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[Solved] Nursing homework

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– a year ago **files (1)** – ## NUR650CLSMARTGoalsAssignment.docx **## NUR650CLSMARTGoalsAssignment.docx** SMART Goals Assignment For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in …

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## NUR650CLSMARTGoalsAssignment.docx

**## NUR650CLSMARTGoalsAssignment.docx**

SMART Goals Assignment

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Your goals must be related to Psychiatry. This is very important!**

**_SMART Goals_**

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Format:** Each goal summary should be at least 100 words – totaling 500 words for this assignment (added to the speaker notes). The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references. The presentation should consist of 10-15 slides (excluding the introduction and reference page).

[How to Format a PowerPoint Presentation in APA StyleLinks to an external site.](https://goodwin.libguides.com/c.php?g=29109&p=7298502)
Goodwin University. (2019, October).
_APA style – 7th edition_. https://goodwin.libguides.com/c.php?g=29109&p=7298502

This Assignment must be submitted to Turnitin.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goals Rubric** |
| **Criteria** | **Ratings** | **Points** |
| **Specific**<br>To set a specific goal you must answer the 6 Ws:<br>Who? Who is involved?<br>What? What would I like to accomplish?<br>Where? Where is this happening?<br>When? When do I start/finish?<br>Which? Identify requirements and constraints<br>Why? Why am I doing this? Specific reasons, purpose or benefits! | **Exemplary – 6-8 points** The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Distinguished – 4-5 points** The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Developing – 1-3 points** The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided. | **Novice – 0 points** The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague. | 8 points |
| **Measurable**<br>Goals may have several short-term and on-going measurements so that you can see how you are doing in your aim to achieve your goal.<br>A non-measurable goal: I want to learn how to sing.<br>A measurable goal: I want to learn 5 arias by Friday, November 12th | **Exemplary – 6-8 points** Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal. | **Distinguished – 4-5 points** A method of measuring has been identified but it does not directly link to or connect with the described go. | **Developing – 1-3 points** The method listed for measurement is rather general and does not directly link to or connect with the described goal. | **Novice – 0 points** Not at all measurable – no method of measurement indicated. | 8 points |
| **Achievable/Ambitious**<br>A goal should stretch you slightly so you feel you can do it, and it will need a real commitment<br>from you. Think about what is achievable and what you want to do. | **Exemplary – 6-8 points** The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability. | **Distinguished – 4-5 points** The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity. | **Developing – 1-3 points** The goal is realistic, however the time frame does not support success. There is no process that supports achievability. | **Novice – 0 points** The goal is not at all within reason and cannot be achieved. | 8 points |
| **Relevant**<br>Realistic goals should have you push you, but not break you! | **Exemplary – 6-8 points** The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities. | **Distinguished – 4-5 points** The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Developing – 1-3 points** The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Novice – 0 points** The goal has no connection to the course objectives. | 8 points |
| **Timely**<br>What is your time frame? Putting an end to your goal, or target dates to work towards, gives you a sense of accomplishment as you move toward achieving your goal. With a time frame comes more commitment to achievement! | **Exemplary – 8-9 points** The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term. | **Distinguished – 6-7 points** The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term. | **Developing – 1-5 points** The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables. | **Novice – 0 points** Has no dates and/or is over a period far beyond this term. | 8 points |
| **Use of Citations, Writing Mechanics and APA Formatting Guidelines** | **Exemplary – 4-5 points** References page contains more than required current scholarly academic reference and text reference.. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Distinguished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 1-2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors. | **Novice – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **PowerPoint Slides** | **Exemplary – 4-5 points** PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail. | **Distinguished – 3 points** PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation. | **Developing – 1-2 points** PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation. | **Novice – 0 points** PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content. | 5 points |
| **Total Points** | **50** |

**SMART Goals Rubric**

**Criteria**

**Points**

**Specific**

view longer description

**Exemplary**

The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**5.1 to 8 pts**

**Distinguished**

The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**3.1 to 5 pts**

**Developing**

The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided.

**0.1 to 3 pts**

**Novice**

The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague.

**0 pts**

/8 pts

**Measureable**

view longer description

**Exemplary**

Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal.

**5.1 to 8 pts**

**Distinguished**

A method of measuring has been identified but it does not directly link to or connect with the described go.

**3.1 to 5 pts**

**Developing**

The method listed for measurement is rather general and does not directly link to or connect with the described goal

**0.1 to 3 pts**

**Novice**

Not at all measurable – no method of measurement indicated

**0 pts**

/8 pts

**Achievable/Ambitious**

view longer description

**Exemplary**

The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability.

**5.1 to 8 pts**

**Distinguished**

The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity.

**3.1 to 5 pts**

**Developing**

The goal is realistic, however the time frame does not support success. There is no process that supports achievability.

**0.1 to 3 pts**

**Novice**

The goal is not at all within reason and cannot be achieved.

**0 pts**

/8 pts

**Relevant**

view longer description

**Exemplary**

The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities.

**5.1 to 8 pts**

**Distinguished**

The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**3.1 to 5 pts**

**Developing**

The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**0.1 to 3 pts**

**Novice**

The goal has no connection to the course objectives.

**0 pts**

/8 pts

**Timely**

view longer description

**Exemplary**

The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term.

**5.1 to 8 pts**

**Distinguished**

The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term.

**3.1 to 5 pts**

**Developing**

The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables.

**0.1 to 3 pts**

**Novice**

Has no dates and/or is over a period far beyond this term.

**0 pts**

/8 pts

**Use of Citations, Writing Mechanics and APA Formatting Guidelines**

**Exemplary**

References page contains more than required current scholarly academic reference and text reference..

Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct.

**3.1 to 5 pts**

**Distinguished**

References page contains one current scholarly academic resource and text reference.

Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent.
Few grammatical errors, but sentences could be clearer and more precise.

**2.1 to 3 pts**

**Developing**

References page contains one current or outdated scholarly academic resource.

Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors.

**0.1 to 2 pts**

**Novice**

References page contains no current scholarly academic resources, only internet webpages or no reference page.

Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors.

**0 pts**

/5 pts

**PowerPoint Slides**

**Exemplary**

PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail.

**3.1 to 5 pts**

**Distinguished**

PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation.

**2.1 to 3 pts**

**Developing**

PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation.

**0.1 to 2 pts**

**Novice**

PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content.

**0 pts**

/5 pts

**## NUR650CLSMARTGoalsAssignment.docx**

SMART Goals Assignment

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Your goals must be related to Psychiatry. This is very important!**

**_SMART Goals_**

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Format:** Each goal summary should be at least 100 words – totaling 500 words for this assignment (added to the speaker notes). The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references. The presentation should consist of 10-15 slides (excluding the introduction and reference page).

[How to Format a PowerPoint Presentation in APA StyleLinks to an external site.](https://goodwin.libguides.com/c.php?g=29109&p=7298502)
Goodwin University. (2019, October).
_APA style – 7th edition_. https://goodwin.libguides.com/c.php?g=29109&p=7298502

This Assignment must be submitted to Turnitin.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goals Rubric** |
| **Criteria** | **Ratings** | **Points** |
| **Specific**<br>To set a specific goal you must answer the 6 Ws:<br>Who? Who is involved?<br>What? What would I like to accomplish?<br>Where? Where is this happening?<br>When? When do I start/finish?<br>Which? Identify requirements and constraints<br>Why? Why am I doing this? Specific reasons, purpose or benefits! | **Exemplary – 6-8 points** The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Distinguished – 4-5 points** The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Developing – 1-3 points** The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided. | **Novice – 0 points** The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague. | 8 points |
| **Measurable**<br>Goals may have several short-term and on-going measurements so that you can see how you are doing in your aim to achieve your goal.<br>A non-measurable goal: I want to learn how to sing.<br>A measurable goal: I want to learn 5 arias by Friday, November 12th | **Exemplary – 6-8 points** Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal. | **Distinguished – 4-5 points** A method of measuring has been identified but it does not directly link to or connect with the described go. | **Developing – 1-3 points** The method listed for measurement is rather general and does not directly link to or connect with the described goal. | **Novice – 0 points** Not at all measurable – no method of measurement indicated. | 8 points |
| **Achievable/Ambitious**<br>A goal should stretch you slightly so you feel you can do it, and it will need a real commitment<br>from you. Think about what is achievable and what you want to do. | **Exemplary – 6-8 points** The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability. | **Distinguished – 4-5 points** The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity. | **Developing – 1-3 points** The goal is realistic, however the time frame does not support success. There is no process that supports achievability. | **Novice – 0 points** The goal is not at all within reason and cannot be achieved. | 8 points |
| **Relevant**<br>Realistic goals should have you push you, but not break you! | **Exemplary – 6-8 points** The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities. | **Distinguished – 4-5 points** The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Developing – 1-3 points** The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Novice – 0 points** The goal has no connection to the course objectives. | 8 points |
| **Timely**<br>What is your time frame? Putting an end to your goal, or target dates to work towards, gives you a sense of accomplishment as you move toward achieving your goal. With a time frame comes more commitment to achievement! | **Exemplary – 8-9 points** The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term. | **Distinguished – 6-7 points** The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term. | **Developing – 1-5 points** The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables. | **Novice – 0 points** Has no dates and/or is over a period far beyond this term. | 8 points |
| **Use of Citations, Writing Mechanics and APA Formatting Guidelines** | **Exemplary – 4-5 points** References page contains more than required current scholarly academic reference and text reference.. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Distinguished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 1-2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors. | **Novice – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **PowerPoint Slides** | **Exemplary – 4-5 points** PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail. | **Distinguished – 3 points** PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation. | **Developing – 1-2 points** PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation. | **Novice – 0 points** PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content. | 5 points |
| **Total Points** | **50** |

**SMART Goals Rubric**

**Criteria**

**Points**

**Specific**

view longer description

**Exemplary**

The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**5.1 to 8 pts**

**Distinguished**

The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**3.1 to 5 pts**

**Developing**

The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided.

**0.1 to 3 pts**

**Novice**

The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague.

**0 pts**

/8 pts

**Measureable**

view longer description

**Exemplary**

Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal.

**5.1 to 8 pts**

**Distinguished**

A method of measuring has been identified but it does not directly link to or connect with the described go.

**3.1 to 5 pts**

**Developing**

The method listed for measurement is rather general and does not directly link to or connect with the described goal

**0.1 to 3 pts**

**Novice**

Not at all measurable – no method of measurement indicated

**0 pts**

/8 pts

**Achievable/Ambitious**

view longer description

**Exemplary**

The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability.

**5.1 to 8 pts**

**Distinguished**

The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity.

**3.1 to 5 pts**

**Developing**

The goal is realistic, however the time frame does not support success. There is no process that supports achievability.

**0.1 to 3 pts**

**Novice**

The goal is not at all within reason and cannot be achieved.

**0 pts**

/8 pts

**Relevant**

view longer description

**Exemplary**

The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities.

**5.1 to 8 pts**

**Distinguished**

The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**3.1 to 5 pts**

**Developing**

The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**0.1 to 3 pts**

**Novice**

The goal has no connection to the course objectives.

**0 pts**

/8 pts

**Timely**

view longer description

**Exemplary**

The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term.

**5.1 to 8 pts**

**Distinguished**

The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term.

**3.1 to 5 pts**

**Developing**

The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables.

**0.1 to 3 pts**

**Novice**

Has no dates and/or is over a period far beyond this term.

**0 pts**

/8 pts

**Use of Citations, Writing Mechanics and APA Formatting Guidelines**

**Exemplary**

References page contains more than required current scholarly academic reference and text reference..

Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct.

**3.1 to 5 pts**

**Distinguished**

References page contains one current scholarly academic resource and text reference.

Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent.
Few grammatical errors, but sentences could be clearer and more precise.

**2.1 to 3 pts**

**Developing**

References page contains one current or outdated scholarly academic resource.

Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors.

**0.1 to 2 pts**

**Novice**

References page contains no current scholarly academic resources, only internet webpages or no reference page.

Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors.

**0 pts**

/5 pts

**PowerPoint Slides**

**Exemplary**

PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail.

**3.1 to 5 pts**

**Distinguished**

PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation.

**2.1 to 3 pts**

**Developing**

PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation.

**0.1 to 2 pts**

**Novice**

PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content.

**0 pts**

/5 pts

November 5, 2026
[Solved] disease analysis

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## diseaseanalysis.docx **## diseaseanalysis.docx** A 3- to 4-page paper Details: For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective. B…

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## diseaseanalysis.docx

**## diseaseanalysis.docx**

A 3- to 4-page paper

Details:

For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective.

Begin by searching the Centers for Disease Control (CDC) website
[Diseases and Conditions Index](http://www.cdc.gov/DiseasesConditions/az/a.html) to choose a disease or condition of interest to you.

Next, review the website for
[Healthy People 2020Links to an external site.](https://health.gov/our-work/national-health-initiatives/healthy-people/healthy-people-2020)

for information related to the disease or the disease category (e.g., mental health for ADHD).

In your paper, discuss the following:

· Prominent aspects of this disease

· Current data and statistics related to the disease

· Health disparities related to the disease

· Prevention strategies including complementary and alternative health therapies

· Contemporary research and clinical studies related to the disease

· An analysis of the pathophysiologic effects of stress related to the disease

· Evidence-based stress management interventions that might help with prevention or cure

The paper should be 3 to 4 pages.

Incorporate at least three scholarly sources within the paper. Sources should be no more than three years old.

**## diseaseanalysis.docx**

A 3- to 4-page paper

Details:

For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective.

Begin by searching the Centers for Disease Control (CDC) website
[Diseases and Conditions Index](http://www.cdc.gov/DiseasesConditions/az/a.html) to choose a disease or condition of interest to you.

Next, review the website for
[Healthy People 2020Links to an external site.](https://health.gov/our-work/national-health-initiatives/healthy-people/healthy-people-2020)

for information related to the disease or the disease category (e.g., mental health for ADHD).

In your paper, discuss the following:

· Prominent aspects of this disease

· Current data and statistics related to the disease

· Health disparities related to the disease

· Prevention strategies including complementary and alternative health therapies

· Contemporary research and clinical studies related to the disease

· An analysis of the pathophysiologic effects of stress related to the disease

· Evidence-based stress management interventions that might help with prevention or cure

The paper should be 3 to 4 pages.

Incorporate at least three scholarly sources within the paper. Sources should be no more than three years old.

November 5, 2026
[Solved] cardiovascular system

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## POWERPOINT.docx **## POWERPOINT.docx** **POWERPOINT** **Cardiovascular System:** · Explain various congenital heart defects, their impact on heart function, and innovations in surgical or medical treatments **Your presentation must:** · Explain the processes or concep…

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## POWERPOINT.docx

**## POWERPOINT.docx**

**POWERPOINT**

**Cardiovascular System:**

· Explain various congenital heart defects, their impact on heart function, and innovations in surgical or medical treatments

**Your presentation must:**

· Explain the processes or concepts in your own words using references to support your explanations.

· Include all necessary physiology and pathophysiology in your explanation.

· Use detailed explanations with master’s level terminology to teach or explain. Your classmates and professional colleagues are your audience.

· Include audio narration with at least one type of visual aid in your presentation, such as PowerPoint slides, diagrams, whiteboard use, etc.

· Use APA format to style your visual aids and cite your sources.

· Cite at least two references verbally or with on-screen citations. You may cite your e-text as a source.

· Include a reference list in your visual aid or at the end of your slide set.

**## POWERPOINT.docx**

**POWERPOINT**

**Cardiovascular System:**

· Explain various congenital heart defects, their impact on heart function, and innovations in surgical or medical treatments

**Your presentation must:**

· Explain the processes or concepts in your own words using references to support your explanations.

· Include all necessary physiology and pathophysiology in your explanation.

· Use detailed explanations with master’s level terminology to teach or explain. Your classmates and professional colleagues are your audience.

· Include audio narration with at least one type of visual aid in your presentation, such as PowerPoint slides, diagrams, whiteboard use, etc.

· Use APA format to style your visual aids and cite your sources.

· Cite at least two references verbally or with on-screen citations. You may cite your e-text as a source.

· Include a reference list in your visual aid or at the end of your slide set.

November 5, 2026
[Solved] outline

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Executive Solution Overview

– a year ago **files (2)** – ## instructions.docx – ## CommunityStrategyOutline.docx **## instructions.docx** Include the following in your video presentation: · Introduction: · Provide an overview of the community health issue as described in Part A with identified causes and influences, including …

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Assignment Prompt & Instructions

– a year ago

**files (2)**

– ## instructions.docx

– ## CommunityStrategyOutline.docx

**## instructions.docx**

Include the following in your video presentation:

· Introduction:

· Provide an overview of the community health issue as described in Part A with identified causes and influences, including knowledge gaps.

· Detail the prevalence of the issue inside and outside the United States.

· Describe potential monetary costs associated with the issue in the United States.

· You must include data in your introduction (e.g., images, charts, and graphs may be included as written data).

· Describe advanced practice roles and management strategies that affect change at the community level.

· Identify key community and social resources that negatively and positively affect the selected issue.

· Identify changes or enhancements in community-related services for your selected topic.

· Develop a strategic plan that could decrease the prevalence of your selected topic. The goals for this plan need to be specific, measurable, attainable, realistic, and time-bound. Include how your plan considers health literacy, socioeconomic factors, and cultural differences.

· Conclusion:

· A summary of the goals and challenges

· An assessment of the outlook for action/progress

· Appendix A: Include your community assessment outline from Week 3 as Appendix A.

Include 2–3 scholarly sources that are carefully selected and appropriate to the topic. References should be current—no more than four years old.

**## CommunityStrategyOutline.docx**

**Community Strategy Outline: Preventing Falls in the Elderly**

Student’s Name

Course Name

Institutional Affiliation

Instructor's Name

Date

**Community Strategy Outline: Preventing Falls in the Elderly**

**I. Community Health Focus**

**Topic:** Preventing Falls in the Elderly

**Community:** Palm Beach County, Florida

**Rationale:** Falls result in the most injury-related hospitalizations and fatalities among individuals aged 65 and above (Kumar et al., 2025). In Palm Beach County, where approximately 25% of the population is 65 and above, fall prevention is very important in ensuring quality of life, decreasing hospital readmissions, and reducing health care expenses.

**II. Assessment Using Gordon’s Functional Health Patterns Framework**

**1. Health Perception–Health Management Pattern**

The risk for falls is underestimated by many community older adults, who regard falls as inevitable, an occupational hazard, or simply part of the aging process (Dabkowski et al., 2022). Health literacy is poor, and compliance with medications is low owing to polypharmacy and cognitive impairment. Preventative visits are routinely avoided, and care is sought only when necessary.

**2. Nutritional–Metabolic Pattern**

Numerous elderly residents in the area live alone and might be limited to frozen dinners or restricted diets, leading to inadequate amounts of calcium, vitamin D, and protein, all necessary for bone and muscle function. Malnutrition and dehydration further exacerbate the risk of falls.

**3. Elimination Pattern**

Urinary incontinence is frequent in this group, frequently resulting in nighttime awakening and racing to the bathroom in low light, a significant cause of falls. Diuretics and laxatives further lead to urgency and dizziness.

**4. Activity–Exercise Pattern**

Whereas, for example, some older persons participate in community walking groups or water exercise, many become inactive as a result of joint pain, poor balance, or fear of falling (Melo et al., 2023). Reduced muscle mass and coordination as a result of inactivity increase the risk for falls.

**5. Sleep–Rest Pattern**

Poor sleep quality is prevalent due to chronic pain, nocturia, and sleep apnea. The use of sedatives and nighttime bathroom visits increase disorientation and fall potential.

**6. Cognitive–Perceptual Pattern**

Seniors often experience cognitive impairment, poor judgment, and vision and hearing loss. Impairments decrease hazard perception and increase reaction times, thereby putting them at greater risk in the environment.

**7. Self-Perception–Self-Concept Pattern**

Older persons will, in many cases, experience a loss of independence or self-worth following a fall or near fall. Most fail to report falls for fear of losing independence or entry into institutional care.

**8. Role–Relationship Pattern**

There is isolation in this group, and limited caregiver support. Most depend on the neighborhood, or the senior center, for social support, yet being alone in the home with no solid support system enhances vulnerability.

**9. Sexuality–Reproductive Pattern**

While not directly related to fall risk, issues with body image, incontinence, and medication side effects may reduce intimacy, further contributing to emotional withdrawal and inactivity.

**10. Coping–Stress Tolerance Pattern**

Seniors experience emotional stress associated with bereavement, illness, and loss of mobility. Seniors often experience depression and anxiety, and these may result in the neglect of home safety, risk for falls, and refusal to become involved in prevention programs.

**11. Value–Belief Pattern**

Some seniors harbor fatalistic attitudes towards falls, seeing them as the will of God, while others resist culturally accepting assistive equipment such as walkers, seeing them as symbols of weakness.

**III. Community Resources for Assessment and Prevention**

·
**Palm Beach County Health Department:** Offers fall risk assessments, community screenings, and educational programs on fall prevention.

·
**Area Agency on Aging Palm Beach/Treasure Coast:** Provides in-home safety evaluations, elder advocacy, and caregiver support.

·
**Elder Affairs Division (Florida Department of Elder Affairs):** Runs the “Matter of Balance” program and offers free balance and exercise classes for seniors.

·
**Local Hospitals and Physical Therapy Clinics:** Many offer geriatric wellness programs and post-fall rehabilitation.

·
**Faith-Based Organizations:** Provide volunteer home modifications (grab bars, ramps), wellness visits, and check-ins.

·
**Public Libraries and Senior Centers:** Distribute fall prevention brochures and sponsor health talks with physical therapists and geriatricians.

**Summary:** These resources offer critical support for educational, physical, and emotional components of fall prevention, but access varies based on transportation, awareness, and cultural relevance.

**IV. Community Strengths and Concerns (Based on Table 6.2)**

**Strengths:**

· High density of senior centers and retirement communities.

· Availability of multidisciplinary care teams.

· Strong faith-based and community volunteer programs.

· Widespread access to health insurance among seniors (Medicare).

· Existing fall prevention programs in select clinics.

**Concerns:**

· Transportation barriers limit access to wellness services.

· Underreporting of falls due to stigma and fear.

· Poor home safety (e.g., lack of grab bars, cluttered walkways).

· Language barriers among non-English speaking older adults.

· Fragmented communication between healthcare providers and caregivers.

**V. Potential Barriers and Solutions**

**Barriers:**

1.
**Limited Transportation:** Seniors cannot attend fall prevention programs or rehab appointments.

2.
**Cultural Resistance to Assistive Devices:** Use of canes or walkers is stigmatized.

3.
**Fear of Losing Independence:** Prevents seniors from reporting falls.

4.
**Home Environment Risks:** Many homes were not built with senior safety in mind.

5.
**Fragmented Care Coordination:** Lack of integration between primary care, social services, and family.

**Solutions:**

1.
**Mobile Health Units:** Deliver assessments and balance training to neighborhoods.

2.
**Community Education Campaigns:** Normalize assistive devices as tools of empowerment.

3.
**Anonymous Fall Reporting Tools:** Empower seniors to self-report without fear.

4.
**Volunteer “Fall-Proofing” Programs:** Partner with local hardware stores and trade schools to provide home modifications.

5.
**Geriatric Care Navigators:** Assign trained nurses to coordinate care, especially after ER visits for falls.

**References**

Dabkowski, E., Cooper, S., Duncan, J. R., & Missen, K. (2022). Adult Inpatients’ Perceptions of Their Fall Risk: A Scoping Review.
_Healthcare_,
_10_(6), 995. https://doi.org/10.3390/healthcare10060995

Kumar, S., Cruz, F., Yates, Z., Amin, Q., Awan, M. U., Lee, P., Kumar, S., & Elkbuli, A. (2025). Falls Among Older Adults: An Exploration of Trends, Clinical Outcomes, Predisposing Risk Factors, and Intervention Strategies.
_The American Journal of Surgery_, 116385. https://doi.org/10.1016/j.amjsurg.2025.116385

Melo, R., Stefany, C., Scarleth, D., Guimarães-do-Carmo, V. J., Lemos, A., & Galvão, A. (2023). Effectiveness of the aquatic physical therapy exercises to improve balance, gait, quality of life and reduce fall-related outcomes in healthy community-dwelling older adults: A systematic review and meta-analysis.
_PLOS ONE_,
_18_(9), e0291193–e0291193. https://doi.org/10.1371/journal.pone.0291193

**## CommunityStrategyOutline.docx**

**Community Strategy Outline: Preventing Falls in the Elderly**

Student’s Name

Course Name

Institutional Affiliation

Instructor's Name

Date

**Community Strategy Outline: Preventing Falls in the Elderly**

**I. Community Health Focus**

**Topic:** Preventing Falls in the Elderly

**Community:** Palm Beach County, Florida

**Rationale:** Falls result in the most injury-related hospitalizations and fatalities among individuals aged 65 and above (Kumar et al., 2025). In Palm Beach County, where approximately 25% of the population is 65 and above, fall prevention is very important in ensuring quality of life, decreasing hospital readmissions, and reducing health care expenses.

**II. Assessment Using Gordon’s Functional Health Patterns Framework**

**1. Health Perception–Health Management Pattern**

The risk for falls is underestimated by many community older adults, who regard falls as inevitable, an occupational hazard, or simply part of the aging process (Dabkowski et al., 2022). Health literacy is poor, and compliance with medications is low owing to polypharmacy and cognitive impairment. Preventative visits are routinely avoided, and care is sought only when necessary.

**2. Nutritional–Metabolic Pattern**

Numerous elderly residents in the area live alone and might be limited to frozen dinners or restricted diets, leading to inadequate amounts of calcium, vitamin D, and protein, all necessary for bone and muscle function. Malnutrition and dehydration further exacerbate the risk of falls.

**3. Elimination Pattern**

Urinary incontinence is frequent in this group, frequently resulting in nighttime awakening and racing to the bathroom in low light, a significant cause of falls. Diuretics and laxatives further lead to urgency and dizziness.

**4. Activity–Exercise Pattern**

Whereas, for example, some older persons participate in community walking groups or water exercise, many become inactive as a result of joint pain, poor balance, or fear of falling (Melo et al., 2023). Reduced muscle mass and coordination as a result of inactivity increase the risk for falls.

**5. Sleep–Rest Pattern**

Poor sleep quality is prevalent due to chronic pain, nocturia, and sleep apnea. The use of sedatives and nighttime bathroom visits increase disorientation and fall potential.

**6. Cognitive–Perceptual Pattern**

Seniors often experience cognitive impairment, poor judgment, and vision and hearing loss. Impairments decrease hazard perception and increase reaction times, thereby putting them at greater risk in the environment.

**7. Self-Perception–Self-Concept Pattern**

Older persons will, in many cases, experience a loss of independence or self-worth following a fall or near fall. Most fail to report falls for fear of losing independence or entry into institutional care.

**8. Role–Relationship Pattern**

There is isolation in this group, and limited caregiver support. Most depend on the neighborhood, or the senior center, for social support, yet being alone in the home with no solid support system enhances vulnerability.

**9. Sexuality–Reproductive Pattern**

While not directly related to fall risk, issues with body image, incontinence, and medication side effects may reduce intimacy, further contributing to emotional withdrawal and inactivity.

**10. Coping–Stress Tolerance Pattern**

Seniors experience emotional stress associated with bereavement, illness, and loss of mobility. Seniors often experience depression and anxiety, and these may result in the neglect of home safety, risk for falls, and refusal to become involved in prevention programs.

**11. Value–Belief Pattern**

Some seniors harbor fatalistic attitudes towards falls, seeing them as the will of God, while others resist culturally accepting assistive equipment such as walkers, seeing them as symbols of weakness.

**III. Community Resources for Assessment and Prevention**

·
**Palm Beach County Health Department:** Offers fall risk assessments, community screenings, and educational programs on fall prevention.

·
**Area Agency on Aging Palm Beach/Treasure Coast:** Provides in-home safety evaluations, elder advocacy, and caregiver support.

·
**Elder Affairs Division (Florida Department of Elder Affairs):** Runs the “Matter of Balance” program and offers free balance and exercise classes for seniors.

·
**Local Hospitals and Physical Therapy Clinics:** Many offer geriatric wellness programs and post-fall rehabilitation.

·
**Faith-Based Organizations:** Provide volunteer home modifications (grab bars, ramps), wellness visits, and check-ins.

·
**Public Libraries and Senior Centers:** Distribute fall prevention brochures and sponsor health talks with physical therapists and geriatricians.

**Summary:** These resources offer critical support for educational, physical, and emotional components of fall prevention, but access varies based on transportation, awareness, and cultural relevance.

**IV. Community Strengths and Concerns (Based on Table 6.2)**

**Strengths:**

· High density of senior centers and retirement communities.

· Availability of multidisciplinary care teams.

· Strong faith-based and community volunteer programs.

· Widespread access to health insurance among seniors (Medicare).

· Existing fall prevention programs in select clinics.

**Concerns:**

· Transportation barriers limit access to wellness services.

· Underreporting of falls due to stigma and fear.

· Poor home safety (e.g., lack of grab bars, cluttered walkways).

· Language barriers among non-English speaking older adults.

· Fragmented communication between healthcare providers and caregivers.

**V. Potential Barriers and Solutions**

**Barriers:**

1.
**Limited Transportation:** Seniors cannot attend fall prevention programs or rehab appointments.

2.
**Cultural Resistance to Assistive Devices:** Use of canes or walkers is stigmatized.

3.
**Fear of Losing Independence:** Prevents seniors from reporting falls.

4.
**Home Environment Risks:** Many homes were not built with senior safety in mind.

5.
**Fragmented Care Coordination:** Lack of integration between primary care, social services, and family.

**Solutions:**

1.
**Mobile Health Units:** Deliver assessments and balance training to neighborhoods.

2.
**Community Education Campaigns:** Normalize assistive devices as tools of empowerment.

3.
**Anonymous Fall Reporting Tools:** Empower seniors to self-report without fear.

4.
**Volunteer “Fall-Proofing” Programs:** Partner with local hardware stores and trade schools to provide home modifications.

5.
**Geriatric Care Navigators:** Assign trained nurses to coordinate care, especially after ER visits for falls.

**References**

Dabkowski, E., Cooper, S., Duncan, J. R., & Missen, K. (2022). Adult Inpatients’ Perceptions of Their Fall Risk: A Scoping Review.
_Healthcare_,
_10_(6), 995. https://doi.org/10.3390/healthcare10060995

Kumar, S., Cruz, F., Yates, Z., Amin, Q., Awan, M. U., Lee, P., Kumar, S., & Elkbuli, A. (2025). Falls Among Older Adults: An Exploration of Trends, Clinical Outcomes, Predisposing Risk Factors, and Intervention Strategies.
_The American Journal of Surgery_, 116385. https://doi.org/10.1016/j.amjsurg.2025.116385

Melo, R., Stefany, C., Scarleth, D., Guimarães-do-Carmo, V. J., Lemos, A., & Galvão, A. (2023). Effectiveness of the aquatic physical therapy exercises to improve balance, gait, quality of life and reduce fall-related outcomes in healthy community-dwelling older adults: A systematic review and meta-analysis.
_PLOS ONE_,
_18_(9), e0291193–e0291193. https://doi.org/10.1371/journal.pone.0291193

**## instructions.docx**

Include the following in your video presentation:

· Introduction:

· Provide an overview of the community health issue as described in Part A with identified causes and influences, including knowledge gaps.

· Detail the prevalence of the issue inside and outside the United States.

· Describe potential monetary costs associated with the issue in the United States.

· You must include data in your introduction (e.g., images, charts, and graphs may be included as written data).

· Describe advanced practice roles and management strategies that affect change at the community level.

· Identify key community and social resources that negatively and positively affect the selected issue.

· Identify changes or enhancements in community-related services for your selected topic.

· Develop a strategic plan that could decrease the prevalence of your selected topic. The goals for this plan need to be specific, measurable, attainable, realistic, and time-bound. Include how your plan considers health literacy, socioeconomic factors, and cultural differences.

· Conclusion:

· A summary of the goals and challenges

· An assessment of the outlook for action/progress

· Appendix A: Include your community assessment outline from Week 3 as Appendix A.

Include 2–3 scholarly sources that are carefully selected and appropriate to the topic. References should be current—no more than four years old.

**## CommunityStrategyOutline.docx**

**Community Strategy Outline: Preventing Falls in the Elderly**

Student’s Name

Course Name

Institutional Affiliation

Instructor's Name

Date

**Community Strategy Outline: Preventing Falls in the Elderly**

**I. Community Health Focus**

**Topic:** Preventing Falls in the Elderly

**Community:** Palm Beach County, Florida

**Rationale:** Falls result in the most injury-related hospitalizations and fatalities among individuals aged 65 and above (Kumar et al., 2025). In Palm Beach County, where approximately 25% of the population is 65 and above, fall prevention is very important in ensuring quality of life, decreasing hospital readmissions, and reducing health care expenses.

**II. Assessment Using Gordon’s Functional Health Patterns Framework**

**1. Health Perception–Health Management Pattern**

The risk for falls is underestimated by many community older adults, who regard falls as inevitable, an occupational hazard, or simply part of the aging process (Dabkowski et al., 2022). Health literacy is poor, and compliance with medications is low owing to polypharmacy and cognitive impairment. Preventative visits are routinely avoided, and care is sought only when necessary.

**2. Nutritional–Metabolic Pattern**

Numerous elderly residents in the area live alone and might be limited to frozen dinners or restricted diets, leading to inadequate amounts of calcium, vitamin D, and protein, all necessary for bone and muscle function. Malnutrition and dehydration further exacerbate the risk of falls.

**3. Elimination Pattern**

Urinary incontinence is frequent in this group, frequently resulting in nighttime awakening and racing to the bathroom in low light, a significant cause of falls. Diuretics and laxatives further lead to urgency and dizziness.

**4. Activity–Exercise Pattern**

Whereas, for example, some older persons participate in community walking groups or water exercise, many become inactive as a result of joint pain, poor balance, or fear of falling (Melo et al., 2023). Reduced muscle mass and coordination as a result of inactivity increase the risk for falls.

**5. Sleep–Rest Pattern**

Poor sleep quality is prevalent due to chronic pain, nocturia, and sleep apnea. The use of sedatives and nighttime bathroom visits increase disorientation and fall potential.

**6. Cognitive–Perceptual Pattern**

Seniors often experience cognitive impairment, poor judgment, and vision and hearing loss. Impairments decrease hazard perception and increase reaction times, thereby putting them at greater risk in the environment.

**7. Self-Perception–Self-Concept Pattern**

Older persons will, in many cases, experience a loss of independence or self-worth following a fall or near fall. Most fail to report falls for fear of losing independence or entry into institutional care.

**8. Role–Relationship Pattern**

There is isolation in this group, and limited caregiver support. Most depend on the neighborhood, or the senior center, for social support, yet being alone in the home with no solid support system enhances vulnerability.

**9. Sexuality–Reproductive Pattern**

While not directly related to fall risk, issues with body image, incontinence, and medication side effects may reduce intimacy, further contributing to emotional withdrawal and inactivity.

**10. Coping–Stress Tolerance Pattern**

Seniors experience emotional stress associated with bereavement, illness, and loss of mobility. Seniors often experience depression and anxiety, and these may result in the neglect of home safety, risk for falls, and refusal to become involved in prevention programs.

**11. Value–Belief Pattern**

Some seniors harbor fatalistic attitudes towards falls, seeing them as the will of God, while others resist culturally accepting assistive equipment such as walkers, seeing them as symbols of weakness.

**III. Community Resources for Assessment and Prevention**

·
**Palm Beach County Health Department:** Offers fall risk assessments, community screenings, and educational programs on fall prevention.

·
**Area Agency on Aging Palm Beach/Treasure Coast:** Provides in-home safety evaluations, elder advocacy, and caregiver support.

·
**Elder Affairs Division (Florida Department of Elder Affairs):** Runs the “Matter of Balance” program and offers free balance and exercise classes for seniors.

·
**Local Hospitals and Physical Therapy Clinics:** Many offer geriatric wellness programs and post-fall rehabilitation.

·
**Faith-Based Organizations:** Provide volunteer home modifications (grab bars, ramps), wellness visits, and check-ins.

·
**Public Libraries and Senior Centers:** Distribute fall prevention brochures and sponsor health talks with physical therapists and geriatricians.

**Summary:** These resources offer critical support for educational, physical, and emotional components of fall prevention, but access varies based on transportation, awareness, and cultural relevance.

**IV. Community Strengths and Concerns (Based on Table 6.2)**

**Strengths:**

· High density of senior centers and retirement communities.

· Availability of multidisciplinary care teams.

· Strong faith-based and community volunteer programs.

· Widespread access to health insurance among seniors (Medicare).

· Existing fall prevention programs in select clinics.

**Concerns:**

· Transportation barriers limit access to wellness services.

· Underreporting of falls due to stigma and fear.

· Poor home safety (e.g., lack of grab bars, cluttered walkways).

· Language barriers among non-English speaking older adults.

· Fragmented communication between healthcare providers and caregivers.

**V. Potential Barriers and Solutions**

**Barriers:**

1.
**Limited Transportation:** Seniors cannot attend fall prevention programs or rehab appointments.

2.
**Cultural Resistance to Assistive Devices:** Use of canes or walkers is stigmatized.

3.
**Fear of Losing Independence:** Prevents seniors from reporting falls.

4.
**Home Environment Risks:** Many homes were not built with senior safety in mind.

5.
**Fragmented Care Coordination:** Lack of integration between primary care, social services, and family.

**Solutions:**

1.
**Mobile Health Units:** Deliver assessments and balance training to neighborhoods.

2.
**Community Education Campaigns:** Normalize assistive devices as tools of empowerment.

3.
**Anonymous Fall Reporting Tools:** Empower seniors to self-report without fear.

4.
**Volunteer “Fall-Proofing” Programs:** Partner with local hardware stores and trade schools to provide home modifications.

5.
**Geriatric Care Navigators:** Assign trained nurses to coordinate care, especially after ER visits for falls.

**References**

Dabkowski, E., Cooper, S., Duncan, J. R., & Missen, K. (2022). Adult Inpatients’ Perceptions of Their Fall Risk: A Scoping Review.
_Healthcare_,
_10_(6), 995. https://doi.org/10.3390/healthcare10060995

Kumar, S., Cruz, F., Yates, Z., Amin, Q., Awan, M. U., Lee, P., Kumar, S., & Elkbuli, A. (2025). Falls Among Older Adults: An Exploration of Trends, Clinical Outcomes, Predisposing Risk Factors, and Intervention Strategies.
_The American Journal of Surgery_, 116385. https://doi.org/10.1016/j.amjsurg.2025.116385

Melo, R., Stefany, C., Scarleth, D., Guimarães-do-Carmo, V. J., Lemos, A., & Galvão, A. (2023). Effectiveness of the aquatic physical therapy exercises to improve balance, gait, quality of life and reduce fall-related outcomes in healthy community-dwelling older adults: A systematic review and meta-analysis.
_PLOS ONE_,
_18_(9), e0291193–e0291193. https://doi.org/10.1371/journal.pone.0291193

**## instructions.docx**

Include the following in your video presentation:

· Introduction:

· Provide an overview of the community health issue as described in Part A with identified causes and influences, including knowledge gaps.

· Detail the prevalence of the issue inside and outside the United States.

· Describe potential monetary costs associated with the issue in the United States.

· You must include data in your introduction (e.g., images, charts, and graphs may be included as written data).

· Describe advanced practice roles and management strategies that affect change at the community level.

· Identify key community and social resources that negatively and positively affect the selected issue.

· Identify changes or enhancements in community-related services for your selected topic.

· Develop a strategic plan that could decrease the prevalence of your selected topic. The goals for this plan need to be specific, measurable, attainable, realistic, and time-bound. Include how your plan considers health literacy, socioeconomic factors, and cultural differences.

· Conclusion:

· A summary of the goals and challenges

· An assessment of the outlook for action/progress

· Appendix A: Include your community assessment outline from Week 3 as Appendix A.

Include 2–3 scholarly sources that are carefully selected and appropriate to the topic. References should be current—no more than four years old.

**## CommunityStrategyOutline.docx**

**Community Strategy Outline: Preventing Falls in the Elderly**

Student’s Name

Course Name

Institutional Affiliation

Instructor's Name

Date

**Community Strategy Outline: Preventing Falls in the Elderly**

**I. Community Health Focus**

**Topic:** Preventing Falls in the Elderly

**Community:** Palm Beach County, Florida

**Rationale:** Falls result in the most injury-related hospitalizations and fatalities among individuals aged 65 and above (Kumar et al., 2025). In Palm Beach County, where approximately 25% of the population is 65 and above, fall prevention is very important in ensuring quality of life, decreasing hospital readmissions, and reducing health care expenses.

**II. Assessment Using Gordon’s Functional Health Patterns Framework**

**1. Health Perception–Health Management Pattern**

The risk for falls is underestimated by many community older adults, who regard falls as inevitable, an occupational hazard, or simply part of the aging process (Dabkowski et al., 2022). Health literacy is poor, and compliance with medications is low owing to polypharmacy and cognitive impairment. Preventative visits are routinely avoided, and care is sought only when necessary.

**2. Nutritional–Metabolic Pattern**

Numerous elderly residents in the area live alone and might be limited to frozen dinners or restricted diets, leading to inadequate amounts of calcium, vitamin D, and protein, all necessary for bone and muscle function. Malnutrition and dehydration further exacerbate the risk of falls.

**3. Elimination Pattern**

Urinary incontinence is frequent in this group, frequently resulting in nighttime awakening and racing to the bathroom in low light, a significant cause of falls. Diuretics and laxatives further lead to urgency and dizziness.

**4. Activity–Exercise Pattern**

Whereas, for example, some older persons participate in community walking groups or water exercise, many become inactive as a result of joint pain, poor balance, or fear of falling (Melo et al., 2023). Reduced muscle mass and coordination as a result of inactivity increase the risk for falls.

**5. Sleep–Rest Pattern**

Poor sleep quality is prevalent due to chronic pain, nocturia, and sleep apnea. The use of sedatives and nighttime bathroom visits increase disorientation and fall potential.

**6. Cognitive–Perceptual Pattern**

Seniors often experience cognitive impairment, poor judgment, and vision and hearing loss. Impairments decrease hazard perception and increase reaction times, thereby putting them at greater risk in the environment.

**7. Self-Perception–Self-Concept Pattern**

Older persons will, in many cases, experience a loss of independence or self-worth following a fall or near fall. Most fail to report falls for fear of losing independence or entry into institutional care.

**8. Role–Relationship Pattern**

There is isolation in this group, and limited caregiver support. Most depend on the neighborhood, or the senior center, for social support, yet being alone in the home with no solid support system enhances vulnerability.

**9. Sexuality–Reproductive Pattern**

While not directly related to fall risk, issues with body image, incontinence, and medication side effects may reduce intimacy, further contributing to emotional withdrawal and inactivity.

**10. Coping–Stress Tolerance Pattern**

Seniors experience emotional stress associated with bereavement, illness, and loss of mobility. Seniors often experience depression and anxiety, and these may result in the neglect of home safety, risk for falls, and refusal to become involved in prevention programs.

**11. Value–Belief Pattern**

Some seniors harbor fatalistic attitudes towards falls, seeing them as the will of God, while others resist culturally accepting assistive equipment such as walkers, seeing them as symbols of weakness.

**III. Community Resources for Assessment and Prevention**

·
**Palm Beach County Health Department:** Offers fall risk assessments, community screenings, and educational programs on fall prevention.

·
**Area Agency on Aging Palm Beach/Treasure Coast:** Provides in-home safety evaluations, elder advocacy, and caregiver support.

·
**Elder Affairs Division (Florida Department of Elder Affairs):** Runs the “Matter of Balance” program and offers free balance and exercise classes for seniors.

·
**Local Hospitals and Physical Therapy Clinics:** Many offer geriatric wellness programs and post-fall rehabilitation.

·
**Faith-Based Organizations:** Provide volunteer home modifications (grab bars, ramps), wellness visits, and check-ins.

·
**Public Libraries and Senior Centers:** Distribute fall prevention brochures and sponsor health talks with physical therapists and geriatricians.

**Summary:** These resources offer critical support for educational, physical, and emotional components of fall prevention, but access varies based on transportation, awareness, and cultural relevance.

**IV. Community Strengths and Concerns (Based on Table 6.2)**

**Strengths:**

· High density of senior centers and retirement communities.

· Availability of multidisciplinary care teams.

· Strong faith-based and community volunteer programs.

· Widespread access to health insurance among seniors (Medicare).

· Existing fall prevention programs in select clinics.

**Concerns:**

· Transportation barriers limit access to wellness services.

· Underreporting of falls due to stigma and fear.

· Poor home safety (e.g., lack of grab bars, cluttered walkways).

· Language barriers among non-English speaking older adults.

· Fragmented communication between healthcare providers and caregivers.

**V. Potential Barriers and Solutions**

**Barriers:**

1.
**Limited Transportation:** Seniors cannot attend fall prevention programs or rehab appointments.

2.
**Cultural Resistance to Assistive Devices:** Use of canes or walkers is stigmatized.

3.
**Fear of Losing Independence:** Prevents seniors from reporting falls.

4.
**Home Environment Risks:** Many homes were not built with senior safety in mind.

5.
**Fragmented Care Coordination:** Lack of integration between primary care, social services, and family.

**Solutions:**

1.
**Mobile Health Units:** Deliver assessments and balance training to neighborhoods.

2.
**Community Education Campaigns:** Normalize assistive devices as tools of empowerment.

3.
**Anonymous Fall Reporting Tools:** Empower seniors to self-report without fear.

4.
**Volunteer “Fall-Proofing” Programs:** Partner with local hardware stores and trade schools to provide home modifications.

5.
**Geriatric Care Navigators:** Assign trained nurses to coordinate care, especially after ER visits for falls.

**References**

Dabkowski, E., Cooper, S., Duncan, J. R., & Missen, K. (2022). Adult Inpatients’ Perceptions of Their Fall Risk: A Scoping Review.
_Healthcare_,
_10_(6), 995. https://doi.org/10.3390/healthcare10060995

Kumar, S., Cruz, F., Yates, Z., Amin, Q., Awan, M. U., Lee, P., Kumar, S., & Elkbuli, A. (2025). Falls Among Older Adults: An Exploration of Trends, Clinical Outcomes, Predisposing Risk Factors, and Intervention Strategies.
_The American Journal of Surgery_, 116385. https://doi.org/10.1016/j.amjsurg.2025.116385

Melo, R., Stefany, C., Scarleth, D., Guimarães-do-Carmo, V. J., Lemos, A., & Galvão, A. (2023). Effectiveness of the aquatic physical therapy exercises to improve balance, gait, quality of life and reduce fall-related outcomes in healthy community-dwelling older adults: A systematic review and meta-analysis.
_PLOS ONE_,
_18_(9), e0291193–e0291193. https://doi.org/10.1371/journal.pone.0291193

November 5, 2026
[Solved] mod 2

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[Solved] soap

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November 5, 2026
[Solved] Nursing Dnp Essentials

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### Summative Assessment Imagine you are tasked to work with the hospital’s HR department to develop a new position for a DNP-prepared nurse. You will develop a job listing for the position. You get to choose whether it is for a nurse leader or nurse clinician. 1. Develop a 3 page (Word document) th…

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### Summative Assessment

Imagine you are tasked to work with the hospital’s HR department to develop a new position for a DNP-prepared nurse. You will develop a job listing for the position. You get to choose whether it is for a nurse leader or nurse clinician.

1. Develop a 3 page (Word document) that synthesizes the required education and training for various DNP roles. Include a summary of how the DNP education enhances leadership skills, collaboration in the healthcare setting, and supports the role of the DNP-prepared nurse as a positive change agent.
2. Design a job posting utilizing any desired format. Must be eye-catching.
3. The length should be approximately one page.
4. Write in full sentences and paragraphs.
5. The job listing must include the following: the name/title of the position, the purpose of the role, required and preferred qualifications, and the working conditions. Be as detailed as possible.
6. On a separate Word document, provide your sources on a reference page for the information in your job listing. You do NOT have to include in-text citations in the listing itself.

### Document Type/Template

– Be creative with your job listing! Use whatever format type you prefer to develop an eye-catching posting.

– [\
\
C2_SummativeAssmrubr.pdf](https://www.sweetstudy.com/files/c2-summativeassmrubr-pdf "C2_SummativeAssmrubr.pdf")

– a year ago

November 5, 2026
[Solved] Emerging issues and Ethical considerations in practical Leadership

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### Summative Assessment For this summative assessment, you will prepare a comprehensive case study analysis that reflects on an ethical dilemma you have encountered during their clinical practice or another relevant experience. The analysis should be approximately 1,500 words and include the follow…

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### Summative Assessment

For this summative assessment, you will prepare a comprehensive case study analysis that reflects on an ethical dilemma you have encountered during their clinical practice or another relevant experience. The analysis should be approximately 1,500 words and include the following components:

– **Overview of the Ethical Dilemma**:

– Clearly describe the ethical dilemma, including the context, stakeholders involved, and the ethical principles at stake (e.g., autonomy, beneficence, non-maleficence, justice).
– **Evaluation of Strategies Used**:

– Analyze the strategies that were employed or could have been employed to address the ethical dilemma. Refer to ethical decision-making models (such as the Four-Quadrant Approach) and discuss the role of patient engagement, interprofessional collaboration, and organizational policies in the decision-making process.
– **Recommendations for Improvement**:

– Propose additional strategies or alternative approaches that could enhance the management of the ethical dilemma. Focus on how these strategies promote better patient outcomes, uphold ethical principles, and facilitate shared decision-making.
– **Reflection on Personal Growth**:

– Reflect on how this ethical dilemma and its management have influenced your personal values, ethical reasoning, and professional development as a nurse leader. Discuss how this experience prepares you for future ethical challenges in your practice.
– **Conclusion**:

– Summarize the key insights gained from your analysis and reinforce the importance of effective strategies for managing ethical dilemmas in nursing practice.

### Document type/ template:

– Word Document
– Formatted according to APA style guidelines

– [\
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C2_SummativeAssessmentrub.pdf](https://www.sweetstudy.com/files/c2-summativeassessmentrub-pdf "C2_SummativeAssessmentrub.pdf")

– a year ago

November 5, 2026
[Solved] ARNP Role Transition Week 2

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Compare the primary care NP role with other APN roles. What are the similarities among the roles, what are the differences, and how would you communicate the role to a healthcare provider and a consumer? **Submission Instructions:** – 500 words, formatted and cited in current APA style with support …

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Compare the primary care NP role with other APN roles. What are the similarities among the roles, what are the differences, and how would you communicate the role to a healthcare provider and a consumer?

**Submission Instructions:**

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

– a year ago

November 5, 2026