf_cost-benefit_analysis.docx](https://www.sweetstudy.com/files/cf-cost-benefit-analysis-docx "cf_cost-benefit_analysis.docx")
    \
    IMG_3725.PNG](https://www.sweetstudy.com/files/img-3725-png "IMG_3725.PNG")

  • [Solved] Nursing Assignment

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    – ## ASSIGNMENT82925.docx **## ASSIGNMENT82925.docx** **ASSIGNMENT 1** · **Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment.** · **Explore three data sources (data sets) presented in the Learning Resources that could …

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    Assignment Prompt & Instructions

    – ## ASSIGNMENT82925.docx

    **## ASSIGNMENT82925.docx**

    **ASSIGNMENT 1**

    ·
    **Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment.**

    ·
    **Explore three data sources (data sets) presented in the Learning Resources that could aid you in describing the population and magnitude of the problem you selected. Consider the strengths and limitations of each data source.**

    **In 3 pages (not including title page and references), analyze the data sources you selected by addressing the following:**

    · Briefly identify the population health problem you selected.

    · Identify each data set you selected.

    · Identify the variables in each data set you would need to examine the association of interest.

    · Assess the validity of each data set. Has it been used for prior studies/publications?

    · Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.

    **Resources/References**

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

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    **ASSIGNMENT 2**

    **To prepare:**

    ·
    **Review the Learning Resources for Weeks 1–2 related to patient care quality, safety, and health equity.**

    **The Assignment In 3 pages (not including title page and references),**

    **Analyze, synthesize, and apply evidence from the literature and course materials to develop a scholarly response to the following criteria:**

    ·
    **Select and deconstruct a selected nursing sensitive indicator on the quality of nursing care delivered to patients.**

    ·
    **Define the selected nurse sensitive indicator and relevance to nursing practice.**

    ·
    **Explain if this indicator is a structural, process, or outcomes indicator.**

    ·
    **Describe the relationship between the selected nursing sensitive indicator, evidence-based practice, and health equity.**

    ·
    **Analyze the literature to describe the potential impact of this nursing sensitive indicator on the cost of care to patients and the healthcare system.**

    ·
    **Describe the role of the DNP nurse in promoting quality driven nursing care.**

    **Resources and References**

    ·
    **Agency for Healthcare Research and Quality. (n.d.).** [**_Topic: Quality indicators (QIs)_ Links to an external site.**](https://www.ahrq.gov/topics/quality-indicators-qis.html) **. AHRQ. https://www.ahrq.gov/topics/quality-indicators-qis.html**

    ·
    **American Nurses Association. (n.d.).** [**_Nursing quality_ Links to an external site.**](https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality) **. ANA. https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality**

    ·
    **Barchielli, C., Rafferty, A. M., & Vainieri, M. (2022).** [**Integrating key nursing measures into a comprehensive healthcare performance management system: A Tuscan experienceLinks to an external site.**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=35162391&site=eds-live&scope=site&custid=s6527200) **.**
    **_International Journal of Environmental Research and Public Health, 19_(3), 1373.**

    ·
    **Madaris, S. (2023, January 12).** [**Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI)Links to an external site.**](https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi) **.**
    **_Press Ganey Blog_. https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi**

    ·
    **Polonsky, M. S. (2019).** [**High-reliability organizations: The next frontier in healthcare quality and safetyLinks to an external site.**](https://www.proquest.com/scholarly-journals/high-reliability-organizations-next-frontier/docview/2273676069/se-2?accountid=14872) **.**
    **_Journal of Healthcare Management, 64_(4), 213–221.**

    ·
    **CMS.gov. (2023, September 6).** [**_Quality of care center_ Links to an external site.**](https://www.cms.gov/Center/Special-Topic/Quality-of-Care-Center) **. https://www.cms.gov/Center/Special-Topic/Quality-of-Care-Center**

    ·
    **Montalvo, I. (2007, September 30).** [**The National Database of Nursing Quality Indicators (NDNQI)Links to an external site.**](https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume122007/No3Sept07/NursingQualityIndicators.html) **.**
    **_Online Journal of Issues in Nursing, 12_(3), Manuscript 2. https://doi.org/10.3912/OJIN.Vol12No03Man02**

    **## ASSIGNMENT82925.docx**

    **ASSIGNMENT 1**

    ·
    **Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment.**

    ·
    **Explore three data sources (data sets) presented in the Learning Resources that could aid you in describing the population and magnitude of the problem you selected. Consider the strengths and limitations of each data source.**

    **In 3 pages (not including title page and references), analyze the data sources you selected by addressing the following:**

    · Briefly identify the population health problem you selected.

    · Identify each data set you selected.

    · Identify the variables in each data set you would need to examine the association of interest.

    · Assess the validity of each data set. Has it been used for prior studies/publications?

    · Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.

    **Resources/References**

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

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice (_ 6th ed.). Jones & Bartlett.

    · Chapter 4, “Descriptive Epidemiology: Person, Place, Time”

    · Chapter 5, “Sources of Data for Use in Epidemiology”

    · National Institutes of Health National Library of Medicine. (2019).
    [_Finding and using health statistics._ Links to an external site.](https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html) https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html

    **ASSIGNMENT 2**

    **To prepare:**

    ·
    **Review the Learning Resources for Weeks 1–2 related to patient care quality, safety, and health equity.**

    **The Assignment In 3 pages (not including title page and references),**

    **Analyze, synthesize, and apply evidence from the literature and course materials to develop a scholarly response to the following criteria:**

    ·
    **Select and deconstruct a selected nursing sensitive indicator on the quality of nursing care delivered to patients.**

    ·
    **Define the selected nurse sensitive indicator and relevance to nursing practice.**

    ·
    **Explain if this indicator is a structural, process, or outcomes indicator.**

    ·
    **Describe the relationship between the selected nursing sensitive indicator, evidence-based practice, and health equity.**

    ·
    **Analyze the literature to describe the potential impact of this nursing sensitive indicator on the cost of care to patients and the healthcare system.**

    ·
    **Describe the role of the DNP nurse in promoting quality driven nursing care.**

    **Resources and References**

    ·
    **Agency for Healthcare Research and Quality. (n.d.).** [**_Topic: Quality indicators (QIs)_ Links to an external site.**](https://www.ahrq.gov/topics/quality-indicators-qis.html) **. AHRQ. https://www.ahrq.gov/topics/quality-indicators-qis.html**

    ·
    **American Nurses Association. (n.d.).** [**_Nursing quality_ Links to an external site.**](https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality) **. ANA. https://www.nursingworld.org/practice-policy/health-policy/health-system-reform/quality**

    ·
    **Barchielli, C., Rafferty, A. M., & Vainieri, M. (2022).** [**Integrating key nursing measures into a comprehensive healthcare performance management system: A Tuscan experienceLinks to an external site.**](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=mnh&AN=35162391&site=eds-live&scope=site&custid=s6527200) **.**
    **_International Journal of Environmental Research and Public Health, 19_(3), 1373.**

    ·
    **Madaris, S. (2023, January 12).** [**Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI)Links to an external site.**](https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi) **.**
    **_Press Ganey Blog_. https://info.pressganey.com/press-ganey-blog-healthcare-experience-insights/your-comprehensive-guide-to-the-press-ganey-national-database-of-nursing-quality-indicators-ndnqi**

    ·
    **Polonsky, M. S. (2019).** [**High-reliability organizations: The next frontier in healthcare quality and safetyLinks to an external site.**](https://www.proquest.com/scholarly-journals/high-reliability-organizations-next-frontier/docview/2273676069/se-2?accountid=14872) **.**
    **_Journal of Healthcare Management, 64_(4), 213–221.**

    ·
    **CMS.gov. (2023, September 6).** [**_Quality of care center_ Links to an external site.**](https://www.cms.gov/Center/Special-Topic/Quality-of-Care-Center) **. https://www.cms.gov/Center/Special-Topic/Quality-of-Care-Center**

    ·
    **Montalvo, I. (2007, September 30).** [**The National Database of Nursing Quality Indicators (NDNQI)Links to an external site.**](https://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume122007/No3Sept07/NursingQualityIndicators.html) **.**
    **_Online Journal of Issues in Nursing, 12_(3), Manuscript 2. https://doi.org/10.3912/OJIN.Vol12No03Man02**

  • [Solved] Discussion: Your Favorite Brand

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    Share your initial thoughts on what the _brand_ means to you. How do brands impact your spending decisions? Choose one of your favourite brands from an industry such as e-commerce, automobiles, shopping, restaurants, technology, etc., to answer these questions. · When making a purchasing decision, i…

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    Assignment Prompt & Instructions

    Share your initial thoughts on what the _brand_ means to you. How do brands impact your spending decisions?
    Choose one of your favourite brands from an industry such as e-commerce, automobiles, shopping, restaurants, technology, etc., to answer these questions.
    · When making a purchasing decision, is the brand important to you? What about the brand resonates with you?
    · Determine whether your favorite brand has a stated "brand promise." If so, what is it? If not, identify one from another company of your choice. Remember the brand promise is usually different than a tagline or slogan.
    · Do you have an emotional connection with the brand? If so, can you describe it briefly? Consider factors such as trust, respect, and other strong feelings.
    · When considering a purchase, do you look first for your favorite brand? This may be considered top-of-mind awareness or the first brand to come to mind. Provide an example of a brand that is on top of your mind.
    **Discussion: Your Favorite Brand**
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  • [Solved] Prof Double R

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    Address the expectations and roles of your selected group in a 3–4 page business report for the organization's management team in your selected country and the United States that addresses the following: – Describe how each country regards this group. – Be sure to describe three assumptions that inf…

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    Assignment Prompt & Instructions

    Address the expectations and roles of your selected group in a 3–4 page business report for the organization's management team in your selected country and the United States that addresses the following:
    – Describe how each country regards this group.
    – Be sure to describe three assumptions that influence views in each country. How could these assumptions influence employee management?
    – Assess how these assumptions impact an organization's global recruiting and hiring practices.
    – For example, could a member of this marginalized group hold a leadership role in your country of interest? How does this influence your organization and work culture?
    – Examine organizational integration and communication impacts for HR in this scenario.
    – For example, how will onboarding and training activities conducted by human resources be impacted?
    – What should HR do to prepare themselves for this change?
    SUBMISSION REQUIREMENT
    Your assessment is considered a professional style document appropriate for the workplace versus an academic paper. It should meet the following requirements and include the following:​
    – **Title page.**
    – A basic title page will contain the following information centered, about one-third of the way down the page:
    – Document title.
    – Your name.
    – Date.
    – Use 11- or 12-point type in one of the following fonts: Times New Roman, Arial, or Courier for the title page, business report pages, and references page. ​
    – **Business report.**
    – 3–4 pages, setting up the document pages with one-inch margins at the top, bottom, right, and left.
    – Left justify paragraphs, or indent 5–7 spaces.
    – Use single-spaced paragraphs and double-spacing between paragraphs.
    – Use subheadings to divide all documents, particularly those over one page in length, into logical, well-ordered sections.
    – Use ordered or bulleted lists to clarify points within your document.
    – Put page numbers on each page, including the cover page. You may add other information such as the title or your name to each page as well.
    – **References page.**
    – Include a reference page at the end of the document listing all sources referenced within the text. Ensure that all sources listed in the references section are used and cited within the document as in-text citations, using APA format.​
    – **Written communication:**Communicate in a manner that is scholarly and professional. Your writing should be:
    – Concise and logically organized.
    – Free of errors in grammar and mechanics.
    – **Validation and support:** Use a minimum of three relevant and credible scholarly or professional resources such as the _Wall Street Journal_ to support your work.
    – **APA style and format:** Format all citations and references in accordance with current APA guidelines.

  • [Solved] Applied Sciences Artist Report Assignment Instructions

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    You will write a 2-page research-based paper in current MLA format that focuses on one of the following artists:

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    Assignment Prompt & Instructions

    You will write a 2-page research-based paper in current MLA format that focuses on one of the following artists:

  • [Solved] week 2 discussion

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    A 50-year-old woman presents to the office with complaints of excessive fatigue and shortness of breath after activity, which is abnormal for her. The woman has a history of congestive heart failure with decreased kidney function within the last year. The woman appears unusually tired and slightly p…

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    A 50-year-old woman presents to the office with complaints of excessive fatigue and shortness of breath after activity, which is abnormal for her. The woman has a history of congestive heart failure with decreased kidney function within the last year. The woman appears unusually tired and slightly pale. Additional history and examination rules out worsening heart failure, acute illness, and worsening kidney disease. The CBC results indicate hemoglobin is 9.5 g/dL, which is a new finding, and the hematocrit is 29%. Previous hemoglobin levels have been 11 to 13g/dL. The patient’s vital signs are temperature 98.7°F, heart rate 92 bpm, respirations 28 breaths per minute, and blood pressure 138/72. The practitioner suspects the low hemoglobin level is related to the decline in kidney function and begins to address treatment related to the condition. Discuss the following:
    1. Which test(s) should be performed to determine whether the anemia is related to chronic disease or iron deficiency, and what would those results show?
    2. Should the practitioner consider a blood transfusion for this patient? Explain your answer.
    3. Which medication(s) should be considered for this patient?
    4. What considerations should the practitioner include in the care of the patient if erythropoietic agents are used for treatment?
    5. What follow-up should the practitioner recommend for the patient?
    **Submission Instructions:**
    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

  • [Solved] unit 7 discussion

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    see attached – ## 675unit7discussioninstructions.docx **## 675unit7discussioninstructions.docx** **Psychosis in the Pediatric Population** Research psychosis in the pediatric population and discuss symptoms and diagnoses that relate to this population. Make sure to include epidemiology and risk fact…

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    Assignment Prompt & Instructions

    see attached

    – ## 675unit7discussioninstructions.docx

    **## 675unit7discussioninstructions.docx**

    **Psychosis in the Pediatric Population**

    Research psychosis in the pediatric population and discuss symptoms and diagnoses that relate to this population. Make sure to include epidemiology and risk factors that children have for certain psychotic disorders. Discuss treatment options for these patients. Be sure to include ethical considerations in the diagnosis and treatment of psychosis.

    **## 675unit7discussioninstructions.docx**

    **Psychosis in the Pediatric Population**

    Research psychosis in the pediatric population and discuss symptoms and diagnoses that relate to this population. Make sure to include epidemiology and risk factors that children have for certain psychotic disorders. Discuss treatment options for these patients. Be sure to include ethical considerations in the diagnosis and treatment of psychosis.

  • [Solved] unit 8 journal

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    see attached – ## 675unit8journal.docx – ## sma16-4923_0.pdf **## 675unit8journal.docx** Visit the Substance Abuse and Mental Health Services Administration (SAMHSA) website regarding [**resources for child trauma-informed care**](https://www.samhsa.gov/mental-health/trauma-violence/child-trauma). …

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    see attached

    – ## 675unit8journal.docx

    – ## sma16-4923_0.pdf

    **## 675unit8journal.docx**

    Visit the Substance Abuse and Mental Health Services Administration (SAMHSA) website regarding
    [**resources for child trauma-informed care**](https://www.samhsa.gov/mental-health/trauma-violence/child-trauma). Briefly discuss one of the trauma-related resources listed in SAMHSA.

    Your journal entry should be at least 250 words in length. Be sure to cite any references in APA format that you use.

    **## sma16-4923_0.pdf**

    Understanding
    Child Trauma

    Child trauma occurs more than you think.

    More than TWO THIRDS OF CHILDREN reported at least 1
    traumatic event by age 16.1 Potentially traumatic events include:

    PSYCHOLOGICAL, PHYSICAL, OR SEXUAL ABUSE

    COMMUNITY OR SCHOOL VIOLENCE

    WITNESSING OR EXPERIENCING DOMESTIC VIOLENCE

    NATURAL DISASTERS OR TERRORISM

    COMMERCIAL SEXUAL EXPLOITATION

    SUDDEN OR VIOLENT LOSS OF A LOVED ONE

    REFUGEE OR WAR EXPERIENCES

    MILITARY FAMILY-RELATED STRESSORS
    (E.G., DEPLOYMENT, PARENTAL LOSS OR INJURY)

    PHYSICAL OR SEXUAL ASSAULT

    NEGLECT

    SERIOUS ACCIDENTS OR LIFE-THREATENING ILLNESS

    The national average of child abuse and neglect victims in

    2013 was 679,000, or 9.1 victims per 1,000 children.2

    Each year, the number of youth requiring hospital

    treatment for physical assault-related injuries

    would fill EVERY SEAT IN 9 STADIUMS.3

    1 IN 4 HIGH SCHOOL STUDENTS
    was in at least 1 PHYSICAL FIGHT.4

    1 in 5 high school students was bullied

    at school; 1 IN 6 EXPERIENCED
    CYBERBULLYING.5

    19% of injured and 12% of physically ill youth

    have post-traumatic stress disorder.6

    1,000 More than half of U.S. families have been

    affected by some type of disaster (54%).7

    1 Copeland, W.E., Keeler G., Angold, A., & Costello, E.J. (2007). Traumatic Events and Posttraumatic Stress in Childhood. Archives of General Psychiatry. 64(5), 577-584.
    2 U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2015).

    Child maltreatment 2013. http://www.acf.hhs.gov/sites/default/files/cb/cm2013.pdf
    3,4,5 National Center for Injury Prevention and Control: Division of Violence Protection (2014).

    Taking Action to Prevent Youth Violence: A Companion Guide to Preventing Youth Violence: Opportunities for Action.
    http://www.cdc.gov/violenceprevention/youthviolence/pdf/opportunities-for-action-companion-guide.pdf

    6 Kahana, S., Feeny, N. C., Youngstrom, E. R., & Drotar, D. (2006). Posttraumatic stress in youth experiencing illnesses and injuries:
    An exploratory meta-analysis. Traumatology, 12, 148-161. doi: 10.1177/1534765606294562

    7 Save The Children (2014). 2014 National Report Card on Protecting Children in Disasters.
    http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/SC-2014_DISASTERREPORT.PDF

    Understanding
    Child Trauma

    It’s important to recognize the signs of traumatic stress
    and its short- and long-term impact.

    The signs of traumatic stress may be different in each child.
    Young children may react differently than older children.

    PRESCHOOL CHILDREN
    Fear being separated from their parent/caregiver
    Cry or scream a lot
    Eat poorly or lose weight
    Have nightmares

    ELEMENTARY SCHOOL CHILDREN
    Become anxious or fearful
    Feel guilt or shame
    Have a hard time concentrating
    Have difficulty sleeping

    MIDDLE AND HIGH SCHOOL CHILDREN
    Feel depressed or alone
    Develop eating disorders or self-harming behaviors
    Begin abusing alcohol or drugs
    Become involved in risky sexual behavior

    THE BODY’S ALARM SYSTEM

    Everyone has an alarm system in their body that
    is designed to keep them safe from harm. When
    activated, this tool prepares the body to fight
    or run away. The alarm can be activated at any
    perceived sign of trouble and leave kids feeling
    scared, angry, irritable, or even withdrawn.

    HEALTHY STEPS KIDS CAN TAKE
    TO RESPOND TO THE ALARM:

    Recognize what activates the alarm
    and how their body reacts

    Decide whether there is real trouble
    and seek help from a trusted adult

    Practice deep breathing and other
    relaxation methods

    “I’M A

    BAD
    KID.”

    “NO ONE UNDERSTANDS ME.”

    “IT’S ALLMYFAULT.”

    “IS SOMETHING
    WRONG WITH ME?”

    IMPACT OF TRAUMA
    The impact of child traumatic stress can last well
    beyond childhood. In fact, research has shown
    that child trauma survivors may experience:

    Learning problems, including lower grades
    and more suspensions and expulsions

    Increased use of health and
    mental health services

    Increased involvement with the child
    welfare and juvenile justice systems

    Long-term health problems
    (e.g., diabetes and heart disease)

    TRAUMA is a risk factor for nearly all behavioral
    health and substance use disorders.

    Understanding
    Child Trauma

    There is hope. Children can and do recover from traumatic events,
    and you play an important role in their recovery.

    “I AM
    STRONG.”

    “I AM A GOOD KID WHO
    HAD A BAD THING HAPPEN.”

    “PEOPLE CARE
    ABOUT ME.”

    “IT’S NOT MY FAULT.”

    A CRITICAL PART OF CHILDREN’S RECOVERY IS
    HAVING A SUPPORTIVE CAREGIVING SYSTEM,
    access to effective treatments, and service systems that are
    trauma informed.

    GET HELP NOW
    https://findtreatment.samhsa.gov
    http://nctsn.org/resources/get-help-now
    http://www.healthcaretoolbox.org

    Not all children experience child traumatic stress
    after experiencing a traumatic event. With support,
    many children are able to recover and thrive.

    As a caring adult and/or family member, you play
    an important role.

    REMEMBER TO:

    Assure the child that he or she is safe.

    Explain that he or she is not responsible.
    Children often blame themselves for events
    that are completely out of their control.

    Be patient. Some children will recover quickly
    while others recover more slowly. Reassure
    them that they do not need to feel guilty or
    bad about any feelings or thoughts.

    Seek the help of a trained professional.
    When needed, a mental health professional
    trained in evidence-based trauma
    treatment can help children and families
    cope and move toward recovery. Ask
    your pediatrician, family physician, school
    counselor, or clergy member for a referral.

    Visit the following websites for
    more information:

    http://www.samhsa.gov/child-trauma

    http://www.samhsa.gov/trauma-violence

    http://www.nctsn.org

    SAMHSA’s mission is to reduce the impact of substance abuse and mental illness on America’s communities

    SMA16-4923 Printed 2016

    **## sma16-4923_0.pdf**

    Understanding
    Child Trauma

    Child trauma occurs more than you think.

    More than TWO THIRDS OF CHILDREN reported at least 1
    traumatic event by age 16.1 Potentially traumatic events include:

    PSYCHOLOGICAL, PHYSICAL, OR SEXUAL ABUSE

    COMMUNITY OR SCHOOL VIOLENCE

    WITNESSING OR EXPERIENCING DOMESTIC VIOLENCE

    NATURAL DISASTERS OR TERRORISM

    COMMERCIAL SEXUAL EXPLOITATION

    SUDDEN OR VIOLENT LOSS OF A LOVED ONE

    REFUGEE OR WAR EXPERIENCES

    MILITARY FAMILY-RELATED STRESSORS
    (E.G., DEPLOYMENT, PARENTAL LOSS OR INJURY)

    PHYSICAL OR SEXUAL ASSAULT

    NEGLECT

    SERIOUS ACCIDENTS OR LIFE-THREATENING ILLNESS

    The national average of child abuse and neglect victims in

    2013 was 679,000, or 9.1 victims per 1,000 children.2

    Each year, the number of youth requiring hospital

    treatment for physical assault-related injuries

    would fill EVERY SEAT IN 9 STADIUMS.3

    1 IN 4 HIGH SCHOOL STUDENTS
    was in at least 1 PHYSICAL FIGHT.4

    1 in 5 high school students was bullied

    at school; 1 IN 6 EXPERIENCED
    CYBERBULLYING.5

    19% of injured and 12% of physically ill youth

    have post-traumatic stress disorder.6

    1,000 More than half of U.S. families have been

    affected by some type of disaster (54%).7

    1 Copeland, W.E., Keeler G., Angold, A., & Costello, E.J. (2007). Traumatic Events and Posttraumatic Stress in Childhood. Archives of General Psychiatry. 64(5), 577-584.
    2 U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2015).

    Child maltreatment 2013. http://www.acf.hhs.gov/sites/default/files/cb/cm2013.pdf
    3,4,5 National Center for Injury Prevention and Control: Division of Violence Protection (2014).

    Taking Action to Prevent Youth Violence: A Companion Guide to Preventing Youth Violence: Opportunities for Action.
    http://www.cdc.gov/violenceprevention/youthviolence/pdf/opportunities-for-action-companion-guide.pdf

    6 Kahana, S., Feeny, N. C., Youngstrom, E. R., & Drotar, D. (2006). Posttraumatic stress in youth experiencing illnesses and injuries:
    An exploratory meta-analysis. Traumatology, 12, 148-161. doi: 10.1177/1534765606294562

    7 Save The Children (2014). 2014 National Report Card on Protecting Children in Disasters.
    http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/SC-2014_DISASTERREPORT.PDF

    Understanding
    Child Trauma

    It’s important to recognize the signs of traumatic stress
    and its short- and long-term impact.

    The signs of traumatic stress may be different in each child.
    Young children may react differently than older children.

    PRESCHOOL CHILDREN
    Fear being separated from their parent/caregiver
    Cry or scream a lot
    Eat poorly or lose weight
    Have nightmares

    ELEMENTARY SCHOOL CHILDREN
    Become anxious or fearful
    Feel guilt or shame
    Have a hard time concentrating
    Have difficulty sleeping

    MIDDLE AND HIGH SCHOOL CHILDREN
    Feel depressed or alone
    Develop eating disorders or self-harming behaviors
    Begin abusing alcohol or drugs
    Become involved in risky sexual behavior

    THE BODY’S ALARM SYSTEM

    Everyone has an alarm system in their body that
    is designed to keep them safe from harm. When
    activated, this tool prepares the body to fight
    or run away. The alarm can be activated at any
    perceived sign of trouble and leave kids feeling
    scared, angry, irritable, or even withdrawn.

    HEALTHY STEPS KIDS CAN TAKE
    TO RESPOND TO THE ALARM:

    Recognize what activates the alarm
    and how their body reacts

    Decide whether there is real trouble
    and seek help from a trusted adult

    Practice deep breathing and other
    relaxation methods

    “I’M A

    BAD
    KID.”

    “NO ONE UNDERSTANDS ME.”

    “IT’S ALLMYFAULT.”

    “IS SOMETHING
    WRONG WITH ME?”

    IMPACT OF TRAUMA
    The impact of child traumatic stress can last well
    beyond childhood. In fact, research has shown
    that child trauma survivors may experience:

    Learning problems, including lower grades
    and more suspensions and expulsions

    Increased use of health and
    mental health services

    Increased involvement with the child
    welfare and juvenile justice systems

    Long-term health problems
    (e.g., diabetes and heart disease)

    TRAUMA is a risk factor for nearly all behavioral
    health and substance use disorders.

    Understanding
    Child Trauma

    There is hope. Children can and do recover from traumatic events,
    and you play an important role in their recovery.

    “I AM
    STRONG.”

    “I AM A GOOD KID WHO
    HAD A BAD THING HAPPEN.”

    “PEOPLE CARE
    ABOUT ME.”

    “IT’S NOT MY FAULT.”

    A CRITICAL PART OF CHILDREN’S RECOVERY IS
    HAVING A SUPPORTIVE CAREGIVING SYSTEM,
    access to effective treatments, and service systems that are
    trauma informed.

    GET HELP NOW
    https://findtreatment.samhsa.gov
    http://nctsn.org/resources/get-help-now
    http://www.healthcaretoolbox.org

    Not all children experience child traumatic stress
    after experiencing a traumatic event. With support,
    many children are able to recover and thrive.

    As a caring adult and/or family member, you play
    an important role.

    REMEMBER TO:

    Assure the child that he or she is safe.

    Explain that he or she is not responsible.
    Children often blame themselves for events
    that are completely out of their control.

    Be patient. Some children will recover quickly
    while others recover more slowly. Reassure
    them that they do not need to feel guilty or
    bad about any feelings or thoughts.

    Seek the help of a trained professional.
    When needed, a mental health professional
    trained in evidence-based trauma
    treatment can help children and families
    cope and move toward recovery. Ask
    your pediatrician, family physician, school
    counselor, or clergy member for a referral.

    Visit the following websites for
    more information:

    http://www.samhsa.gov/child-trauma

    http://www.samhsa.gov/trauma-violence

    http://www.nctsn.org

    SAMHSA’s mission is to reduce the impact of substance abuse and mental illness on America’s communities

    SMA16-4923 Printed 2016

    **## 675unit8journal.docx**

    Visit the Substance Abuse and Mental Health Services Administration (SAMHSA) website regarding
    [**resources for child trauma-informed care**](https://www.samhsa.gov/mental-health/trauma-violence/child-trauma). Briefly discuss one of the trauma-related resources listed in SAMHSA.

    Your journal entry should be at least 250 words in length. Be sure to cite any references in APA format that you use.

    **## sma16-4923_0.pdf**

    Understanding
    Child Trauma

    Child trauma occurs more than you think.

    More than TWO THIRDS OF CHILDREN reported at least 1
    traumatic event by age 16.1 Potentially traumatic events include:

    PSYCHOLOGICAL, PHYSICAL, OR SEXUAL ABUSE

    COMMUNITY OR SCHOOL VIOLENCE

    WITNESSING OR EXPERIENCING DOMESTIC VIOLENCE

    NATURAL DISASTERS OR TERRORISM

    COMMERCIAL SEXUAL EXPLOITATION

    SUDDEN OR VIOLENT LOSS OF A LOVED ONE

    REFUGEE OR WAR EXPERIENCES

    MILITARY FAMILY-RELATED STRESSORS
    (E.G., DEPLOYMENT, PARENTAL LOSS OR INJURY)

    PHYSICAL OR SEXUAL ASSAULT

    NEGLECT

    SERIOUS ACCIDENTS OR LIFE-THREATENING ILLNESS

    The national average of child abuse and neglect victims in

    2013 was 679,000, or 9.1 victims per 1,000 children.2

    Each year, the number of youth requiring hospital

    treatment for physical assault-related injuries

    would fill EVERY SEAT IN 9 STADIUMS.3

    1 IN 4 HIGH SCHOOL STUDENTS
    was in at least 1 PHYSICAL FIGHT.4

    1 in 5 high school students was bullied

    at school; 1 IN 6 EXPERIENCED
    CYBERBULLYING.5

    19% of injured and 12% of physically ill youth

    have post-traumatic stress disorder.6

    1,000 More than half of U.S. families have been

    affected by some type of disaster (54%).7

    1 Copeland, W.E., Keeler G., Angold, A., & Costello, E.J. (2007). Traumatic Events and Posttraumatic Stress in Childhood. Archives of General Psychiatry. 64(5), 577-584.
    2 U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2015).

    Child maltreatment 2013. http://www.acf.hhs.gov/sites/default/files/cb/cm2013.pdf
    3,4,5 National Center for Injury Prevention and Control: Division of Violence Protection (2014).

    Taking Action to Prevent Youth Violence: A Companion Guide to Preventing Youth Violence: Opportunities for Action.
    http://www.cdc.gov/violenceprevention/youthviolence/pdf/opportunities-for-action-companion-guide.pdf

    6 Kahana, S., Feeny, N. C., Youngstrom, E. R., & Drotar, D. (2006). Posttraumatic stress in youth experiencing illnesses and injuries:
    An exploratory meta-analysis. Traumatology, 12, 148-161. doi: 10.1177/1534765606294562

    7 Save The Children (2014). 2014 National Report Card on Protecting Children in Disasters.
    http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/SC-2014_DISASTERREPORT.PDF

    Understanding
    Child Trauma

    It’s important to recognize the signs of traumatic stress
    and its short- and long-term impact.

    The signs of traumatic stress may be different in each child.
    Young children may react differently than older children.

    PRESCHOOL CHILDREN
    Fear being separated from their parent/caregiver
    Cry or scream a lot
    Eat poorly or lose weight
    Have nightmares

    ELEMENTARY SCHOOL CHILDREN
    Become anxious or fearful
    Feel guilt or shame
    Have a hard time concentrating
    Have difficulty sleeping

    MIDDLE AND HIGH SCHOOL CHILDREN
    Feel depressed or alone
    Develop eating disorders or self-harming behaviors
    Begin abusing alcohol or drugs
    Become involved in risky sexual behavior

    THE BODY’S ALARM SYSTEM

    Everyone has an alarm system in their body that
    is designed to keep them safe from harm. When
    activated, this tool prepares the body to fight
    or run away. The alarm can be activated at any
    perceived sign of trouble and leave kids feeling
    scared, angry, irritable, or even withdrawn.

    HEALTHY STEPS KIDS CAN TAKE
    TO RESPOND TO THE ALARM:

    Recognize what activates the alarm
    and how their body reacts

    Decide whether there is real trouble
    and seek help from a trusted adult

    Practice deep breathing and other
    relaxation methods

    “I’M A

    BAD
    KID.”

    “NO ONE UNDERSTANDS ME.”

    “IT’S ALLMYFAULT.”

    “IS SOMETHING
    WRONG WITH ME?”

    IMPACT OF TRAUMA
    The impact of child traumatic stress can last well
    beyond childhood. In fact, research has shown
    that child trauma survivors may experience:

    Learning problems, including lower grades
    and more suspensions and expulsions

    Increased use of health and
    mental health services

    Increased involvement with the child
    welfare and juvenile justice systems

    Long-term health problems
    (e.g., diabetes and heart disease)

    TRAUMA is a risk factor for nearly all behavioral
    health and substance use disorders.

    Understanding
    Child Trauma

    There is hope. Children can and do recover from traumatic events,
    and you play an important role in their recovery.

    “I AM
    STRONG.”

    “I AM A GOOD KID WHO
    HAD A BAD THING HAPPEN.”

    “PEOPLE CARE
    ABOUT ME.”

    “IT’S NOT MY FAULT.”

    A CRITICAL PART OF CHILDREN’S RECOVERY IS
    HAVING A SUPPORTIVE CAREGIVING SYSTEM,
    access to effective treatments, and service systems that are
    trauma informed.

    GET HELP NOW
    https://findtreatment.samhsa.gov
    http://nctsn.org/resources/get-help-now
    http://www.healthcaretoolbox.org

    Not all children experience child traumatic stress
    after experiencing a traumatic event. With support,
    many children are able to recover and thrive.

    As a caring adult and/or family member, you play
    an important role.

    REMEMBER TO:

    Assure the child that he or she is safe.

    Explain that he or she is not responsible.
    Children often blame themselves for events
    that are completely out of their control.

    Be patient. Some children will recover quickly
    while others recover more slowly. Reassure
    them that they do not need to feel guilty or
    bad about any feelings or thoughts.

    Seek the help of a trained professional.
    When needed, a mental health professional
    trained in evidence-based trauma
    treatment can help children and families
    cope and move toward recovery. Ask
    your pediatrician, family physician, school
    counselor, or clergy member for a referral.

    Visit the following websites for
    more information:

    http://www.samhsa.gov/child-trauma

    http://www.samhsa.gov/trauma-violence

    http://www.nctsn.org

    SAMHSA’s mission is to reduce the impact of substance abuse and mental illness on America’s communities

    SMA16-4923 Printed 2016

    **## 675unit8journal.docx**

    Visit the Substance Abuse and Mental Health Services Administration (SAMHSA) website regarding
    [**resources for child trauma-informed care**](https://www.samhsa.gov/mental-health/trauma-violence/child-trauma). Briefly discuss one of the trauma-related resources listed in SAMHSA.

    Your journal entry should be at least 250 words in length. Be sure to cite any references in APA format that you use.

    **## sma16-4923_0.pdf**

    Understanding
    Child Trauma

    Child trauma occurs more than you think.

    More than TWO THIRDS OF CHILDREN reported at least 1
    traumatic event by age 16.1 Potentially traumatic events include:

    PSYCHOLOGICAL, PHYSICAL, OR SEXUAL ABUSE

    COMMUNITY OR SCHOOL VIOLENCE

    WITNESSING OR EXPERIENCING DOMESTIC VIOLENCE

    NATURAL DISASTERS OR TERRORISM

    COMMERCIAL SEXUAL EXPLOITATION

    SUDDEN OR VIOLENT LOSS OF A LOVED ONE

    REFUGEE OR WAR EXPERIENCES

    MILITARY FAMILY-RELATED STRESSORS
    (E.G., DEPLOYMENT, PARENTAL LOSS OR INJURY)

    PHYSICAL OR SEXUAL ASSAULT

    NEGLECT

    SERIOUS ACCIDENTS OR LIFE-THREATENING ILLNESS

    The national average of child abuse and neglect victims in

    2013 was 679,000, or 9.1 victims per 1,000 children.2

    Each year, the number of youth requiring hospital

    treatment for physical assault-related injuries

    would fill EVERY SEAT IN 9 STADIUMS.3

    1 IN 4 HIGH SCHOOL STUDENTS
    was in at least 1 PHYSICAL FIGHT.4

    1 in 5 high school students was bullied

    at school; 1 IN 6 EXPERIENCED
    CYBERBULLYING.5

    19% of injured and 12% of physically ill youth

    have post-traumatic stress disorder.6

    1,000 More than half of U.S. families have been

    affected by some type of disaster (54%).7

    1 Copeland, W.E., Keeler G., Angold, A., & Costello, E.J. (2007). Traumatic Events and Posttraumatic Stress in Childhood. Archives of General Psychiatry. 64(5), 577-584.
    2 U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2015).

    Child maltreatment 2013. http://www.acf.hhs.gov/sites/default/files/cb/cm2013.pdf
    3,4,5 National Center for Injury Prevention and Control: Division of Violence Protection (2014).

    Taking Action to Prevent Youth Violence: A Companion Guide to Preventing Youth Violence: Opportunities for Action.
    http://www.cdc.gov/violenceprevention/youthviolence/pdf/opportunities-for-action-companion-guide.pdf

    6 Kahana, S., Feeny, N. C., Youngstrom, E. R., & Drotar, D. (2006). Posttraumatic stress in youth experiencing illnesses and injuries:
    An exploratory meta-analysis. Traumatology, 12, 148-161. doi: 10.1177/1534765606294562

    7 Save The Children (2014). 2014 National Report Card on Protecting Children in Disasters.
    http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/SC-2014_DISASTERREPORT.PDF

    Understanding
    Child Trauma

    It’s important to recognize the signs of traumatic stress
    and its short- and long-term impact.

    The signs of traumatic stress may be different in each child.
    Young children may react differently than older children.

    PRESCHOOL CHILDREN
    Fear being separated from their parent/caregiver
    Cry or scream a lot
    Eat poorly or lose weight
    Have nightmares

    ELEMENTARY SCHOOL CHILDREN
    Become anxious or fearful
    Feel guilt or shame
    Have a hard time concentrating
    Have difficulty sleeping

    MIDDLE AND HIGH SCHOOL CHILDREN
    Feel depressed or alone
    Develop eating disorders or self-harming behaviors
    Begin abusing alcohol or drugs
    Become involved in risky sexual behavior

    THE BODY’S ALARM SYSTEM

    Everyone has an alarm system in their body that
    is designed to keep them safe from harm. When
    activated, this tool prepares the body to fight
    or run away. The alarm can be activated at any
    perceived sign of trouble and leave kids feeling
    scared, angry, irritable, or even withdrawn.

    HEALTHY STEPS KIDS CAN TAKE
    TO RESPOND TO THE ALARM:

    Recognize what activates the alarm
    and how their body reacts

    Decide whether there is real trouble
    and seek help from a trusted adult

    Practice deep breathing and other
    relaxation methods

    “I’M A

    BAD
    KID.”

    “NO ONE UNDERSTANDS ME.”

    “IT’S ALLMYFAULT.”

    “IS SOMETHING
    WRONG WITH ME?”

    IMPACT OF TRAUMA
    The impact of child traumatic stress can last well
    beyond childhood. In fact, research has shown
    that child trauma survivors may experience:

    Learning problems, including lower grades
    and more suspensions and expulsions

    Increased use of health and
    mental health services

    Increased involvement with the child
    welfare and juvenile justice systems

    Long-term health problems
    (e.g., diabetes and heart disease)

    TRAUMA is a risk factor for nearly all behavioral
    health and substance use disorders.

    Understanding
    Child Trauma

    There is hope. Children can and do recover from traumatic events,
    and you play an important role in their recovery.

    “I AM
    STRONG.”

    “I AM A GOOD KID WHO
    HAD A BAD THING HAPPEN.”

    “PEOPLE CARE
    ABOUT ME.”

    “IT’S NOT MY FAULT.”

    A CRITICAL PART OF CHILDREN’S RECOVERY IS
    HAVING A SUPPORTIVE CAREGIVING SYSTEM,
    access to effective treatments, and service systems that are
    trauma informed.

    GET HELP NOW
    https://findtreatment.samhsa.gov
    http://nctsn.org/resources/get-help-now
    http://www.healthcaretoolbox.org

    Not all children experience child traumatic stress
    after experiencing a traumatic event. With support,
    many children are able to recover and thrive.

    As a caring adult and/or family member, you play
    an important role.

    REMEMBER TO:

    Assure the child that he or she is safe.

    Explain that he or she is not responsible.
    Children often blame themselves for events
    that are completely out of their control.

    Be patient. Some children will recover quickly
    while others recover more slowly. Reassure
    them that they do not need to feel guilty or
    bad about any feelings or thoughts.

    Seek the help of a trained professional.
    When needed, a mental health professional
    trained in evidence-based trauma
    treatment can help children and families
    cope and move toward recovery. Ask
    your pediatrician, family physician, school
    counselor, or clergy member for a referral.

    Visit the following websites for
    more information:

    http://www.samhsa.gov/child-trauma

    http://www.samhsa.gov/trauma-violence

    http://www.nctsn.org

    SAMHSA’s mission is to reduce the impact of substance abuse and mental illness on America’s communities

    SMA16-4923 Printed 2016

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