Category: Nursing

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    – ## TOPICandOUTLINEWritingAssignment.docx **## TOPICandOUTLINEWritingAssignment.docx** TOPIC and OUTLINE Writing Assignment **Instructions for Writing Your Topic Outline Submission Paper** **Here I will be approving your TOPIC and verify that you are on the right tract. THIS IS NOT your PAPER Submi…

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    Assignment Prompt & Instructions

    – ## TOPICandOUTLINEWritingAssignment.docx

    **## TOPICandOUTLINEWritingAssignment.docx**

    TOPIC and OUTLINE Writing Assignment

    **Instructions for Writing Your Topic Outline Submission Paper**

    **Here I will be approving your TOPIC and verify that you are on the right tract. THIS IS NOT your PAPER Submission- just topic and outline. DO NOT EMAIL ME your topic.**

    **1. Select a Topic**

    ·
    **Choose a Meaningful Issue:** Identify a significant issue in your field (for example, a nursing challenge, leadership dilemma, or a specific patient-care decision-making process). Your topic should be both relevant and complex enough to support an in-depth analysis in your final paper.

    ·
    **Topic Approval:** Make sure your selected topic is approved by your instructor before proceeding to begin work on your final submission. This approval ensures that your subject matter is appropriate and focused.

    **2. Develop Your Thesis Statement**

    ·
    **Craft a Clear Thesis:** Write a concise thesis statement that conveys the main argument or primary inquiry your final paper will address. Your thesis should hint at the multidimensional decision-making approaches and leadership strategies you plan to explore.

    **3. Outline the Structure of Your Paper**

    Your outline should provide a clear roadmap of your paper. Use APA-style level headings and subheadings to reflect the organization. Consider including the following sections:

    ·
    **I. Introduction**

    ·
    **A. Background Information:** Introduce the broad topic and its significance to your field.

    ·
    **B. Statement of the Problem:** Describe the key issue or challenge that your paper will address.

    ·
    **C. Thesis Statement:** Present your central argument or purpose.

    ·
    **II. Literature Review/Background**

    ·
    **A. Overview of Existing Research:** Provide a brief summary of scholarly research relevant to your topic.

    ·
    **B. Key Theories and Models:** Identify and describe the major theories or decision-making models that will inform your analysis [minimum 2].

    ·
    **III. Main Body/Discussion**

    ·
    **A. Section One – Topic Analysis or Context:** Outline the first major point or perspective you plan to examine.

    · Subpoints: Include supporting evidence or examples.

    ·
    **B. Section Two – Comparative Analysis:** Detail how different decision-making approaches or leadership styles impact the issue.

    · Subpoints: Compare the bedside nurse’s approaches with those of advanced practice nurses or nurse leaders.

    ·
    **C. Section Three – Application and Implications:** Explain how the chosen models or theories could be applied in practical settings, using specific examples or case studies.

    · Subpoints: Describe potential benefits, limitations, and recommendations.

    ·
    **IV. Conclusion**

    ·
    **A. Summary of Key Points:** Recap the main sections of your outline.

    ·
    **B. Implications and Next Steps:** Highlight how your final paper will synthesize the information and propose possible solutions or recommendations.

    ·
    **V. Preliminary References (Optional)**

    · Include a short list of key scholarly sources that will support your research and analysis in the full paper. Follow APA 7th Edition formatting.

    See visual sample below:

    **4. Formatting and Submission Requirements**

    ·
    **Formatting:**

    · Use APA 7th Edition guidelines for heading levels, in-text citations (if applicable), and your reference list.

    · The outline can be presented in a combination of narrative paragraphs and bullet points. Ensure your formatting is clear and easy to follow.

    · Your topic and outline submission may be a concise document (typically 2-3 pages).

    ·
    **Structure:**

    ·
    **Title Page (if required):** Although this is a preliminary outline, follow any institutional guidelines regarding the inclusion of a title page.

    ·
    **Clear Headings:** Use clear, descriptive headings and subheadings that mirror the structure of your eventual paper.

    ·
    **Page Organization:** Though the outline does not need to be lengthy, it should provide a logical sequence of ideas that can be expanded later into a full paper.

    ·
    **Review the Grading Rubric:**

    · Before submission, review the assignment rubric carefully to ensure that your outline meets all the specified elements (e.g., clarity of topic, logical organization, relevance of sections, APA formatting).

    **5. Final Checks and Submission**

    ·
    **Proofread:** Ensure your outline is free of grammatical and formatting errors.

    ·
    **Clarity and Focus:** Verify that each section of your outline clearly supports your thesis and that the topics flow logically from one section to the next.

    ·
    **Submission:** Submit your topic and outline by the assigned due date through the appropriate course submission portal. Remember, this outline is solely to help you structure your thoughts and will be approved before you proceed with your final paper.

    **Here is a great resource on how to write an outline [please review]:** [**How to write an outline**](https://www.grammarly.com/blog/how-to-write-outline/)

    **Here I will be approving your TOPIC and verify that you are on the right tract. THIS IS NOT your PAPER Submission- just topic and outline**

    Please access the assignment tab and/or read below and begin working on the Shared Decision Paper due week 7 – Saturday by 1159 PM EST. No Late assignments will be accepted.

    **The following is the instructions for the assignment- REMEMBER ONLY THE OUTLINE/Topic is due this week.**

    **Decision-Making Process Paper**

    Instructions

    In this assignment, you will be writing a 6–8-page paper [excluding cover and reference pages] identifying, comparing, and contrasting at least 3 different decision-making approaches of care from a multidisciplinary perspective using a pertinent and significant topic in nursing (examples might include nursing shortage and nurse turnover, nurse staffing ratios, unit closures, and restructuring, use of contract employees (i.e., registry and travel nurses), continuous quality improvement and patient satisfaction, and magnet designation or another current and relevant nursing issue) the topic
    **MUST BE APPROVED** **by your nursing instructor before writing the paper.**

    You are required to use APA 7th edition format and the page count does not include the title page or reference page. Reflect on your decision-making practices and the implications this will have regarding differing approaches taken by nursing leaders and staff nurses/clinical practitioners in decision-making within issues in practice. To complete this assignment, do the following:

    1. Select and describe an issue in nursing that impacts nurses at all levels from bedside to advanced practice. Make sure to provide an adequate background and its significance to all levels of nursing using a strong review of the literature. Additionally, this should include a thorough literature review that provides a good understanding of what the cause of this problem is and what is suggested to address this problem. Essentially, this review must support your choices of decision-making models and this needs to include how all levels of nursing practice (the bedside nurse to the APN are impacted by the problem).

    2. Identify how you would expect a nurse leader/manager, a bedside/staff nurse, and an Advanced practice nurse (CNO or NP) to address your selected issue using at least 3 different decision-making approaches that are supported by the literature review. This must first include a detailed analysis/overview of the selected decision-making models and how they are used in practice. Then a detailed analysis of how these decision-making approaches/models would address the problem/along with a detailed analysis of how each of the three selected models would be applied to address the selected issue/problem making sure to incorporate this at all levels of practice. One of the decision-making models may be more applicable to the bedside nurse; whereas the other is more applicable to the APN; however, all levels of nursing practice need to be addressed with at least one of the chosen 3 decision-making models. However, this does not mean that each decision-making model will apply to all levels of practice only that this discussion needs to include how each level of nursing practice would utilize the decision-making model to address the problem. For instance, one decision-making model may apply to the bedside nurse; the second decision-making model may be more applicable at the level of APN (CNO, NP, etc) and the other decision-making model may be best applied to the nurse manager. This section should be detailed; meaning specific, well thought out, realistic solutions of how the nurse (at the level identified; this may include more than one level for the same decision-making model or not) would address the problem using the decision-making model is provided and well supported by the literature. of the benefits and limitations of various decision-making approaches that are applied appropriately to the level of nursing practice to address the selected issue/problem. This is informed by course readings, literature, clinical scenarios, and other evidence-based and scholarly sources.

    3. Prioritize the best decision-making approach/model to address the selected problem that is grounded in best practice. This should provide a well-supported rationale for this choice that includes a good comparison and contrast of the 3 chosen decision-making models that clearly illustrate why the choice was made, that is consistent with the decision-making model, and how it would address the chosen topic or problem.

    4. Identify a possible funding source that would address your approach to solving the problem. For instance, if the best approach to solving the nurse-to-patient ratio problem is through the use of SDM and shared governance, perhaps you may seek a local funding source to provide you with funding to implement a small EBP or research project that would be funded by a local nursing organization such as Sigma Theta Tau or perhaps if it was geared more towards assessing the value of this model towards NP in practice than seeking a local organization that supports funding for projects being implemented by practicing NP? If seeking money for research this would need to be overseen by a nurse with a DNP or a PhD or someone with the credentials to do so that are part of their scope of practice. Consider looking at federal, state, or local organizations. For example: There are many grants available through the CDC, HRSA, etc. Again, this needs to be specifically applied with sufficient details

    5. Use at least 10 current scholarly references other than your main text. Uses APA 7th edition formatting.

    **Sample Topic List:**

    **Compare and Contrast Nursing Topics**

    Compare and contrast the healthcare outcomes of patients suffering from chronic illnesses who have access to regular nursing care versus those who do not.

    Compare and contrast the incidence of racial discrimination in nursing care between urban and rural areas.

    Compare and contrast the health risks associated with nursing care in acute care settings versus primary care settings.

    Compare and contrast the effectiveness of medication-based treatments versus non-pharmacological interventions for managing pain in patients suffering from chronic illnesses.

    Compare and contrast the communication styles and techniques used by nurses in caring for patients from different cultural backgrounds.

    Compare and contrast the approaches to patient education used by nurses in acute care settings versus those in community health settings.

    Compare and contrast the nursing interventions used for preventing and treating pressure ulcers in patients who are bedridden versus those who are mobile.

    Compare and contrast the use of traditional nursing care models versus patient-centered care models in addressing the needs of patients suffering from mental health disorders.

    Compare and contrast the ethical considerations involved in providing nursing care to patients who are terminally ill versus those who are not.

    Compare and contrast the nursing interventions used to prevent and treat complications associated with diabetes in pediatric versus adult patients.

    **Nursing Informatics Topics**

    The role of nursing informatics in improving patient safety

    The benefits and challenges of implementing electronic health records in nursing practice

    Using data analytics to identify trends and improve patient outcomes

    The impact of nursing informatics on clinical decision-making

    The importance of user-centered design in nursing informatics

    The ethical implications of using patient data in nursing informatics

    The role of telehealth in nursing informatics and improving access to care

    The future of nursing informatics and emerging technologies in healthcare

    The impact of nursing informatics on interdisciplinary collaboration and communication

    Using nursing informatics to promote population health and improve public health outcomes.

    **Evidence-Based Practice Nursing Topics**

    The importance of evidence-based practice in nursing and its impact on patient outcomes

    A case study of the successful implementation of evidence-based practice in nursing

    Strategies for overcoming barriers to evidence-based practice in nursing

    The role of nursing research in supporting evidence-based practice

    The challenges of translating research into practice in nursing

    The importance of collaboration between nurses and other healthcare professionals in promoting evidence-based practice

    A comparison of different evidence-based practice models in nursing

    The role of technology in promoting evidence-based practice in nursing

    The impact of evidence-based practice on healthcare disparities and equity

    The future of evidence-based practice in nursing and emerging trends in the field.

    **Nursing Topics**

    The impact of caring on nursing practice and patient outcomes

    Strategies for preventing and managing nursing burnout

    The importance of cultural competency in nursing practice and improving patient care

    The role of nursing in promoting health equity and addressing healthcare disparities

    A personal experience that influenced your decision to become a nurse

    The impact of technology on nursing practice and patient care

    The importance of interprofessional collaboration in nursing practice

    The role of nursing leadership in shaping healthcare policy and practice

    Ethical issues in nursing practice and their impact on patient care

    The impact of the COVID-19 pandemic on nursing practice and healthcare delivery.

    **Interesting Nursing Essay Topics Ideas**

    The benefits and challenges of working in rural nursing

    The role of simulation in nursing education and its impact on clinical preparedness

    A personal experience that highlighted the importance of compassion in nursing practice

    The impact of social determinants of health on nursing practice and patient outcomes

    The role of nurses in promoting mental health and wellbeing

    A comparison of different nursing specialties and their unique challenges and rewards

    The importance of patient-centered care in nursing practice and its impact on patient outcomes

    The role of nurses in addressing the opioid epidemic and promoting safe pain management practices

    The impact of environmental factors on nursing practice and patient outcomes

    The benefits and challenges of international nursing and working in global health.

    **Nursing Essay Questions**

    How has your understanding of nursing changed since starting your education and clinical practice?

    What is the most significant challenge you have faced as a nursing student or professional, and how did you overcome it?

    How has the nursing profession evolved over time, and what do you see as its future direction?

    In your opinion, what are the most important qualities for a nurse to possess, and why?

    How can nursing education and practice be improved to better meet the needs of diverse patient populations?

    How can nurses effectively communicate and collaborate with other healthcare professionals to ensure optimal patient care?

    What role does evidence-based practice play in nursing, and how can it be effectively integrated into clinical practice?

    What ethical dilemmas do nurses face in their daily practice, and how can they be addressed?

    How has the COVID-19 pandemic impacted nursing practice and healthcare delivery, and what lessons can be learned from this experience?

    How can nurses play a greater role in promoting public health and preventing disease in their communities?

    **Mental Health Nursing Essay Topics**

    The impact of stigma on mental health care and nursing practice

    A comparison of different mental health nursing interventions and their effectiveness

    The importance of trauma-informed care in mental health nursing practice

    The role of nursing in promoting recovery-oriented care in mental health settings

    The benefits and challenges of telepsychiatry and its impact on mental health nursing practice

    The impact of cultural factors on mental health nursing practice and patient outcomes

    The importance of self-care for mental health nurses and strategies for preventing burnout

    The role of nursing in addressing the mental health needs of diverse populations, including LGBTQ+ and immigrant communities

    A personal experience that highlighted the importance of compassion in mental health nursing practice

    The role of mental health nurses in the prevention of suicide amongst adolescents.

    **Nursing EBP Topics You Can Use in Your Essay**

    Here are some of the latest evidence-based practice nursing research topics that you can use in your essay or explore further in your own research:

    The impact of telehealth on patient outcomes in primary care

    The use of music therapy to manage pain in post-operative patients

    The effectiveness of mindfulness-based stress reduction in reducing stress and anxiety in healthcare workers

    Combating health care-associated infections: a community-based approach

    The impact of nurse-led discharge education on readmission rates for heart failure patients

    The use of simulation in nursing education to improve patient safety

    The effectiveness of early mobilization in preventing post-operative complications

    The use of aromatherapy to manage agitation in patients with dementia

    The impact of nurse-patient communication on patient satisfaction and outcomes

    The effectiveness of peer support in improving diabetes self-management

    The impact of cultural competence training on patient outcomes in diverse healthcare settings

    The use of animal-assisted therapy in managing anxiety and depression in patients with chronic illnesses

    The effectiveness of nurse-led smoking cessation interventions in promoting smoking cessation among hospitalized patients

    Importance of literature review in evidence-based research

    The impact of nurse-led care transitions on hospital readmission rates for older adults

    The effectiveness of nurse-led weight management interventions in reducing obesity rates among children and adolescents

    The impact of medication reconciliation on medication errors and adverse drug events

    The use of mindfulness-based interventions to manage chronic pain in older adults

    The effectiveness of nurse-led interventions in reducing hospital-acquired infections

    The impact of patient-centered care on patient satisfaction and outcomes

    The use of art therapy to manage anxiety in pediatric patients undergoing medical procedures

    Pediatric oncology: working towards better treatment through evidence-based research

    The effectiveness of nurse-led interventions in improving medication adherence among patients with chronic illnesses

    The impact of team-based care on patient outcomes in primary care settings

    The use of music therapy to improve sleep quality in hospitalized patients

    The effectiveness of nurse-led interventions in reducing falls in older adults

    The impact of nurse-led care on maternal and infant outcomes in low-resource settings

    The use of acupressure to manage chemotherapy-induced nausea and vomiting

    The effectiveness of nurse-led interventions in promoting breastfeeding initiation and duration

    The impact of nurse-led palliative care interventions on end-of-life care in hospice settings

    The use of hypnotherapy to manage pain in labor and delivery

    The effectiveness of nurse-led interventions in reducing hospital length of stay for surgical patients

    The impact of nurse-led transitional care interventions on readmission rates for heart failure patients

    The use of massage therapy to manage pain in hospitalized patients

    The effectiveness of nurse-led interventions in promoting physical activity among adults with chronic illnesses

    The impact of technology-based interventions on patient outcomes in mental health settings

    The use of mind-body interventions to manage chronic pain in patients with fibromyalgia

    Optimizing the clarifying diagnosis of stomach cancer

    The effectiveness of nurse-led interventions in reducing medication errors in pediatric patients

    The impact of nurse-led interventions on patient outcomes in long-term care settings

    The use of aromatherapy to manage anxiety in patients undergoing cardiac catheterization

    The effectiveness of nurse-led interventions in improving glycemic control in patients with diabetes

    The impact of nurse-led interventions on patient outcomes in emergency department settings

    The use of relaxation techniques to manage anxiety in patients with cancer

    The effectiveness of nurse-led interventions in improving self-management skills among patients with heart failure

    The impact of nurse-led interventions on patient outcomes in critical care settings

    The use of yoga to manage symptoms in patients with multiple sclerosis

    The effectiveness of nurse-led interventions in promoting medication safety in community settings

    The impact of nurse-led interventions on patient outcomes in home healthcare settings

    The role of family involvement in the rehabilitation of stroke patients

    Assessing the effectiveness of virtual reality in pain management

    The impact of pet therapy on mental well-being in elderly patients

    Exploring the benefits of intermittent fasting on diabetic patients

    The efficacy of acupuncture in managing chronic pain in cancer patients

    Effect of laughter therapy on stress levels among healthcare professionals

    The influence of a plant-based diet on cardiovascular health

    Analyzing the outcomes of nurse-led cognitive behavioral therapy sessions for insomnia patients

    The role of yoga and meditation in managing hypertension

    Exploring the benefits of hydrotherapy in post-operative orthopedic patients

    The impact of digital health applications on patient adherence to medications

    Assessing the outcomes of art therapy in pediatric patients with chronic illnesses

    The role of nutrition education in managing obesity in pediatric patients

    Exploring the effects of nature walks on mental well-being in patients with depression

    The impact of continuous glucose monitoring systems on glycemic control in diabetic patients

    **Submission**

    Text Editor

    _Word count: 0_

    **Details & Information**

    **Assessment due date**

    7/19/25, 11:59 PM (EDT)

    **Attempts**

    6 attempts left

    **Originality Report**

    Turnitin enabled

    **Evaluation rubric** [This item is evaluated with a rubric](https://fnu.blackboard.com/ultra/grades/assessment/_4349794_1/overview/attempt/create/rubric-view?columnId=_1011074_1&courseId=_41558_1)

    **Evaluation**

    **Maximum points** 100 points

    **## TOPICandOUTLINEWritingAssignment.docx**

    TOPIC and OUTLINE Writing Assignment

    **Instructions for Writing Your Topic Outline Submission Paper**

    **Here I will be approving your TOPIC and verify that you are on the right tract. THIS IS NOT your PAPER Submission- just topic and outline. DO NOT EMAIL ME your topic.**

    **1. Select a Topic**

    ·
    **Choose a Meaningful Issue:** Identify a significant issue in your field (for example, a nursing challenge, leadership dilemma, or a specific patient-care decision-making process). Your topic should be both relevant and complex enough to support an in-depth analysis in your final paper.

    ·
    **Topic Approval:** Make sure your selected topic is approved by your instructor before proceeding to begin work on your final submission. This approval ensures that your subject matter is appropriate and focused.

    **2. Develop Your Thesis Statement**

    ·
    **Craft a Clear Thesis:** Write a concise thesis statement that conveys the main argument or primary inquiry your final paper will address. Your thesis should hint at the multidimensional decision-making approaches and leadership strategies you plan to explore.

    **3. Outline the Structure of Your Paper**

    Your outline should provide a clear roadmap of your paper. Use APA-style level headings and subheadings to reflect the organization. Consider including the following sections:

    ·
    **I. Introduction**

    ·
    **A. Background Information:** Introduce the broad topic and its significance to your field.

    ·
    **B. Statement of the Problem:** Describe the key issue or challenge that your paper will address.

    ·
    **C. Thesis Statement:** Present your central argument or purpose.

    ·
    **II. Literature Review/Background**

    ·
    **A. Overview of Existing Research:** Provide a brief summary of scholarly research relevant to your topic.

    ·
    **B. Key Theories and Models:** Identify and describe the major theories or decision-making models that will inform your analysis [minimum 2].

    ·
    **III. Main Body/Discussion**

    ·
    **A. Section One – Topic Analysis or Context:** Outline the first major point or perspective you plan to examine.

    · Subpoints: Include supporting evidence or examples.

    ·
    **B. Section Two – Comparative Analysis:** Detail how different decision-making approaches or leadership styles impact the issue.

    · Subpoints: Compare the bedside nurse’s approaches with those of advanced practice nurses or nurse leaders.

    ·
    **C. Section Three – Application and Implications:** Explain how the chosen models or theories could be applied in practical settings, using specific examples or case studies.

    · Subpoints: Describe potential benefits, limitations, and recommendations.

    ·
    **IV. Conclusion**

    ·
    **A. Summary of Key Points:** Recap the main sections of your outline.

    ·
    **B. Implications and Next Steps:** Highlight how your final paper will synthesize the information and propose possible solutions or recommendations.

    ·
    **V. Preliminary References (Optional)**

    · Include a short list of key scholarly sources that will support your research and analysis in the full paper. Follow APA 7th Edition formatting.

    See visual sample below:

    **4. Formatting and Submission Requirements**

    ·
    **Formatting:**

    · Use APA 7th Edition guidelines for heading levels, in-text citations (if applicable), and your reference list.

    · The outline can be presented in a combination of narrative paragraphs and bullet points. Ensure your formatting is clear and easy to follow.

    · Your topic and outline submission may be a concise document (typically 2-3 pages).

    ·
    **Structure:**

    ·
    **Title Page (if required):** Although this is a preliminary outline, follow any institutional guidelines regarding the inclusion of a title page.

    ·
    **Clear Headings:** Use clear, descriptive headings and subheadings that mirror the structure of your eventual paper.

    ·
    **Page Organization:** Though the outline does not need to be lengthy, it should provide a logical sequence of ideas that can be expanded later into a full paper.

    ·
    **Review the Grading Rubric:**

    · Before submission, review the assignment rubric carefully to ensure that your outline meets all the specified elements (e.g., clarity of topic, logical organization, relevance of sections, APA formatting).

    **5. Final Checks and Submission**

    ·
    **Proofread:** Ensure your outline is free of grammatical and formatting errors.

    ·
    **Clarity and Focus:** Verify that each section of your outline clearly supports your thesis and that the topics flow logically from one section to the next.

    ·
    **Submission:** Submit your topic and outline by the assigned due date through the appropriate course submission portal. Remember, this outline is solely to help you structure your thoughts and will be approved before you proceed with your final paper.

    **Here is a great resource on how to write an outline [please review]:** [**How to write an outline**](https://www.grammarly.com/blog/how-to-write-outline/)

    **Here I will be approving your TOPIC and verify that you are on the right tract. THIS IS NOT your PAPER Submission- just topic and outline**

    Please access the assignment tab and/or read below and begin working on the Shared Decision Paper due week 7 – Saturday by 1159 PM EST. No Late assignments will be accepted.

    **The following is the instructions for the assignment- REMEMBER ONLY THE OUTLINE/Topic is due this week.**

    **Decision-Making Process Paper**

    Instructions

    In this assignment, you will be writing a 6–8-page paper [excluding cover and reference pages] identifying, comparing, and contrasting at least 3 different decision-making approaches of care from a multidisciplinary perspective using a pertinent and significant topic in nursing (examples might include nursing shortage and nurse turnover, nurse staffing ratios, unit closures, and restructuring, use of contract employees (i.e., registry and travel nurses), continuous quality improvement and patient satisfaction, and magnet designation or another current and relevant nursing issue) the topic
    **MUST BE APPROVED** **by your nursing instructor before writing the paper.**

    You are required to use APA 7th edition format and the page count does not include the title page or reference page. Reflect on your decision-making practices and the implications this will have regarding differing approaches taken by nursing leaders and staff nurses/clinical practitioners in decision-making within issues in practice. To complete this assignment, do the following:

    1. Select and describe an issue in nursing that impacts nurses at all levels from bedside to advanced practice. Make sure to provide an adequate background and its significance to all levels of nursing using a strong review of the literature. Additionally, this should include a thorough literature review that provides a good understanding of what the cause of this problem is and what is suggested to address this problem. Essentially, this review must support your choices of decision-making models and this needs to include how all levels of nursing practice (the bedside nurse to the APN are impacted by the problem).

    2. Identify how you would expect a nurse leader/manager, a bedside/staff nurse, and an Advanced practice nurse (CNO or NP) to address your selected issue using at least 3 different decision-making approaches that are supported by the literature review. This must first include a detailed analysis/overview of the selected decision-making models and how they are used in practice. Then a detailed analysis of how these decision-making approaches/models would address the problem/along with a detailed analysis of how each of the three selected models would be applied to address the selected issue/problem making sure to incorporate this at all levels of practice. One of the decision-making models may be more applicable to the bedside nurse; whereas the other is more applicable to the APN; however, all levels of nursing practice need to be addressed with at least one of the chosen 3 decision-making models. However, this does not mean that each decision-making model will apply to all levels of practice only that this discussion needs to include how each level of nursing practice would utilize the decision-making model to address the problem. For instance, one decision-making model may apply to the bedside nurse; the second decision-making model may be more applicable at the level of APN (CNO, NP, etc) and the other decision-making model may be best applied to the nurse manager. This section should be detailed; meaning specific, well thought out, realistic solutions of how the nurse (at the level identified; this may include more than one level for the same decision-making model or not) would address the problem using the decision-making model is provided and well supported by the literature. of the benefits and limitations of various decision-making approaches that are applied appropriately to the level of nursing practice to address the selected issue/problem. This is informed by course readings, literature, clinical scenarios, and other evidence-based and scholarly sources.

    3. Prioritize the best decision-making approach/model to address the selected problem that is grounded in best practice. This should provide a well-supported rationale for this choice that includes a good comparison and contrast of the 3 chosen decision-making models that clearly illustrate why the choice was made, that is consistent with the decision-making model, and how it would address the chosen topic or problem.

    4. Identify a possible funding source that would address your approach to solving the problem. For instance, if the best approach to solving the nurse-to-patient ratio problem is through the use of SDM and shared governance, perhaps you may seek a local funding source to provide you with funding to implement a small EBP or research project that would be funded by a local nursing organization such as Sigma Theta Tau or perhaps if it was geared more towards assessing the value of this model towards NP in practice than seeking a local organization that supports funding for projects being implemented by practicing NP? If seeking money for research this would need to be overseen by a nurse with a DNP or a PhD or someone with the credentials to do so that are part of their scope of practice. Consider looking at federal, state, or local organizations. For example: There are many grants available through the CDC, HRSA, etc. Again, this needs to be specifically applied with sufficient details

    5. Use at least 10 current scholarly references other than your main text. Uses APA 7th edition formatting.

    **Sample Topic List:**

    **Compare and Contrast Nursing Topics**

    Compare and contrast the healthcare outcomes of patients suffering from chronic illnesses who have access to regular nursing care versus those who do not.

    Compare and contrast the incidence of racial discrimination in nursing care between urban and rural areas.

    Compare and contrast the health risks associated with nursing care in acute care settings versus primary care settings.

    Compare and contrast the effectiveness of medication-based treatments versus non-pharmacological interventions for managing pain in patients suffering from chronic illnesses.

    Compare and contrast the communication styles and techniques used by nurses in caring for patients from different cultural backgrounds.

    Compare and contrast the approaches to patient education used by nurses in acute care settings versus those in community health settings.

    Compare and contrast the nursing interventions used for preventing and treating pressure ulcers in patients who are bedridden versus those who are mobile.

    Compare and contrast the use of traditional nursing care models versus patient-centered care models in addressing the needs of patients suffering from mental health disorders.

    Compare and contrast the ethical considerations involved in providing nursing care to patients who are terminally ill versus those who are not.

    Compare and contrast the nursing interventions used to prevent and treat complications associated with diabetes in pediatric versus adult patients.

    **Nursing Informatics Topics**

    The role of nursing informatics in improving patient safety

    The benefits and challenges of implementing electronic health records in nursing practice

    Using data analytics to identify trends and improve patient outcomes

    The impact of nursing informatics on clinical decision-making

    The importance of user-centered design in nursing informatics

    The ethical implications of using patient data in nursing informatics

    The role of telehealth in nursing informatics and improving access to care

    The future of nursing informatics and emerging technologies in healthcare

    The impact of nursing informatics on interdisciplinary collaboration and communication

    Using nursing informatics to promote population health and improve public health outcomes.

    **Evidence-Based Practice Nursing Topics**

    The importance of evidence-based practice in nursing and its impact on patient outcomes

    A case study of the successful implementation of evidence-based practice in nursing

    Strategies for overcoming barriers to evidence-based practice in nursing

    The role of nursing research in supporting evidence-based practice

    The challenges of translating research into practice in nursing

    The importance of collaboration between nurses and other healthcare professionals in promoting evidence-based practice

    A comparison of different evidence-based practice models in nursing

    The role of technology in promoting evidence-based practice in nursing

    The impact of evidence-based practice on healthcare disparities and equity

    The future of evidence-based practice in nursing and emerging trends in the field.

    **Nursing Topics**

    The impact of caring on nursing practice and patient outcomes

    Strategies for preventing and managing nursing burnout

    The importance of cultural competency in nursing practice and improving patient care

    The role of nursing in promoting health equity and addressing healthcare disparities

    A personal experience that influenced your decision to become a nurse

    The impact of technology on nursing practice and patient care

    The importance of interprofessional collaboration in nursing practice

    The role of nursing leadership in shaping healthcare policy and practice

    Ethical issues in nursing practice and their impact on patient care

    The impact of the COVID-19 pandemic on nursing practice and healthcare delivery.

    **Interesting Nursing Essay Topics Ideas**

    The benefits and challenges of working in rural nursing

    The role of simulation in nursing education and its impact on clinical preparedness

    A personal experience that highlighted the importance of compassion in nursing practice

    The impact of social determinants of health on nursing practice and patient outcomes

    The role of nurses in promoting mental health and wellbeing

    A comparison of different nursing specialties and their unique challenges and rewards

    The importance of patient-centered care in nursing practice and its impact on patient outcomes

    The role of nurses in addressing the opioid epidemic and promoting safe pain management practices

    The impact of environmental factors on nursing practice and patient outcomes

    The benefits and challenges of international nursing and working in global health.

    **Nursing Essay Questions**

    How has your understanding of nursing changed since starting your education and clinical practice?

    What is the most significant challenge you have faced as a nursing student or professional, and how did you overcome it?

    How has the nursing profession evolved over time, and what do you see as its future direction?

    In your opinion, what are the most important qualities for a nurse to possess, and why?

    How can nursing education and practice be improved to better meet the needs of diverse patient populations?

    How can nurses effectively communicate and collaborate with other healthcare professionals to ensure optimal patient care?

    What role does evidence-based practice play in nursing, and how can it be effectively integrated into clinical practice?

    What ethical dilemmas do nurses face in their daily practice, and how can they be addressed?

    How has the COVID-19 pandemic impacted nursing practice and healthcare delivery, and what lessons can be learned from this experience?

    How can nurses play a greater role in promoting public health and preventing disease in their communities?

    **Mental Health Nursing Essay Topics**

    The impact of stigma on mental health care and nursing practice

    A comparison of different mental health nursing interventions and their effectiveness

    The importance of trauma-informed care in mental health nursing practice

    The role of nursing in promoting recovery-oriented care in mental health settings

    The benefits and challenges of telepsychiatry and its impact on mental health nursing practice

    The impact of cultural factors on mental health nursing practice and patient outcomes

    The importance of self-care for mental health nurses and strategies for preventing burnout

    The role of nursing in addressing the mental health needs of diverse populations, including LGBTQ+ and immigrant communities

    A personal experience that highlighted the importance of compassion in mental health nursing practice

    The role of mental health nurses in the prevention of suicide amongst adolescents.

    **Nursing EBP Topics You Can Use in Your Essay**

    Here are some of the latest evidence-based practice nursing research topics that you can use in your essay or explore further in your own research:

    The impact of telehealth on patient outcomes in primary care

    The use of music therapy to manage pain in post-operative patients

    The effectiveness of mindfulness-based stress reduction in reducing stress and anxiety in healthcare workers

    Combating health care-associated infections: a community-based approach

    The impact of nurse-led discharge education on readmission rates for heart failure patients

    The use of simulation in nursing education to improve patient safety

    The effectiveness of early mobilization in preventing post-operative complications

    The use of aromatherapy to manage agitation in patients with dementia

    The impact of nurse-patient communication on patient satisfaction and outcomes

    The effectiveness of peer support in improving diabetes self-management

    The impact of cultural competence training on patient outcomes in diverse healthcare settings

    The use of animal-assisted therapy in managing anxiety and depression in patients with chronic illnesses

    The effectiveness of nurse-led smoking cessation interventions in promoting smoking cessation among hospitalized patients

    Importance of literature review in evidence-based research

    The impact of nurse-led care transitions on hospital readmission rates for older adults

    The effectiveness of nurse-led weight management interventions in reducing obesity rates among children and adolescents

    The impact of medication reconciliation on medication errors and adverse drug events

    The use of mindfulness-based interventions to manage chronic pain in older adults

    The effectiveness of nurse-led interventions in reducing hospital-acquired infections

    The impact of patient-centered care on patient satisfaction and outcomes

    The use of art therapy to manage anxiety in pediatric patients undergoing medical procedures

    Pediatric oncology: working towards better treatment through evidence-based research

    The effectiveness of nurse-led interventions in improving medication adherence among patients with chronic illnesses

    The impact of team-based care on patient outcomes in primary care settings

    The use of music therapy to improve sleep quality in hospitalized patients

    The effectiveness of nurse-led interventions in reducing falls in older adults

    The impact of nurse-led care on maternal and infant outcomes in low-resource settings

    The use of acupressure to manage chemotherapy-induced nausea and vomiting

    The effectiveness of nurse-led interventions in promoting breastfeeding initiation and duration

    The impact of nurse-led palliative care interventions on end-of-life care in hospice settings

    The use of hypnotherapy to manage pain in labor and delivery

    The effectiveness of nurse-led interventions in reducing hospital length of stay for surgical patients

    The impact of nurse-led transitional care interventions on readmission rates for heart failure patients

    The use of massage therapy to manage pain in hospitalized patients

    The effectiveness of nurse-led interventions in promoting physical activity among adults with chronic illnesses

    The impact of technology-based interventions on patient outcomes in mental health settings

    The use of mind-body interventions to manage chronic pain in patients with fibromyalgia

    Optimizing the clarifying diagnosis of stomach cancer

    The effectiveness of nurse-led interventions in reducing medication errors in pediatric patients

    The impact of nurse-led interventions on patient outcomes in long-term care settings

    The use of aromatherapy to manage anxiety in patients undergoing cardiac catheterization

    The effectiveness of nurse-led interventions in improving glycemic control in patients with diabetes

    The impact of nurse-led interventions on patient outcomes in emergency department settings

    The use of relaxation techniques to manage anxiety in patients with cancer

    The effectiveness of nurse-led interventions in improving self-management skills among patients with heart failure

    The impact of nurse-led interventions on patient outcomes in critical care settings

    The use of yoga to manage symptoms in patients with multiple sclerosis

    The effectiveness of nurse-led interventions in promoting medication safety in community settings

    The impact of nurse-led interventions on patient outcomes in home healthcare settings

    The role of family involvement in the rehabilitation of stroke patients

    Assessing the effectiveness of virtual reality in pain management

    The impact of pet therapy on mental well-being in elderly patients

    Exploring the benefits of intermittent fasting on diabetic patients

    The efficacy of acupuncture in managing chronic pain in cancer patients

    Effect of laughter therapy on stress levels among healthcare professionals

    The influence of a plant-based diet on cardiovascular health

    Analyzing the outcomes of nurse-led cognitive behavioral therapy sessions for insomnia patients

    The role of yoga and meditation in managing hypertension

    Exploring the benefits of hydrotherapy in post-operative orthopedic patients

    The impact of digital health applications on patient adherence to medications

    Assessing the outcomes of art therapy in pediatric patients with chronic illnesses

    The role of nutrition education in managing obesity in pediatric patients

    Exploring the effects of nature walks on mental well-being in patients with depression

    The impact of continuous glucose monitoring systems on glycemic control in diabetic patients

    **Submission**

    Text Editor

    _Word count: 0_

    **Details & Information**

    **Assessment due date**

    7/19/25, 11:59 PM (EDT)

    **Attempts**

    6 attempts left

    **Originality Report**

    Turnitin enabled

    **Evaluation rubric** [This item is evaluated with a rubric](https://fnu.blackboard.com/ultra/grades/assessment/_4349794_1/overview/attempt/create/rubric-view?columnId=_1011074_1&courseId=_41558_1)

    **Evaluation**

    **Maximum points** 100 points

  • [Solved] ethical

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  • [Solved] Developing research matrices

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    **Developing research matrices of included studies to analyze the data**

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    **Developing research matrices of included studies to analyze the data**

  • [Solved] Nursing Literature Review & Evidence Matrix Assignment

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    will attached instructions in notepad – ## EvidenceMatrixtemplatenur611.docx – ScreenShot2025-07-17at9.19.47PM.png **## EvidenceMatrixtemplatenur611.docx** **Evidence Matrix** **Name: ______________________________ Date: ________________________…

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    will attached instructions in notepad

    – ## EvidenceMatrixtemplatenur611.docx

    – ScreenShot2025-07-17at9.19.47PM.png

    **## EvidenceMatrixtemplatenur611.docx**

    **Evidence Matrix**

    **Name: ______________________________ Date: _____________________________**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Author** | **Journal**<br>**Name/ Year of Publication** | **Research Design** | **Sample Size** | **Outcome Variables Measured** | **Quality**<br>**(A, B, C)** | **Results/Author’s Suggested Conclusion** |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |

    Research Design Options: Quantitative, Qualitative, Systematic Review, Mixed Method Study

    Outcome variables measured: what is the researcher trying to measure or investigate. The aim or objective of the study.

    Quality is very subjective: This is your opinion so you cannot get this wrong. Choose from the following:

    A: (High) Further research is very unlikely to change our confidence in the estimate of effect.

    B: (Moderate) Further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate.

    C: (Low) Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate.

    **ScreenShot2025-07-17at9.19.47PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-07-17at9-19-47pm-png)

    **ScreenShot2025-07-17at9.19.47PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-07-17at9-19-47pm-png)

    **## EvidenceMatrixtemplatenur611.docx**

    **Evidence Matrix**

    **Name: ______________________________ Date: _____________________________**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Author** | **Journal**<br>**Name/ Year of Publication** | **Research Design** | **Sample Size** | **Outcome Variables Measured** | **Quality**<br>**(A, B, C)** | **Results/Author’s Suggested Conclusion** |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |

    Research Design Options: Quantitative, Qualitative, Systematic Review, Mixed Method Study

    Outcome variables measured: what is the researcher trying to measure or investigate. The aim or objective of the study.

    Quality is very subjective: This is your opinion so you cannot get this wrong. Choose from the following:

    A: (High) Further research is very unlikely to change our confidence in the estimate of effect.

    B: (Moderate) Further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate.

    C: (Low) Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate.

    **ScreenShot2025-07-17at9.19.47PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-07-17at9-19-47pm-png)

    **## EvidenceMatrixtemplatenur611.docx**

    **Evidence Matrix**

    **Name: ______________________________ Date: _____________________________**

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | **Author** | **Journal**<br>**Name/ Year of Publication** | **Research Design** | **Sample Size** | **Outcome Variables Measured** | **Quality**<br>**(A, B, C)** | **Results/Author’s Suggested Conclusion** |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |
    | | | | | | | |

    Research Design Options: Quantitative, Qualitative, Systematic Review, Mixed Method Study

    Outcome variables measured: what is the researcher trying to measure or investigate. The aim or objective of the study.

    Quality is very subjective: This is your opinion so you cannot get this wrong. Choose from the following:

    A: (High) Further research is very unlikely to change our confidence in the estimate of effect.

    B: (Moderate) Further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate.

    C: (Low) Further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate.

    **ScreenShot2025-07-17at9.19.47PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-07-17at9-19-47pm-png)

    – 1
    – 2

  • [Solved] Case study

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    help with 1-2 case study – ## infohelp.docx **## infohelp.docx** In 1 -2 pages, answer the questions below in detail. You must use current evidence-based resources to support your answers. Follow APA guidelines. and the grading rubric. **Chief Compliant:** Mrs. Lin Zhang is a 52-year-old Chinese-Ame…

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    help with 1-2 case study

    – ## infohelp.docx

    **## infohelp.docx**

    In 1 -2 pages, answer the questions below in detail. You must use current evidence-based resources to support your answers. Follow APA guidelines. and the grading rubric.

    **Chief Compliant:** Mrs. Lin Zhang is a 52-year-old Chinese-American woman who presents with chronic lower back pain, bilateral knee stiffness, and intermittent radicular symptoms in her right leg.

    **History of Present Illness**: She reports that her back pain has progressively worsened over the past three years and is aggravated by prolonged standing and walking. The pain radiates down to her calf after long hours on her feet and is described as a dull, aching pressure with sharp flare pain after activity, with radiculopathy traveling down to her toes (see dermatome map). She also has difficulty bending, squatting, and getting up from chairs.

    (Review her areas of concern below and follow the dermatome for better understanding of her symptoms and the pathway of pain, numbness and weakness.)

    **Social History:** Mrs. Zhang owns and operates a busy Chinese restaurant where she works long hours—typically 10–12 hours per day—on her feet with limited breaks. She used to walk daily for exercise but can no longer tolerate physical activity due to worsening knee pain and lumbar discomfort.

    She has gained 25 pounds in the last year. Her BMI is 31.6.

    **Medications**: Acetaminophen

    She has not seen a specialist due to time and cost constraints. Her family history includes back problems in her father and knee arthritis in her mother.

    **Physical Exam:** Decreased lumbar range of motion, paraspinal muscle tightness, positive straight leg raises on the right, and crepitus in both knees.

    **Diagnostics:** MRI imaging reveals lumbar spondylosis with foraminal narrowing at L5-S1, and bilateral knee osteoarthritic changes, including joint space narrowing and osteophyte formation.

    **Case Study Analysis -** Due Sunday, July 20th.

    Develop a 2-page case study analysis, examining the patient symptoms presented.
    1)    Explain the musculoskeletal pathophysiologic processes of why the patient presents these symptoms.
    2)    Explain how obesity plays a role in the progression of osteoarthritis in the knee joints.
    3)    Explain risk factors that may contribute to the development of the disease.

    **## infohelp.docx**

    In 1 -2 pages, answer the questions below in detail. You must use current evidence-based resources to support your answers. Follow APA guidelines. and the grading rubric.

    **Chief Compliant:** Mrs. Lin Zhang is a 52-year-old Chinese-American woman who presents with chronic lower back pain, bilateral knee stiffness, and intermittent radicular symptoms in her right leg.

    **History of Present Illness**: She reports that her back pain has progressively worsened over the past three years and is aggravated by prolonged standing and walking. The pain radiates down to her calf after long hours on her feet and is described as a dull, aching pressure with sharp flare pain after activity, with radiculopathy traveling down to her toes (see dermatome map). She also has difficulty bending, squatting, and getting up from chairs.

    (Review her areas of concern below and follow the dermatome for better understanding of her symptoms and the pathway of pain, numbness and weakness.)

    **Social History:** Mrs. Zhang owns and operates a busy Chinese restaurant where she works long hours—typically 10–12 hours per day—on her feet with limited breaks. She used to walk daily for exercise but can no longer tolerate physical activity due to worsening knee pain and lumbar discomfort.

    She has gained 25 pounds in the last year. Her BMI is 31.6.

    **Medications**: Acetaminophen

    She has not seen a specialist due to time and cost constraints. Her family history includes back problems in her father and knee arthritis in her mother.

    **Physical Exam:** Decreased lumbar range of motion, paraspinal muscle tightness, positive straight leg raises on the right, and crepitus in both knees.

    **Diagnostics:** MRI imaging reveals lumbar spondylosis with foraminal narrowing at L5-S1, and bilateral knee osteoarthritic changes, including joint space narrowing and osteophyte formation.

    **Case Study Analysis -** Due Sunday, July 20th.

    Develop a 2-page case study analysis, examining the patient symptoms presented.
    1)    Explain the musculoskeletal pathophysiologic processes of why the patient presents these symptoms.
    2)    Explain how obesity plays a role in the progression of osteoarthritis in the knee joints.
    3)    Explain risk factors that may contribute to the development of the disease.

  • [Solved] Synthesizing the Results, Reporting and Discussing the Results

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    Synthesize the results from all the studies in paragraph form to describe the sample of the studies and to answer the research question.

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    Synthesize the results from all the studies in paragraph form to describe the sample of the studies and to answer the research question.

  • [Solved] 506 policy mod 3 responses

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] course2

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    – ## course2-asss1.docx **## course2-asss1.docx** **Assessment 1** Create a reflection that addresses either an interprofessional collaboration you experienced or you observed from the Sentinel U – Interprofessional Collaboration simulation. Expand All **Introduction** Leadership and collaboration a…

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    – ## course2-asss1.docx

    **## course2-asss1.docx**

    **Assessment 1**

    Create a reflection that addresses either an interprofessional collaboration you experienced or you observed from the Sentinel U – Interprofessional Collaboration simulation.

    Expand All

    **Introduction**

    Leadership and collaboration are critical aspects of a nurse’s work. The use of effective leadership skills and interprofessional collaboration allow practitioners to share their perspectives in guiding patient care for the purposes of promoting optimal health and well-being. This can only be achieved when individuals have a true perception of who they are as a person.

    Reflection is a key part of building leadership skills and interprofessional relationships. It allows you to look critically at experiences and actions through specific lenses. Reflection can help you consider potential reasons and causes of people’s actions and behaviors and allow you to think about how to respond appropriately. This is vital because nurses are often at the frontlines of interacting with various other disciplines and are considered full partners when approaching healthcare of patients.

    As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection assessment. Completing formative assessments or activities is also a way to demonstrate course engagement.

    **Professional Context**

    This assessment is designed to help you become a reflective practitioner. By reflecting on your leadership style, along with the styles you’ve observed in others, you will learn to continually assess and improve your leadership and collaboration skills.

    You may choose to reflect on a collaborative interprofessional experience in a current or former place of practice, or you may choose to imagine yourself in the five short modules in the Sentinel U – Interprofessional Collaboration simulation.

    **Instructions**

    **Part 1: Create a one-page infographic resume of your current strengths as a leader**

    Briefly describe your leadership style. Create a short, one-page infographic resume or poster to advertise your strengths. You can use an online tool or simply use the graphics capabilities of Word to create your infographic.

    Here's an example:

    ·
    [Infographic Resume Example [PDF]](https://courseroom.capella.edu/courses/48804/files/8786847/download).

    **Part 2: Write a two-page reflection**

    Reflect on the leadership styles you’ve observed in others, as well as an interprofessional collaboration experience from your personal practice. (If you’re having a hard time coming up with an example from your own experience, complete the five short modules in the Sentinel U – Interprofessional Collaboration simulation). What did or would effective leadership look like? What did or would effective collaboration look like? Remember that leadership can be demonstrated by those who aren’t in official leadership positions as well as by formal leaders.

    Be sure that your assessment addresses the following criteria. Please study the rubric carefully so you understand what is needed for a distinguished score.

    · Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes, and how effective leadership, or a lack of it, played a role. This may be the Sentinel U simulation on Interprofessional Collaboration. There are five modules in this simulation

    · A simplified gap-analysis approach may be useful:

    · What happened?

    · What went well?

    · What did not go well?

    · What should have happened?

    · Compare and contrast effective leadership with ineffective leadership. What have you observed in others that works or doesn’t work when it comes to leadership?

    · Given what you’ve shared about effective leadership and also what effective collaboration looks like, identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.

    · Also identify best-practice interdisciplinary collaboration strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.

    · What leadership style do you think you need to develop more to support the above best-practice strategies you’ve described? How would you do that?

    · Include a full reference list from relevant and evidence-based (published within 5 years) sources, adhering to APA format.

    You will also be required to submit an APA-formatted reference list for any sources that you cited or used to inform your reflection.

    **Additional Requirements**

    ·
    **Length of submission:** Part 1 is a one-page infographic resume consisting of bullet points and a few sentences. Part 2 is two pages in length double-spaced, not including the reference page.

    ·
    **References:** Per the instructions above, cite at least 3 professional or scholarly sources of evidence to support the assertions and proposals you make. Include additional properly cited references as necessary to support your statements.

    ·
    **APA reference page:** Submit a correctly formatted APA reference page that shows all the sources used to develop the content. You may wish to refer to the
    [APA Module](https://lat.strategiced.com/redirect?linkid=2586) for more information on applying APA style.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

    · Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.

    · Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work together more effectively, citing the work of at least one article in the presentation.

    · Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

    · Describe one's leadership style.

    · Compare and contrast effective leadership with ineffective leadership.

    · Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing the work of at least one article in the presentation.

    · Describe a leadership style to develop to better support best-practice strategies.

    · Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

    · The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.

    ·
    **Criterion 1**

    ·
    **Describe one's leadership style.**

    ·
    **Distinguished**

    · Describes one's leadership style and includes graphic elements in a brief infographic resume.

    ·
    **Criterion 2**

    ·
    **Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.**

    ·
    **Distinguished**

    · Reflects on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes. Includes ways in which reflective nursing practice can help build a better understanding of past experiences to improve future practice decisions

    **Criterion 3**

    **Compare and contrast effective leadership with ineffective leadership.**

    **Distinguished**

    Compares and contrasts effective leadership with ineffective leadership, providing examples.

    **Criterion 4**

    **Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article in the submission.**

    **Distinguished**

    Identifies best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing multiple articles in the submission.

    **Criterion 5**

    **Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work together more effectively, citing at least one article in the submission.**

    **Distinguished**

    Identifies best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work together more effectively, citing multiple articles in the submission.

    **Criterion 6**

    **Describe a leadership style to develop to better support best-practice strategies.**

    **Distinguished**

    Describes a leadership style to develop to better support best-practice strategies, including examples of what one might do to develop that leadership style.

    **Criterion 7**

    **The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.**

    **Distinguished**

    The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting flawless adherence to APA format.

    **## course2-asss1.docx**

    **Assessment 1**

    Create a reflection that addresses either an interprofessional collaboration you experienced or you observed from the Sentinel U – Interprofessional Collaboration simulation.

    Expand All

    **Introduction**

    Leadership and collaboration are critical aspects of a nurse’s work. The use of effective leadership skills and interprofessional collaboration allow practitioners to share their perspectives in guiding patient care for the purposes of promoting optimal health and well-being. This can only be achieved when individuals have a true perception of who they are as a person.

    Reflection is a key part of building leadership skills and interprofessional relationships. It allows you to look critically at experiences and actions through specific lenses. Reflection can help you consider potential reasons and causes of people’s actions and behaviors and allow you to think about how to respond appropriately. This is vital because nurses are often at the frontlines of interacting with various other disciplines and are considered full partners when approaching healthcare of patients.

    As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection assessment. Completing formative assessments or activities is also a way to demonstrate course engagement.

    **Professional Context**

    This assessment is designed to help you become a reflective practitioner. By reflecting on your leadership style, along with the styles you’ve observed in others, you will learn to continually assess and improve your leadership and collaboration skills.

    You may choose to reflect on a collaborative interprofessional experience in a current or former place of practice, or you may choose to imagine yourself in the five short modules in the Sentinel U – Interprofessional Collaboration simulation.

    **Instructions**

    **Part 1: Create a one-page infographic resume of your current strengths as a leader**

    Briefly describe your leadership style. Create a short, one-page infographic resume or poster to advertise your strengths. You can use an online tool or simply use the graphics capabilities of Word to create your infographic.

    Here's an example:

    ·
    [Infographic Resume Example [PDF]](https://courseroom.capella.edu/courses/48804/files/8786847/download).

    **Part 2: Write a two-page reflection**

    Reflect on the leadership styles you’ve observed in others, as well as an interprofessional collaboration experience from your personal practice. (If you’re having a hard time coming up with an example from your own experience, complete the five short modules in the Sentinel U – Interprofessional Collaboration simulation). What did or would effective leadership look like? What did or would effective collaboration look like? Remember that leadership can be demonstrated by those who aren’t in official leadership positions as well as by formal leaders.

    Be sure that your assessment addresses the following criteria. Please study the rubric carefully so you understand what is needed for a distinguished score.

    · Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes, and how effective leadership, or a lack of it, played a role. This may be the Sentinel U simulation on Interprofessional Collaboration. There are five modules in this simulation

    · A simplified gap-analysis approach may be useful:

    · What happened?

    · What went well?

    · What did not go well?

    · What should have happened?

    · Compare and contrast effective leadership with ineffective leadership. What have you observed in others that works or doesn’t work when it comes to leadership?

    · Given what you’ve shared about effective leadership and also what effective collaboration looks like, identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.

    · Also identify best-practice interdisciplinary collaboration strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.

    · What leadership style do you think you need to develop more to support the above best-practice strategies you’ve described? How would you do that?

    · Include a full reference list from relevant and evidence-based (published within 5 years) sources, adhering to APA format.

    You will also be required to submit an APA-formatted reference list for any sources that you cited or used to inform your reflection.

    **Additional Requirements**

    ·
    **Length of submission:** Part 1 is a one-page infographic resume consisting of bullet points and a few sentences. Part 2 is two pages in length double-spaced, not including the reference page.

    ·
    **References:** Per the instructions above, cite at least 3 professional or scholarly sources of evidence to support the assertions and proposals you make. Include additional properly cited references as necessary to support your statements.

    ·
    **APA reference page:** Submit a correctly formatted APA reference page that shows all the sources used to develop the content. You may wish to refer to the
    [APA Module](https://lat.strategiced.com/redirect?linkid=2586) for more information on applying APA style.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.

    · Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.

    · Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work together more effectively, citing the work of at least one article in the presentation.

    · Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.

    · Describe one's leadership style.

    · Compare and contrast effective leadership with ineffective leadership.

    · Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing the work of at least one article in the presentation.

    · Describe a leadership style to develop to better support best-practice strategies.

    · Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.

    · The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.

    ·
    **Criterion 1**

    ·
    **Describe one's leadership style.**

    ·
    **Distinguished**

    · Describes one's leadership style and includes graphic elements in a brief infographic resume.

    ·
    **Criterion 2**

    ·
    **Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.**

    ·
    **Distinguished**

    · Reflects on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes. Includes ways in which reflective nursing practice can help build a better understanding of past experiences to improve future practice decisions

    **Criterion 3**

    **Compare and contrast effective leadership with ineffective leadership.**

    **Distinguished**

    Compares and contrasts effective leadership with ineffective leadership, providing examples.

    **Criterion 4**

    **Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article in the submission.**

    **Distinguished**

    Identifies best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing multiple articles in the submission.

    **Criterion 5**

    **Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work together more effectively, citing at least one article in the submission.**

    **Distinguished**

    Identifies best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work together more effectively, citing multiple articles in the submission.

    **Criterion 6**

    **Describe a leadership style to develop to better support best-practice strategies.**

    **Distinguished**

    Describes a leadership style to develop to better support best-practice strategies, including examples of what one might do to develop that leadership style.

    **Criterion 7**

    **The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.**

    **Distinguished**

    The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting flawless adherence to APA format.

  • [Solved] Nursing Homework Week 4, Lab

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Fill 5he template SOAP notes based on the instructions attached. – ## SoapNote1isbasedontheCaseStudyInstructionhere..docx – ## CaseStudy1-Irondeficiencyanemia2024.pdf – ## MRUMSN5600LSOAPNOTETemplate2021-1.docx – ## MRUSoapNoteRubric2021-1.docx **## SoapNote1isbasedontheCaseStudyInstructionhere..doc…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    Fill 5he template SOAP notes based on the instructions attached.

    – ## SoapNote1isbasedontheCaseStudyInstructionhere..docx

    – ## CaseStudy1-Irondeficiencyanemia2024.pdf

    – ## MRUMSN5600LSOAPNOTETemplate2021-1.docx

    – ## MRUSoapNoteRubric2021-1.docx

    **## SoapNote1isbasedontheCaseStudyInstructionhere..docx**

    **Soap Note 1 is based on the Case Study # 1 (10 Points)**

    **You MUST use the Case Study #1 as the base of this SOAP NOTE #1**

    Must use the sample template for your soap note, keep this template for when you start clinicals.

    Templates used from another classes
    **will not be accepted.** Student must use the template provided in this class which must clearly contain the progress note (in the Assessment section) of the encounter with the patient ( this section is clearly mark in
    **bold, highlighted  and underlined**). No passing grade will be granted if this section is not completed properly.

    Late Assignment Policy

    Assignments turned in late will have 1 point taken off for everyday assignment is late, after 7 days assignment will get grade of 0 (zero). No exceptions

    Follow the MRU Soap Note Rubric as a guide

    Use APA format and must include minimum of 2 Scholarly Citations.

    Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

    Turn it in Score must be less than 20% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 20%. Copy-paste from websites or textbooks will not be accepted or tolerated.

    Please see College Handbook with reference to Academic Misconduct Statement.

    The use of tempates is ok with regards to Turn it in, but the Patient History, CC, HPI, The Assessment and Plan should be of your own work and individualized to your made up patient.

    **## CaseStudy1-Irondeficiencyanemia2024.pdf**

    Case Study: Iron Deficiency Anemia
    Patient Information:

    • Name: John Doe
    • Age: 35
    • Gender: Male
    • Occupation: Construction Worker
    • Medical History: No significant medical history reported.

    Presenting Complaint: John Doe presents to the clinic with complaints of fatigue, weakness,
    and shortness of breath on exertion for the past few months. He reports feeling unusually tired,
    even after a full night's sleep, and has noticed increased paleness of his skin and conjunctiva.

    Physical Examination Findings:

    • Vital Signs: BP 120/80 mmHg, HR 80 bpm, RR 16 breaths/min, Temp 98.6°F
    • General: Pale skin and conjunctiva, fatigue apparent
    • Cardiovascular: Regular rhythm, no murmurs or abnormal sounds
    • Respiratory: Clear lung fields bilaterally
    • Abdomen: Soft, non-tender, no organomegaly
    • Neurological: Intact cranial nerves, normal motor and sensory functions

    Laboratory Investigations:

    • Hemoglobin (Hb): 9.5 g/dL (Normal range: 13.5-17.5 g/dL)
    • Hematocrit (Hct): 29% (Normal range: 40-50%)
    • Mean Corpuscular Volume (MCV): 75 fL (Normal range: 80-100 fL)
    • Serum Iron: 25 mcg/dL (Normal range: 60-170 mcg/dL)
    • Total Iron Binding Capacity (TIBC): 400 mcg/dL (Normal range: 250-450 mcg/dL)
    • Ferritin: 10 ng/mL (Normal range: 30-400 ng/mL)

    Diagnosis: John Doe is diagnosed with iron deficiency anemia based on his clinical presentation,
    physical examination findings, and laboratory results.

    Questions for Students:

    1. What are the common signs and symptoms of iron deficiency anemia?
    2. Explain the laboratory findings in John Doe's case and how they support the diagnosis of

    iron deficiency anemia.
    3. What are the potential causes of iron deficiency anemia in adults, and how would you

    approach further investigations in this patient?
    4. Discuss the treatment options for iron deficiency anemia, including dietary

    recommendations and pharmacological interventions.

    **## MRUMSN5600LSOAPNOTETemplate2021-1.docx**

    ![](https://www.sweetstudy.com/questions/nursing-homework-week-4-lab)

    **(Student Name)**

    **Miami Regional University**

    **Date of Encounter:**

    **Preceptor/Clinical Site:**

    **Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C**

    **Soap Note # ____ Main Diagnosis ______________**

    **PATIENT INFORMATION**

    **Name**:

    **Age**:

    **Gender at Birth:**

    **Gender Identity**:

    **Source**:

    **Allergies**:

    **Current Medications:**

    ·

    **PMH:**

    **Immunizations:**

    **Preventive Care**:

    **Surgical History**:

    **Family History**:

    **Social History**:

    **Sexual Orientation**:

    **Nutrition History**:

    **Subjective Data:**

    **Chief Complaint**:

    **Symptom analysis/HPI:**

    The patient is …

    **Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )**

    **CONSTITUTIONAL**:

    **NEUROLOGIC**:

    **HEENT**:

    **RESPIRATORY**:

    **CARDIOVASCULAR**:

    **GASTROINTESTINAL**:

    **GENITOURINARY**:

    **MUSCULOSKELETAL**:

    **SKIN**:

    **Objective Data:**

    **VITAL SIGNS:**

    **GENERAL APPREARANCE**:

    **NEUROLOGIC:**

    **HEENT:**

    **CARDIOVASCULAR:**

    **RESPIRATORY:**

    **GASTROINTESTINAL:**

    **MUSKULOSKELETAL:**

    **INTEGUMENTARY:**

    **ASSESSMENT:**

    **(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)**

    **Main Diagnosis**

    (Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.

    **Differential diagnosis (minimum 3)**

    **-**

    **-**

    **-**

    **PLAN:**

    **Labs and Diagnostic Test to be ordered (if applicable)**

    · –

    · –

    **Pharmacological treatment:**

    **-**

    **Non-Pharmacologic treatment**:

    **Education (provide the most relevant ones tailored to your patient)**

    **Follow-ups/Referrals**

    **References (in APA Style)**

    Examples

    Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).

    ISBN 978-0-8261-3424-0

    Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010

    (25th ed.). Print (The 5-Minute Consult Series).

    ## image1.png

    **## MRUSoapNoteRubric2021-1.docx**

    **Grading Rubric**

    **Student______________________________________**

    This sheet is to help you understand what we are looking for, and what our margin remarks might be about on your write ups of patients. Since at all of the white-ups that you hand in are uniform, this represents what MUST be included in every write-up.

    1)
    **Identifying Data (___5pts):** The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.

    2)
    **Subjective Data (___30pts.**): This is the historical part of the note. It contains the following:

    a) Symptom analysis/HPI(Location, quality , quantity or severity, timing, setting, factors that make it better or worse, and associate manifestations.(10pts).

    b) Review of systems of associated systems, reporting all pertinent positives and negatives (10pts).

    c) Any PMH, family hx, social hx, allergies, medications related to the complaint/problem (10pts). If more than one chief complaint, each should be written u in this manner.

    3)
    **Objective Data(__25pt.):** Vital signs need to be present. Height and Weight should be included where appropriate.

    a) Appropriate systems are examined, listed in the note and consistent with those identified in 2b.(10pts).

    b) Pertinent positives and negatives must be documented for each relevant system.

    c) Any abnormalities must be fully described. Measure and record sizes of things (likes moles, scars). Avoid using “ok”, “clear”, “within normal limits”, positive/ negative, and normal/abnormal to describe things. (5pts).

    4)
    **Assessment (___10pts.):** Encounter paragraph and diagnoses should be clearly listed and worded appropriately including ICD10 codes.

    5)
    **Plan (___15pts.):** Be sure to include any teaching, health maintenance and counseling along with the pharmacological and non-pharmacological measures. If you have more than one diagnosis, it is helpful to have this section divided into separate numbered sections.

    6)
    **Subjective/ Objective, Assessment and Management and Consistent (___10pts.):** Does the note support the appropriate differential diagnosis process? Is there evidence that you know what systems and what symptoms go with which complaints? The assessment/diagnoses should be consistent with the subjective section and then the assessment and plan. The management should be consistent with the assessment/ diagnoses identified.

    7)
    **Clarity of the Write-up(___5pts.):** Is it literate, organized and complete?

    Comments:

    Total Score: ____________ Instructor: __________________________________

    **Guidelines for**
    **Focused SOAP Notes**

    ·
    **Label each section of the SOAP note (each body part and system).**

    ·
    **Do**
    **not use unnecessary words or complete sentences.**

    ·
    **Use Standard Abbreviations**

    **S: SUBJECTIVE DATA (information the patient/caregiver tells you).**

    **Chief Complaint (CC):** a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit. The patient’s own words should be in quotes.

    **History of present illness (HPI):** a chronological description of the development of the patient's chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter.

    **Past Medical History (PMH):** Update current medications, allergies, prior illnesses and injuries, operations and hospitalizations allergies, age-appropriate immunization status.

    **Family History (FH):** Update significant medical information about the patient's family (parents, siblings, and children).
    Include specific diseases related to problems identified in CC, HPI or ROS.

    **Social History(SH):** An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history.

    **Review of Systems (ROS).** There are
    **14** systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9-}.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic. The ROS should mirror the PE findings section.

    **0: OBJECTIVE DATA (information you observe, assessment findings, lab results).**

    Sufficient physical exam should be performed to evaluate areas suggested by the history and patient's progress since last visit. Document specific abnormal and relevant negative findings.
    **Abnormal or unexpected findings should be described**.
    You should include only the information which was provided in the case study, do not include additional data.

    **Record observations for the following systems if applicable to this patient encounter (there are 12 possible systems for examination)**: Constitutional (e.g. vita! signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing. The focused PE should only include systems for which you have been given data.

    NOTE:
    Cardiovascular and Respiratory systems should be assessed on every patient regardless of the chief complaint.

    **Testing Results: Results of any diagnostic or lab testing ordered during that patient visit.**

    **A: ASSESSMENT**: (this is your diagnosis (es) with the appropriate ICD 10 code)

    List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.

    **Remember:** **Your subjective and objective data should support your diagnoses and your therapeutic plan**.

    Do not write that a diagnosis is to be "ruled out" rather state the working definitions of each differential or primary diagnosis (es).

    For each diagnoses provide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the focused PE findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis.

    **P: PLAN**(this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation.

    **1. Medications** write out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications.

    **2. Additional diagnostic tests** include EBP citations to support ordering additional tests

    **3. Education** this is part of the chart and should be brief, this is not a patient education sheet and needs to have a reference.

    **4. Referrals** include citations to support a referral

    **5. Follow up.** Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up.

    **## MRUSoapNoteRubric2021-1.docx**

    **Grading Rubric**

    **Student______________________________________**

    This sheet is to help you understand what we are looking for, and what our margin remarks might be about on your write ups of patients. Since at all of the white-ups that you hand in are uniform, this represents what MUST be included in every write-up.

    1)
    **Identifying Data (___5pts):** The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.

    2)
    **Subjective Data (___30pts.**): This is the historical part of the note. It contains the following:

    a) Symptom analysis/HPI(Location, quality , quantity or severity, timing, setting, factors that make it better or worse, and associate manifestations.(10pts).

    b) Review of systems of associated systems, reporting all pertinent positives and negatives (10pts).

    c) Any PMH, family hx, social hx, allergies, medications related to the complaint/problem (10pts). If more than one chief complaint, each should be written u in this manner.

    3)
    **Objective Data(__25pt.):** Vital signs need to be present. Height and Weight should be included where appropriate.

    a) Appropriate systems are examined, listed in the note and consistent with those identified in 2b.(10pts).

    b) Pertinent positives and negatives must be documented for each relevant system.

    c) Any abnormalities must be fully described. Measure and record sizes of things (likes moles, scars). Avoid using “ok”, “clear”, “within normal limits”, positive/ negative, and normal/abnormal to describe things. (5pts).

    4)
    **Assessment (___10pts.):** Encounter paragraph and diagnoses should be clearly listed and worded appropriately including ICD10 codes.

    5)
    **Plan (___15pts.):** Be sure to include any teaching, health maintenance and counseling along with the pharmacological and non-pharmacological measures. If you have more than one diagnosis, it is helpful to have this section divided into separate numbered sections.

    6)
    **Subjective/ Objective, Assessment and Management and Consistent (___10pts.):** Does the note support the appropriate differential diagnosis process? Is there evidence that you know what systems and what symptoms go with which complaints? The assessment/diagnoses should be consistent with the subjective section and then the assessment and plan. The management should be consistent with the assessment/ diagnoses identified.

    7)
    **Clarity of the Write-up(___5pts.):** Is it literate, organized and complete?

    Comments:

    Total Score: ____________ Instructor: __________________________________

    **Guidelines for**
    **Focused SOAP Notes**

    ·
    **Label each section of the SOAP note (each body part and system).**

    ·
    **Do**
    **not use unnecessary words or complete sentences.**

    ·
    **Use Standard Abbreviations**

    **S: SUBJECTIVE DATA (information the patient/caregiver tells you).**

    **Chief Complaint (CC):** a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit. The patient’s own words should be in quotes.

    **History of present illness (HPI):** a chronological description of the development of the patient's chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter.

    **Past Medical History (PMH):** Update current medications, allergies, prior illnesses and injuries, operations and hospitalizations allergies, age-appropriate immunization status.

    **Family History (FH):** Update significant medical information about the patient's family (parents, siblings, and children).
    Include specific diseases related to problems identified in CC, HPI or ROS.

    **Social History(SH):** An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history.

    **Review of Systems (ROS).** There are
    **14** systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9-}.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic. The ROS should mirror the PE findings section.

    **0: OBJECTIVE DATA (information you observe, assessment findings, lab results).**

    Sufficient physical exam should be performed to evaluate areas suggested by the history and patient's progress since last visit. Document specific abnormal and relevant negative findings.
    **Abnormal or unexpected findings should be described**.
    You should include only the information which was provided in the case study, do not include additional data.

    **Record observations for the following systems if applicable to this patient encounter (there are 12 possible systems for examination)**: Constitutional (e.g. vita! signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing. The focused PE should only include systems for which you have been given data.

    NOTE:
    Cardiovascular and Respiratory systems should be assessed on every patient regardless of the chief complaint.

    **Testing Results: Results of any diagnostic or lab testing ordered during that patient visit.**

    **A: ASSESSMENT**: (this is your diagnosis (es) with the appropriate ICD 10 code)

    List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.

    **Remember:** **Your subjective and objective data should support your diagnoses and your therapeutic plan**.

    Do not write that a diagnosis is to be "ruled out" rather state the working definitions of each differential or primary diagnosis (es).

    For each diagnoses provide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the focused PE findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis.

    **P: PLAN**(this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation.

    **1. Medications** write out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications.

    **2. Additional diagnostic tests** include EBP citations to support ordering additional tests

    **3. Education** this is part of the chart and should be brief, this is not a patient education sheet and needs to have a reference.

    **4. Referrals** include citations to support a referral

    **5. Follow up.** Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up.

    **## SoapNote1isbasedontheCaseStudyInstructionhere..docx**

    **Soap Note 1 is based on the Case Study # 1 (10 Points)**

    **You MUST use the Case Study #1 as the base of this SOAP NOTE #1**

    Must use the sample template for your soap note, keep this template for when you start clinicals.

    Templates used from another classes
    **will not be accepted.** Student must use the template provided in this class which must clearly contain the progress note (in the Assessment section) of the encounter with the patient ( this section is clearly mark in
    **bold, highlighted  and underlined**). No passing grade will be granted if this section is not completed properly.

    Late Assignment Policy

    Assignments turned in late will have 1 point taken off for everyday assignment is late, after 7 days assignment will get grade of 0 (zero). No exceptions

    Follow the MRU Soap Note Rubric as a guide

    Use APA format and must include minimum of 2 Scholarly Citations.

    Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

    Turn it in Score must be less than 20% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 20%. Copy-paste from websites or textbooks will not be accepted or tolerated.

    Please see College Handbook with reference to Academic Misconduct Statement.

    The use of tempates is ok with regards to Turn it in, but the Patient History, CC, HPI, The Assessment and Plan should be of your own work and individualized to your made up patient.

    **## CaseStudy1-Irondeficiencyanemia2024.pdf**

    Case Study: Iron Deficiency Anemia
    Patient Information:

    • Name: John Doe
    • Age: 35
    • Gender: Male
    • Occupation: Construction Worker
    • Medical History: No significant medical history reported.

    Presenting Complaint: John Doe presents to the clinic with complaints of fatigue, weakness,
    and shortness of breath on exertion for the past few months. He reports feeling unusually tired,
    even after a full night's sleep, and has noticed increased paleness of his skin and conjunctiva.

    Physical Examination Findings:

    • Vital Signs: BP 120/80 mmHg, HR 80 bpm, RR 16 breaths/min, Temp 98.6°F
    • General: Pale skin and conjunctiva, fatigue apparent
    • Cardiovascular: Regular rhythm, no murmurs or abnormal sounds
    • Respiratory: Clear lung fields bilaterally
    • Abdomen: Soft, non-tender, no organomegaly
    • Neurological: Intact cranial nerves, normal motor and sensory functions

    Laboratory Investigations:

    • Hemoglobin (Hb): 9.5 g/dL (Normal range: 13.5-17.5 g/dL)
    • Hematocrit (Hct): 29% (Normal range: 40-50%)
    • Mean Corpuscular Volume (MCV): 75 fL (Normal range: 80-100 fL)
    • Serum Iron: 25 mcg/dL (Normal range: 60-170 mcg/dL)
    • Total Iron Binding Capacity (TIBC): 400 mcg/dL (Normal range: 250-450 mcg/dL)
    • Ferritin: 10 ng/mL (Normal range: 30-400 ng/mL)

    Diagnosis: John Doe is diagnosed with iron deficiency anemia based on his clinical presentation,
    physical examination findings, and laboratory results.

    Questions for Students:

    1. What are the common signs and symptoms of iron deficiency anemia?
    2. Explain the laboratory findings in John Doe's case and how they support the diagnosis of

    iron deficiency anemia.
    3. What are the potential causes of iron deficiency anemia in adults, and how would you

    approach further investigations in this patient?
    4. Discuss the treatment options for iron deficiency anemia, including dietary

    recommendations and pharmacological interventions.

    **## MRUMSN5600LSOAPNOTETemplate2021-1.docx**

    ![](https://www.sweetstudy.com/questions/nursing-homework-week-4-lab)

    **(Student Name)**

    **Miami Regional University**

    **Date of Encounter:**

    **Preceptor/Clinical Site:**

    **Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C**

    **Soap Note # ____ Main Diagnosis ______________**

    **PATIENT INFORMATION**

    **Name**:

    **Age**:

    **Gender at Birth:**

    **Gender Identity**:

    **Source**:

    **Allergies**:

    **Current Medications:**

    ·

    **PMH:**

    **Immunizations:**

    **Preventive Care**:

    **Surgical History**:

    **Family History**:

    **Social History**:

    **Sexual Orientation**:

    **Nutrition History**:

    **Subjective Data:**

    **Chief Complaint**:

    **Symptom analysis/HPI:**

    The patient is …

    **Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )**

    **CONSTITUTIONAL**:

    **NEUROLOGIC**:

    **HEENT**:

    **RESPIRATORY**:

    **CARDIOVASCULAR**:

    **GASTROINTESTINAL**:

    **GENITOURINARY**:

    **MUSCULOSKELETAL**:

    **SKIN**:

    **Objective Data:**

    **VITAL SIGNS:**

    **GENERAL APPREARANCE**:

    **NEUROLOGIC:**

    **HEENT:**

    **CARDIOVASCULAR:**

    **RESPIRATORY:**

    **GASTROINTESTINAL:**

    **MUSKULOSKELETAL:**

    **INTEGUMENTARY:**

    **ASSESSMENT:**

    **(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)**

    **Main Diagnosis**

    (Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.

    **Differential diagnosis (minimum 3)**

    **-**

    **-**

    **-**

    **PLAN:**

    **Labs and Diagnostic Test to be ordered (if applicable)**

    · –

    · –

    **Pharmacological treatment:**

    **-**

    **Non-Pharmacologic treatment**:

    **Education (provide the most relevant ones tailored to your patient)**

    **Follow-ups/Referrals**

    **References (in APA Style)**

    Examples

    Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).

    ISBN 978-0-8261-3424-0

    Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010

    (25th ed.). Print (The 5-Minute Consult Series).

    ## image1.png

    **## MRUSoapNoteRubric2021-1.docx**

    **Grading Rubric**

    **Student______________________________________**

    This sheet is to help you understand what we are looking for, and what our margin remarks might be about on your write ups of patients. Since at all of the white-ups that you hand in are uniform, this represents what MUST be included in every write-up.

    1)
    **Identifying Data (___5pts):** The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.

    2)
    **Subjective Data (___30pts.**): This is the historical part of the note. It contains the following:

    a) Symptom analysis/HPI(Location, quality , quantity or severity, timing, setting, factors that make it better or worse, and associate manifestations.(10pts).

    b) Review of systems of associated systems, reporting all pertinent positives and negatives (10pts).

    c) Any PMH, family hx, social hx, allergies, medications related to the complaint/problem (10pts). If more than one chief complaint, each should be written u in this manner.

    3)
    **Objective Data(__25pt.):** Vital signs need to be present. Height and Weight should be included where appropriate.

    a) Appropriate systems are examined, listed in the note and consistent with those identified in 2b.(10pts).

    b) Pertinent positives and negatives must be documented for each relevant system.

    c) Any abnormalities must be fully described. Measure and record sizes of things (likes moles, scars). Avoid using “ok”, “clear”, “within normal limits”, positive/ negative, and normal/abnormal to describe things. (5pts).

    4)
    **Assessment (___10pts.):** Encounter paragraph and diagnoses should be clearly listed and worded appropriately including ICD10 codes.

    5)
    **Plan (___15pts.):** Be sure to include any teaching, health maintenance and counseling along with the pharmacological and non-pharmacological measures. If you have more than one diagnosis, it is helpful to have this section divided into separate numbered sections.

    6)
    **Subjective/ Objective, Assessment and Management and Consistent (___10pts.):** Does the note support the appropriate differential diagnosis process? Is there evidence that you know what systems and what symptoms go with which complaints? The assessment/diagnoses should be consistent with the subjective section and then the assessment and plan. The management should be consistent with the assessment/ diagnoses identified.

    7)
    **Clarity of the Write-up(___5pts.):** Is it literate, organized and complete?

    Comments:

    Total Score: ____________ Instructor: __________________________________

    **Guidelines for**
    **Focused SOAP Notes**

    ·
    **Label each section of the SOAP note (each body part and system).**

    ·
    **Do**
    **not use unnecessary words or complete sentences.**

    ·
    **Use Standard Abbreviations**

    **S: SUBJECTIVE DATA (information the patient/caregiver tells you).**

    **Chief Complaint (CC):** a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit. The patient’s own words should be in quotes.

    **History of present illness (HPI):** a chronological description of the development of the patient's chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter.

    **Past Medical History (PMH):** Update current medications, allergies, prior illnesses and injuries, operations and hospitalizations allergies, age-appropriate immunization status.

    **Family History (FH):** Update significant medical information about the patient's family (parents, siblings, and children).
    Include specific diseases related to problems identified in CC, HPI or ROS.

    **Social History(SH):** An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history.

    **Review of Systems (ROS).** There are
    **14** systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9-}.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic. The ROS should mirror the PE findings section.

    **0: OBJECTIVE DATA (information you observe, assessment findings, lab results).**

    Sufficient physical exam should be performed to evaluate areas suggested by the history and patient's progress since last visit. Document specific abnormal and relevant negative findings.
    **Abnormal or unexpected findings should be described**.
    You should include only the information which was provided in the case study, do not include additional data.

    **Record observations for the following systems if applicable to this patient encounter (there are 12 possible systems for examination)**: Constitutional (e.g. vita! signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing. The focused PE should only include systems for which you have been given data.

    NOTE:
    Cardiovascular and Respiratory systems should be assessed on every patient regardless of the chief complaint.

    **Testing Results: Results of any diagnostic or lab testing ordered during that patient visit.**

    **A: ASSESSMENT**: (this is your diagnosis (es) with the appropriate ICD 10 code)

    List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.

    **Remember:** **Your subjective and objective data should support your diagnoses and your therapeutic plan**.

    Do not write that a diagnosis is to be "ruled out" rather state the working definitions of each differential or primary diagnosis (es).

    For each diagnoses provide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the focused PE findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis.

    **P: PLAN**(this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation.

    **1. Medications** write out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications.

    **2. Additional diagnostic tests** include EBP citations to support ordering additional tests

    **3. Education** this is part of the chart and should be brief, this is not a patient education sheet and needs to have a reference.

    **4. Referrals** include citations to support a referral

    **5. Follow up.** Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up.

    **## SoapNote1isbasedontheCaseStudyInstructionhere..docx**

    **Soap Note 1 is based on the Case Study # 1 (10 Points)**

    **You MUST use the Case Study #1 as the base of this SOAP NOTE #1**

    Must use the sample template for your soap note, keep this template for when you start clinicals.

    Templates used from another classes
    **will not be accepted.** Student must use the template provided in this class which must clearly contain the progress note (in the Assessment section) of the encounter with the patient ( this section is clearly mark in
    **bold, highlighted  and underlined**). No passing grade will be granted if this section is not completed properly.

    Late Assignment Policy

    Assignments turned in late will have 1 point taken off for everyday assignment is late, after 7 days assignment will get grade of 0 (zero). No exceptions

    Follow the MRU Soap Note Rubric as a guide

    Use APA format and must include minimum of 2 Scholarly Citations.

    Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

    Turn it in Score must be less than 20% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 20%. Copy-paste from websites or textbooks will not be accepted or tolerated.

    Please see College Handbook with reference to Academic Misconduct Statement.

    The use of tempates is ok with regards to Turn it in, but the Patient History, CC, HPI, The Assessment and Plan should be of your own work and individualized to your made up patient.

    **## CaseStudy1-Irondeficiencyanemia2024.pdf**

    Case Study: Iron Deficiency Anemia
    Patient Information:

    • Name: John Doe
    • Age: 35
    • Gender: Male
    • Occupation: Construction Worker
    • Medical History: No significant medical history reported.

    Presenting Complaint: John Doe presents to the clinic with complaints of fatigue, weakness,
    and shortness of breath on exertion for the past few months. He reports feeling unusually tired,
    even after a full night's sleep, and has noticed increased paleness of his skin and conjunctiva.

    Physical Examination Findings:

    • Vital Signs: BP 120/80 mmHg, HR 80 bpm, RR 16 breaths/min, Temp 98.6°F
    • General: Pale skin and conjunctiva, fatigue apparent
    • Cardiovascular: Regular rhythm, no murmurs or abnormal sounds
    • Respiratory: Clear lung fields bilaterally
    • Abdomen: Soft, non-tender, no organomegaly
    • Neurological: Intact cranial nerves, normal motor and sensory functions

    Laboratory Investigations:

    • Hemoglobin (Hb): 9.5 g/dL (Normal range: 13.5-17.5 g/dL)
    • Hematocrit (Hct): 29% (Normal range: 40-50%)
    • Mean Corpuscular Volume (MCV): 75 fL (Normal range: 80-100 fL)
    • Serum Iron: 25 mcg/dL (Normal range: 60-170 mcg/dL)
    • Total Iron Binding Capacity (TIBC): 400 mcg/dL (Normal range: 250-450 mcg/dL)
    • Ferritin: 10 ng/mL (Normal range: 30-400 ng/mL)

    Diagnosis: John Doe is diagnosed with iron deficiency anemia based on his clinical presentation,
    physical examination findings, and laboratory results.

    Questions for Students:

    1. What are the common signs and symptoms of iron deficiency anemia?
    2. Explain the laboratory findings in John Doe's case and how they support the diagnosis of

    iron deficiency anemia.
    3. What are the potential causes of iron deficiency anemia in adults, and how would you

    approach further investigations in this patient?
    4. Discuss the treatment options for iron deficiency anemia, including dietary

    recommendations and pharmacological interventions.

    **## MRUMSN5600LSOAPNOTETemplate2021-1.docx**

    ![](https://www.sweetstudy.com/questions/nursing-homework-week-4-lab)

    **(Student Name)**

    **Miami Regional University**

    **Date of Encounter:**

    **Preceptor/Clinical Site:**

    **Clinical Instructor: Patricio Bidart MSN, APRN, FNP-C**

    **Soap Note # ____ Main Diagnosis ______________**

    **PATIENT INFORMATION**

    **Name**:

    **Age**:

    **Gender at Birth:**

    **Gender Identity**:

    **Source**:

    **Allergies**:

    **Current Medications:**

    ·

    **PMH:**

    **Immunizations:**

    **Preventive Care**:

    **Surgical History**:

    **Family History**:

    **Social History**:

    **Sexual Orientation**:

    **Nutrition History**:

    **Subjective Data:**

    **Chief Complaint**:

    **Symptom analysis/HPI:**

    The patient is …

    **Review of Systems (ROS) (This section is what the patient says, therefore should state Pt denies, or Pt states….. )**

    **CONSTITUTIONAL**:

    **NEUROLOGIC**:

    **HEENT**:

    **RESPIRATORY**:

    **CARDIOVASCULAR**:

    **GASTROINTESTINAL**:

    **GENITOURINARY**:

    **MUSCULOSKELETAL**:

    **SKIN**:

    **Objective Data:**

    **VITAL SIGNS:**

    **GENERAL APPREARANCE**:

    **NEUROLOGIC:**

    **HEENT:**

    **CARDIOVASCULAR:**

    **RESPIRATORY:**

    **GASTROINTESTINAL:**

    **MUSKULOSKELETAL:**

    **INTEGUMENTARY:**

    **ASSESSMENT:**

    **(In a paragraph please state “your encounter with your patient and your findings ( including subjective and objective data)**

    **Main Diagnosis**

    (Include the name of your Main Diagnosis along with its ICD10 I10. (Look at PDF example provided) Include the in-text reference/s as per APA style 6th or 7th Edition.

    **Differential diagnosis (minimum 3)**

    **-**

    **-**

    **-**

    **PLAN:**

    **Labs and Diagnostic Test to be ordered (if applicable)**

    · –

    · –

    **Pharmacological treatment:**

    **-**

    **Non-Pharmacologic treatment**:

    **Education (provide the most relevant ones tailored to your patient)**

    **Follow-ups/Referrals**

    **References (in APA Style)**

    Examples

    Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).

    ISBN 978-0-8261-3424-0

    Domino, F., Baldor, R., Golding, J., Stephens, M. (2010). The 5-Minute Clinical Consult 2010

    (25th ed.). Print (The 5-Minute Consult Series).

    ## image1.png

    **## MRUSoapNoteRubric2021-1.docx**

    **Grading Rubric**

    **Student______________________________________**

    This sheet is to help you understand what we are looking for, and what our margin remarks might be about on your write ups of patients. Since at all of the white-ups that you hand in are uniform, this represents what MUST be included in every write-up.

    1)
    **Identifying Data (___5pts):** The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.

    2)
    **Subjective Data (___30pts.**): This is the historical part of the note. It contains the following:

    a) Symptom analysis/HPI(Location, quality , quantity or severity, timing, setting, factors that make it better or worse, and associate manifestations.(10pts).

    b) Review of systems of associated systems, reporting all pertinent positives and negatives (10pts).

    c) Any PMH, family hx, social hx, allergies, medications related to the complaint/problem (10pts). If more than one chief complaint, each should be written u in this manner.

    3)
    **Objective Data(__25pt.):** Vital signs need to be present. Height and Weight should be included where appropriate.

    a) Appropriate systems are examined, listed in the note and consistent with those identified in 2b.(10pts).

    b) Pertinent positives and negatives must be documented for each relevant system.

    c) Any abnormalities must be fully described. Measure and record sizes of things (likes moles, scars). Avoid using “ok”, “clear”, “within normal limits”, positive/ negative, and normal/abnormal to describe things. (5pts).

    4)
    **Assessment (___10pts.):** Encounter paragraph and diagnoses should be clearly listed and worded appropriately including ICD10 codes.

    5)
    **Plan (___15pts.):** Be sure to include any teaching, health maintenance and counseling along with the pharmacological and non-pharmacological measures. If you have more than one diagnosis, it is helpful to have this section divided into separate numbered sections.

    6)
    **Subjective/ Objective, Assessment and Management and Consistent (___10pts.):** Does the note support the appropriate differential diagnosis process? Is there evidence that you know what systems and what symptoms go with which complaints? The assessment/diagnoses should be consistent with the subjective section and then the assessment and plan. The management should be consistent with the assessment/ diagnoses identified.

    7)
    **Clarity of the Write-up(___5pts.):** Is it literate, organized and complete?

    Comments:

    Total Score: ____________ Instructor: __________________________________

    **Guidelines for**
    **Focused SOAP Notes**

    ·
    **Label each section of the SOAP note (each body part and system).**

    ·
    **Do**
    **not use unnecessary words or complete sentences.**

    ·
    **Use Standard Abbreviations**

    **S: SUBJECTIVE DATA (information the patient/caregiver tells you).**

    **Chief Complaint (CC):** a statement describing the patient’s symptoms, problems, condition, diagnosis, physician-recommended return(s) for this patient visit. The patient’s own words should be in quotes.

    **History of present illness (HPI):** a chronological description of the development of the patient's chief complaint from the first symptom or from the previous encounter to the present. Include the eight variables (Onset, Location, Duration, Characteristics, Aggravating Factors, Relieving Factors, Treatment, Severity-OLDCARTS), or an update on health status since the last patient encounter.

    **Past Medical History (PMH):** Update current medications, allergies, prior illnesses and injuries, operations and hospitalizations allergies, age-appropriate immunization status.

    **Family History (FH):** Update significant medical information about the patient's family (parents, siblings, and children).
    Include specific diseases related to problems identified in CC, HPI or ROS.

    **Social History(SH):** An age-appropriate review of significant activities that may include information such as marital status, living arrangements, occupation, history of use of drugs, alcohol or tobacco, extent of education and sexual history.

    **Review of Systems (ROS).** There are
    **14** systems for review. List positive findings and pertinent negatives in systems directly related to the systems identified in the CC and symptoms which have occurred since last visit; (1) constitutional symptoms (e.g., fever, weight loss), (2) eyes, (3) ears, nose, mouth and throat, (4) cardiovascular, (5) respiratory, (6) gastrointestinal, (7) genitourinary, (8) musculoskeletal, (9-}.integument (skin and/or breast), (10) neurological, (11) psychiatric, (12) endocrine, (13) hematological/lymphatic, {14) allergic/immunologic. The ROS should mirror the PE findings section.

    **0: OBJECTIVE DATA (information you observe, assessment findings, lab results).**

    Sufficient physical exam should be performed to evaluate areas suggested by the history and patient's progress since last visit. Document specific abnormal and relevant negative findings.
    **Abnormal or unexpected findings should be described**.
    You should include only the information which was provided in the case study, do not include additional data.

    **Record observations for the following systems if applicable to this patient encounter (there are 12 possible systems for examination)**: Constitutional (e.g. vita! signs, general appearance), Eyes, ENT/mouth, Cardiovascular, Respiratory, GI, GU, Musculoskeletal, Skin, Neurological, Psychiatric, Hematological/lymphatic/immunologic/lab testing. The focused PE should only include systems for which you have been given data.

    NOTE:
    Cardiovascular and Respiratory systems should be assessed on every patient regardless of the chief complaint.

    **Testing Results: Results of any diagnostic or lab testing ordered during that patient visit.**

    **A: ASSESSMENT**: (this is your diagnosis (es) with the appropriate ICD 10 code)

    List and number the possible diagnoses (problems) you have identified. These diagnoses are the conclusions you have drawn from the subjective and objective data.

    **Remember:** **Your subjective and objective data should support your diagnoses and your therapeutic plan**.

    Do not write that a diagnosis is to be "ruled out" rather state the working definitions of each differential or primary diagnosis (es).

    For each diagnoses provide a cited rationale for choosing this diagnosis. This rationale includes a one sentence cited definition of the diagnosis (es) the pathophysiology, the common signs and symptoms, the patients presenting signs and symptoms and the focused PE findings and tests results that support the dx. Include the interpretation of all lab data given in the case study and explain how those results support your chosen diagnosis.

    **P: PLAN**(this is your treatment plan specific to this patient). Each step of your plan must include an EBP citation.

    **1. Medications** write out the prescription including dispensing information and provide EBP to support ordering each medication. Be sure to include both prescription and OTC medications.

    **2. Additional diagnostic tests** include EBP citations to support ordering additional tests

    **3. Education** this is part of the chart and should be brief, this is not a patient education sheet and needs to have a reference.

    **4. Referrals** include citations to support a referral

    **5. Follow up.** Patient follow-up should be specified with time or circumstances of return. You must provide a reference for your decision on when to follow up.

    – 1
    – 2
    – 3
    – 4

  • [Solved] ALIGNING THE ESSENTIALS WITH A GAP IN PRACTICE OR PRACTICE CHANGE

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    3PAGES

    – ## ThevalueofaDNPdegree.html

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    – ## AlignmentofDNPdegreecompetencieswithemployerperspectivesThevalueofacademicpracticepart.html

    – ## TheroleofDoctorofNursingPractice-preparednursesinpracticesettings-ScienceDirect.html

    – wk3rubrics.docx
    – Essentials-2021wk3.pdf

    **## ThevalueofaDNPdegree.html**

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    **## ALIGNINGTHEESSENTIALSWITHAGAPINPRACTICEORPRACTICECHANGE.docx**

    ALIGNING THE ESSENTIALS WITH A GAP IN PRACTICE OR PRACTICE CHANGE

    ![A person standing in front of a blackboard with a maze drawn on it AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/aligning-the-essentials-with-a-gap-in-practice-or-practice-change-20929567)

    In order to fulfil your DNP degree at Walden, you will complete non-clinical coursework, practicum hours, and a DNP Project. Both the clinical hours you will complete as part of your Practicum and your DNP Project will align with specific Domains as defined in The
    Essentials.

    Your DNP Project will focus on a gap in practice or practice change designed to improve quality within the organization at which you are doing your Practicum. The specifics of this will be decided later on, but at this early stage of your program, you should begin thinking about 1) the types of organizations you might select for your practicum experiences and 2) gaps in practice or practice changes that could be identified within these organizations. As you do this, keep in mind how the gaps in practice or practice changes will align with The Essentials.

    TO PREPARE:

    · Review the Learning Resources for this week, specifically Chapter 4 of Dang et al. (2021) addressing the practice question, AACN’s
    _The Essentials_, the
    _Doctor of Nursing Practice (DNP) Practicum Manual_, and the
    _DNP Project Process Guide_.

    · Consider the types of organizations you might select for your practicum experiences (e.g., a large acute care health system, a long-term care facility, a pediatric hospital, a community health center, etc.)

    · Consider the kinds of gaps in practice or practice changes that could benefit such organizations, including those specific to the organization and those that relate to healthcare practices more generally.

    · Consider how the gaps in practice or practice changes you are interested in pursuing align to
    _The Essentials_.

    · Select
    **one** organizational type and
    **one** gap in practice or practice change on which to focus for this Assignment.

    **Note:** You may select a new organizational type and gap in practice or practice change or, if you choose, you may reuse one on which you focused for a previous Assignment, Discussion, or Blog in this course.

    ·
    **Also Note:** These may or may not be the same organizational type and gap in practice or practice change as those you will focus on for your Practicum and DNP Project.

    · Select a minimum of
    **four** domains from
    _The Essentials_ that closely align with the gap in practice or practice change you selected.

    **Note:** Be sure to review the grading rubric for this Assignment so you fully understand what is expected of you. To access the rubric, scroll down to the bottom of the Assignment page.

    THE ASSIGNMENT: (2–3 PAGES)

    Write a paper in which you address the following:

    · Describe the organization type and the gap in practice or practice change that you selected for this Assignment.

    · Identify the
    **four** Domains from
    _The Essentials_ you identified which closely align with the gap in practice or practice change.

    · Justify your Domain choices, explaining how each aligns with the gap in practice or practice change you selected.

    Note: Us this week's Learning Resources to support your Assignment. Use proper APA format and style for all references and citations. The College of Nursing requires that all papers include a title page, introduction, summary, and references. Use the
    [College of Nursing Writing TemplateLinks to an external site.](https://academicguides.waldenu.edu/ld.php?content_id=55487538) for your Assignment submission.

    ## image1.jpeg

    **## AlignmentofDNPdegreecompetencieswithemployerperspectivesThevalueofacademicpracticepart.html**

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    ### [Journal of Professional Nursing](https://www.sweetstudy.com/journal/journal-of-professional-nursing)

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    ## Alignment of DNP degree competencies with employer perspectives: The value of academic practice partnerships

    Author links open overlay panelKaren Kesten DNP, APRN, CCNS, CNE, FAAN a, Sarah Beebe PhD, APRN, CNM, WHNPr, CHSE b, Dianne Conrad DNP, RN, FNP-BC, FNAP c d, Catherine Corrigan DNP, RN, FNP, NE, CNM e, Amy Manderscheid DNP, RN, AGPCNP-BC, AGNP-C, CMSRN c, Katherine Moran DNP, CDCES, FADCES, FNAP c, Madison Niederer BSN, RN c

    Show moreAdd to MendeleyShare

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    [https://doi.org/10.1016/j.profnurs.2023.07.003](https://doi.org/10.1016/j.profnurs.2023.07.003) [Get rights and content](https://s100.copyright.com/AppDispatchServlet?publisherName=ELS&contentID=S8755722323001096&orderBeanReset=true)
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    ### Highlights

    – •Employer perceived competencies of DNP-prepared graduates align with 2021 AACN Essentials.

    – •DNP-prepared nurses are hired to conduct quality improvement projects, systems thinking, and leadership.

    – •Evidence is provided for competency-based education to prepare DNP graduates to meet organizational needs.

    – •DNP graduates must advocate for time to engage in quality improvement and EBP initiatives to improve outcomes.

    – •Active academic-practice partnerships are needed to prepare real-world, valid practice doctorates.

    – Previous article in issue
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    ### Keywords

    DNP education
    Competencies
    Employer
    Hiring
    Academic practice partnerships

    Recommended articles

    ### Cited by (0)

    [View Abstract](https://www.sweetstudy.com/science/article/abs/pii/S8755722323001096) © 2023 Elsevier Inc. All rights reserved.

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    ### [Nursing Outlook](https://www.sweetstudy.com/journal/nursing-outlook)

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    ## The role of Doctor of Nursing Practice-prepared nurses in practice settings

    Author links open overlay panelAnna Song Beeber PhD, RN, FAAN a b, Carrie Palmer DNP, RN, ANP-BC a, Julee Waldrop DNP, PNP-BC, FAANP, FAAN a, Mary R. Lynn PhD, RN a, Cheryl B. Jones PhD, RN, FAAN a

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    ### Highlights

    – •The role of the Doctor of Nursing Practice-prepared nurse (DNP) outside of academic settings has not been clearly articulated or widely explored, and therefore the value DNP-prepared nurses bring to their practice settings is largely unknown.

    – •Employers identified DNP-prepared nurses as filling the following roles in their organizations: (1) “traditional” clinical role – as a nurse practitioner, nurse anesthetist, nurse midwife, or a clinical nurse specialist; (2) administrators – providing administrative oversight in roles such as managers, supervisors, or primary care practice administrator; and (3) executives – DNP-prepared nurses taking on high-level leadership roles in large health care organizations.

    – •Employers had difficulty differentiating nurses with DNP degrees from nurses with other advanced training, in part because of the “newness” of the DNP degree and the scarcity of positions specifically designed for nurses with DNP degrees. In cases where DNP-prepared nurses were employed in either administrative or quality-centered positions, employers appreciated the DNP-prepared nurses’ broader perspectives and policy backgrounds.

    – •Future research efforts aimed at gathering data quantifying the outcomes of DNP-prepared nurses’ direct care and leadership roles could provide additional information about the value of the DNP-prepared nurse in health care.

    ### Abstract

    #### Background

    The role of the Doctor of Nursing Practice-prepared nurse (DNP) outside of academic settings has not been clearly articulated or widely explored, and therefore the value DNP-prepared nurses bring to their practice settings is largely unknown. This study: (1) surveyed existing DNP programs to identify the nonacademic settings in which their DNP graduates were employed and (2) conducted semistructured interviews with employers to identify the role and value of the DNP-prepared nurse in nonacademic settings.

    #### Method

    Data were collected from January 2016 to August 2016 in two parts: (1) an online survey of the DNP programs and (2) qualitative semistructured telephone interviews with employers. First, we conducted an online survey of program directors (or their equivalent) from 288 DNP programs across the United States to capture descriptive information about current DNP programs (e.g., location, modality, profit status), the types of nonacademic institutions that hire their graduates, percentage of graduates employed by each setting, and the contact information for these employers. Employers were identified either by DNP program directors through the online survey or by a convenience sampling method. Using semistructured telephone interviews, we asked questions to employers in different care settings about the role of the DNP in these settings and how the DNP compares to other nurse leaders and advanced practice nurses (APRN). Employers were asked to describe the role of the DNP-prepared nurse working in direct patient care roles such as APRNs or as leaders, administrators, and managers.

    #### Findings

    Descriptive thematic analyses were derived from the interviews, to identify the roles DNP-prepared nurses filled and how they compared to other nurse leaders and advanced practice nurses in these settings. A total of 130 DNP program directors responded to the online survey. Twenty-three employers participated in semistructured telephone interviews. The thematic analysis resulted in four main themes regarding the role of the DNP-prepared nurse in non-academic settings: “DNP-Prepared Nurse Positions and Roles,” “Perceived Impact of the DNP-Prepared Nurse on Staff, Patient, and Organizational Outcomes,” “Comparison of the DNP-Prepared Nurse to Other Nurses With Advanced Training,” and “Challenges Experienced by Nurses With DNP Degrees.

    #### Discussion

    The role of the DNP-prepared nurse in nonacademic settings is unclear. These DNP-prepared nurses typically function as APRNs in clinical care or as health care system leaders. While there is a low number of DNPs in clinical practice settings, the number is expected to grow as more graduate and enter practice. Thus, knowledge of the roles, value, and outcomes of the DNP-prepared nurse can guide practice setting leaders on how to best use DNP-prepared nurses in their setting.

    – Previous article in issue
    – Next article in issue

    ### Keywords

    Doctor of Nursing Practice
    DNP
    Advance practice nurse
    Nurse practitioner
    DNP role
    Nursing practice

    Recommended articles

    ### Cited by (0)

    The authors have disclosed no potential conflicts of interest, financial, or otherwise.
    [View Abstract](https://www.sweetstudy.com/science/article/abs/pii/S0029655418305852) © 2019 Elsevier Inc. All rights reserved.

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    **## ThevalueofaDNPdegree.html**

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    **## ALIGNINGTHEESSENTIALSWITHAGAPINPRACTICEORPRACTICECHANGE.docx**

    ALIGNING THE ESSENTIALS WITH A GAP IN PRACTICE OR PRACTICE CHANGE

    ![A person standing in front of a blackboard with a maze drawn on it AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/aligning-the-essentials-with-a-gap-in-practice-or-practice-change-20929567)

    In order to fulfil your DNP degree at Walden, you will complete non-clinical coursework, practicum hours, and a DNP Project. Both the clinical hours you will complete as part of your Practicum and your DNP Project will align with specific Domains as defined in The
    Essentials.

    Your DNP Project will focus on a gap in practice or practice change designed to improve quality within the organization at which you are doing your Practicum. The specifics of this will be decided later on, but at this early stage of your program, you should begin thinking about 1) the types of organizations you might select for your practicum experiences and 2) gaps in practice or practice changes that could be identified within these organizations. As you do this, keep in mind how the gaps in practice or practice changes will align with The Essentials.

    TO PREPARE:

    · Review the Learning Resources for this week, specifically Chapter 4 of Dang et al. (2021) addressing the practice question, AACN’s
    _The Essentials_, the
    _Doctor of Nursing Practice (DNP) Practicum Manual_, and the
    _DNP Project Process Guide_.

    · Consider the types of organizations you might select for your practicum experiences (e.g., a large acute care health system, a long-term care facility, a pediatric hospital, a community health center, etc.)

    · Consider the kinds of gaps in practice or practice changes that could benefit such organizations, including those specific to the organization and those that relate to healthcare practices more generally.

    · Consider how the gaps in practice or practice changes you are interested in pursuing align to
    _The Essentials_.

    · Select
    **one** organizational type and
    **one** gap in practice or practice change on which to focus for this Assignment.

    **Note:** You may select a new organizational type and gap in practice or practice change or, if you choose, you may reuse one on which you focused for a previous Assignment, Discussion, or Blog in this course.

    ·
    **Also Note:** These may or may not be the same organizational type and gap in practice or practice change as those you will focus on for your Practicum and DNP Project.

    · Select a minimum of
    **four** domains from
    _The Essentials_ that closely align with the gap in practice or practice change you selected.

    **Note:** Be sure to review the grading rubric for this Assignment so you fully understand what is expected of you. To access the rubric, scroll down to the bottom of the Assignment page.

    THE ASSIGNMENT: (2–3 PAGES)

    Write a paper in which you address the following:

    · Describe the organization type and the gap in practice or practice change that you selected for this Assignment.

    · Identify the
    **four** Domains from
    _The Essentials_ you identified which closely align with the gap in practice or practice change.

    · Justify your Domain choices, explaining how each aligns with the gap in practice or practice change you selected.

    Note: Us this week's Learning Resources to support your Assignment. Use proper APA format and style for all references and citations. The College of Nursing requires that all papers include a title page, introduction, summary, and references. Use the
    [College of Nursing Writing TemplateLinks to an external site.](https://academicguides.waldenu.edu/ld.php?content_id=55487538) for your Assignment submission.

    ## image1.jpeg

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    ### [Journal of Professional Nursing](https://www.sweetstudy.com/journal/journal-of-professional-nursing)

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    ## Alignment of DNP degree competencies with employer perspectives: The value of academic practice partnerships

    Author links open overlay panelKaren Kesten DNP, APRN, CCNS, CNE, FAAN a, Sarah Beebe PhD, APRN, CNM, WHNPr, CHSE b, Dianne Conrad DNP, RN, FNP-BC, FNAP c d, Catherine Corrigan DNP, RN, FNP, NE, CNM e, Amy Manderscheid DNP, RN, AGPCNP-BC, AGNP-C, CMSRN c, Katherine Moran DNP, CDCES, FADCES, FNAP c, Madison Niederer BSN, RN c

    Show moreAdd to MendeleyShare

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    [https://doi.org/10.1016/j.profnurs.2023.07.003](https://doi.org/10.1016/j.profnurs.2023.07.003) [Get rights and content](https://s100.copyright.com/AppDispatchServlet?publisherName=ELS&contentID=S8755722323001096&orderBeanReset=true)
    Full text access

    ### Highlights

    – •Employer perceived competencies of DNP-prepared graduates align with 2021 AACN Essentials.

    – •DNP-prepared nurses are hired to conduct quality improvement projects, systems thinking, and leadership.

    – •Evidence is provided for competency-based education to prepare DNP graduates to meet organizational needs.

    – •DNP graduates must advocate for time to engage in quality improvement and EBP initiatives to improve outcomes.

    – •Active academic-practice partnerships are needed to prepare real-world, valid practice doctorates.

    – Previous article in issue
    – Next article in issue

    ### Keywords

    DNP education
    Competencies
    Employer
    Hiring
    Academic practice partnerships

    Recommended articles

    ### Cited by (0)

    [View Abstract](https://www.sweetstudy.com/science/article/abs/pii/S8755722323001096) © 2023 Elsevier Inc. All rights reserved.

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    ### [Nursing Outlook](https://www.sweetstudy.com/journal/nursing-outlook)

    [Volume 67, Issue 4](https://www.sweetstudy.com/journal/nursing-outlook/vol/67/issue/4), July–August 2019, Pages 354-364

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    ## The role of Doctor of Nursing Practice-prepared nurses in practice settings

    Author links open overlay panelAnna Song Beeber PhD, RN, FAAN a b, Carrie Palmer DNP, RN, ANP-BC a, Julee Waldrop DNP, PNP-BC, FAANP, FAAN a, Mary R. Lynn PhD, RN a, Cheryl B. Jones PhD, RN, FAAN a

    Show moreAdd to MendeleyShare

    Cite

    [https://doi.org/10.1016/j.outlook.2019.02.006](https://doi.org/10.1016/j.outlook.2019.02.006) [Get rights and content](https://s100.copyright.com/AppDispatchServlet?publisherName=ELS&contentID=S0029655418305852&orderBeanReset=true)
    Full text access

    ### Highlights

    – •The role of the Doctor of Nursing Practice-prepared nurse (DNP) outside of academic settings has not been clearly articulated or widely explored, and therefore the value DNP-prepared nurses bring to their practice settings is largely unknown.

    – •Employers identified DNP-prepared nurses as filling the following roles in their organizations: (1) “traditional” clinical role – as a nurse practitioner, nurse anesthetist, nurse midwife, or a clinical nurse specialist; (2) administrators – providing administrative oversight in roles such as managers, supervisors, or primary care practice administrator; and (3) executives – DNP-prepared nurses taking on high-level leadership roles in large health care organizations.

    – •Employers had difficulty differentiating nurses with DNP degrees from nurses with other advanced training, in part because of the “newness” of the DNP degree and the scarcity of positions specifically designed for nurses with DNP degrees. In cases where DNP-prepared nurses were employed in either administrative or quality-centered positions, employers appreciated the DNP-prepared nurses’ broader perspectives and policy backgrounds.

    – •Future research efforts aimed at gathering data quantifying the outcomes of DNP-prepared nurses’ direct care and leadership roles could provide additional information about the value of the DNP-prepared nurse in health care.

    ### Abstract

    #### Background

    The role of the Doctor of Nursing Practice-prepared nurse (DNP) outside of academic settings has not been clearly articulated or widely explored, and therefore the value DNP-prepared nurses bring to their practice settings is largely unknown. This study: (1) surveyed existing DNP programs to identify the nonacademic settings in which their DNP graduates were employed and (2) conducted semistructured interviews with employers to identify the role and value of the DNP-prepared nurse in nonacademic settings.

    #### Method

    Data were collected from January 2016 to August 2016 in two parts: (1) an online survey of the DNP programs and (2) qualitative semistructured telephone interviews with employers. First, we conducted an online survey of program directors (or their equivalent) from 288 DNP programs across the United States to capture descriptive information about current DNP programs (e.g., location, modality, profit status), the types of nonacademic institutions that hire their graduates, percentage of graduates employed by each setting, and the contact information for these employers. Employers were identified either by DNP program directors through the online survey or by a convenience sampling method. Using semistructured telephone interviews, we asked questions to employers in different care settings about the role of the DNP in these settings and how the DNP compares to other nurse leaders and advanced practice nurses (APRN). Employers were asked to describe the role of the DNP-prepared nurse working in direct patient care roles such as APRNs or as leaders, administrators, and managers.

    #### Findings

    Descriptive thematic analyses were derived from the interviews, to identify the roles DNP-prepared nurses filled and how they compared to other nurse leaders and advanced practice nurses in these settings. A total of 130 DNP program directors responded to the online survey. Twenty-three employers participated in semistructured telephone interviews. The thematic analysis resulted in four main themes regarding the role of the DNP-prepared nurse in non-academic settings: “DNP-Prepared Nurse Positions and Roles,” “Perceived Impact of the DNP-Prepared Nurse on Staff, Patient, and Organizational Outcomes,” “Comparison of the DNP-Prepared Nurse to Other Nurses With Advanced Training,” and “Challenges Experienced by Nurses With DNP Degrees.

    #### Discussion

    The role of the DNP-prepared nurse in nonacademic settings is unclear. These DNP-prepared nurses typically function as APRNs in clinical care or as health care system leaders. While there is a low number of DNPs in clinical practice settings, the number is expected to grow as more graduate and enter practice. Thus, knowledge of the roles, value, and outcomes of the DNP-prepared nurse can guide practice setting leaders on how to best use DNP-prepared nurses in their setting.

    – Previous article in issue
    – Next article in issue

    ### Keywords

    Doctor of Nursing Practice
    DNP
    Advance practice nurse
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    **## ALIGNINGTHEESSENTIALSWITHAGAPINPRACTICEORPRACTICECHANGE.docx**

    ALIGNING THE ESSENTIALS WITH A GAP IN PRACTICE OR PRACTICE CHANGE

    ![A person standing in front of a blackboard with a maze drawn on it AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/aligning-the-essentials-with-a-gap-in-practice-or-practice-change-20929567)

    In order to fulfil your DNP degree at Walden, you will complete non-clinical coursework, practicum hours, and a DNP Project. Both the clinical hours you will complete as part of your Practicum and your DNP Project will align with specific Domains as defined in The
    Essentials.

    Your DNP Project will focus on a gap in practice or practice change designed to improve quality within the organization at which you are doing your Practicum. The specifics of this will be decided later on, but at this early stage of your program, you should begin thinking about 1) the types of organizations you might select for your practicum experiences and 2) gaps in practice or practice changes that could be identified within these organizations. As you do this, keep in mind how the gaps in practice or practice changes will align with The Essentials.

    TO PREPARE:

    · Review the Learning Resources for this week, specifically Chapter 4 of Dang et al. (2021) addressing the practice question, AACN’s
    _The Essentials_, the
    _Doctor of Nursing Practice (DNP) Practicum Manual_, and the
    _DNP Project Process Guide_.

    · Consider the types of organizations you might select for your practicum experiences (e.g., a large acute care health system, a long-term care facility, a pediatric hospital, a community health center, etc.)

    · Consider the kinds of gaps in practice or practice changes that could benefit such organizations, including those specific to the organization and those that relate to healthcare practices more generally.

    · Consider how the gaps in practice or practice changes you are interested in pursuing align to
    _The Essentials_.

    · Select
    **one** organizational type and
    **one** gap in practice or practice change on which to focus for this Assignment.

    **Note:** You may select a new organizational type and gap in practice or practice change or, if you choose, you may reuse one on which you focused for a previous Assignment, Discussion, or Blog in this course.

    ·
    **Also Note:** These may or may not be the same organizational type and gap in practice or practice change as those you will focus on for your Practicum and DNP Project.

    · Select a minimum of
    **four** domains from
    _The Essentials_ that closely align with the gap in practice or practice change you selected.

    **Note:** Be sure to review the grading rubric for this Assignment so you fully understand what is expected of you. To access the rubric, scroll down to the bottom of the Assignment page.

    THE ASSIGNMENT: (2–3 PAGES)

    Write a paper in which you address the following:

    · Describe the organization type and the gap in practice or practice change that you selected for this Assignment.

    · Identify the
    **four** Domains from
    _The Essentials_ you identified which closely align with the gap in practice or practice change.

    · Justify your Domain choices, explaining how each aligns with the gap in practice or practice change you selected.

    Note: Us this week's Learning Resources to support your Assignment. Use proper APA format and style for all references and citations. The College of Nursing requires that all papers include a title page, introduction, summary, and references. Use the
    [College of Nursing Writing TemplateLinks to an external site.](https://academicguides.waldenu.edu/ld.php?content_id=55487538) for your Assignment submission.

    ## image1.jpeg

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    ## Alignment of DNP degree competencies with employer perspectives: The value of academic practice partnerships

    Author links open overlay panelKaren Kesten DNP, APRN, CCNS, CNE, FAAN a, Sarah Beebe PhD, APRN, CNM, WHNPr, CHSE b, Dianne Conrad DNP, RN, FNP-BC, FNAP c d, Catherine Corrigan DNP, RN, FNP, NE, CNM e, Amy Manderscheid DNP, RN, AGPCNP-BC, AGNP-C, CMSRN c, Katherine Moran DNP, CDCES, FADCES, FNAP c, Madison Niederer BSN, RN c

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    ### Highlights

    – •Employer perceived competencies of DNP-prepared graduates align with 2021 AACN Essentials.

    – •DNP-prepared nurses are hired to conduct quality improvement projects, systems thinking, and leadership.

    – •Evidence is provided for competency-based education to prepare DNP graduates to meet organizational needs.

    – •DNP graduates must advocate for time to engage in quality improvement and EBP initiatives to improve outcomes.

    – •Active academic-practice partnerships are needed to prepare real-world, valid practice doctorates.

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    ### Keywords

    DNP education
    Competencies
    Employer
    Hiring
    Academic practice partnerships

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    ## The role of Doctor of Nursing Practice-prepared nurses in practice settings

    Author links open overlay panelAnna Song Beeber PhD, RN, FAAN a b, Carrie Palmer DNP, RN, ANP-BC a, Julee Waldrop DNP, PNP-BC, FAANP, FAAN a, Mary R. Lynn PhD, RN a, Cheryl B. Jones PhD, RN, FAAN a

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    ### Highlights

    – •The role of the Doctor of Nursing Practice-prepared nurse (DNP) outside of academic settings has not been clearly articulated or widely explored, and therefore the value DNP-prepared nurses bring to their practice settings is largely unknown.

    – •Employers identified DNP-prepared nurses as filling the following roles in their organizations: (1) “traditional” clinical role – as a nurse practitioner, nurse anesthetist, nurse midwife, or a clinical nurse specialist; (2) administrators – providing administrative oversight in roles such as managers, supervisors, or primary care practice administrator; and (3) executives – DNP-prepared nurses taking on high-level leadership roles in large health care organizations.

    – •Employers had difficulty differentiating nurses with DNP degrees from nurses with other advanced training, in part because of the “newness” of the DNP degree and the scarcity of positions specifically designed for nurses with DNP degrees. In cases where DNP-prepared nurses were employed in either administrative or quality-centered positions, employers appreciated the DNP-prepared nurses’ broader perspectives and policy backgrounds.

    – •Future research efforts aimed at gathering data quantifying the outcomes of DNP-prepared nurses’ direct care and leadership roles could provide additional information about the value of the DNP-prepared nurse in health care.

    ### Abstract

    #### Background

    The role of the Doctor of Nursing Practice-prepared nurse (DNP) outside of academic settings has not been clearly articulated or widely explored, and therefore the value DNP-prepared nurses bring to their practice settings is largely unknown. This study: (1) surveyed existing DNP programs to identify the nonacademic settings in which their DNP graduates were employed and (2) conducted semistructured interviews with employers to identify the role and value of the DNP-prepared nurse in nonacademic settings.

    #### Method

    Data were collected from January 2016 to August 2016 in two parts: (1) an online survey of the DNP programs and (2) qualitative semistructured telephone interviews with employers. First, we conducted an online survey of program directors (or their equivalent) from 288 DNP programs across the United States to capture descriptive information about current DNP programs (e.g., location, modality, profit status), the types of nonacademic institutions that hire their graduates, percentage of graduates employed by each setting, and the contact information for these employers. Employers were identified either by DNP program directors through the online survey or by a convenience sampling method. Using semistructured telephone interviews, we asked questions to employers in different care settings about the role of the DNP in these settings and how the DNP compares to other nurse leaders and advanced practice nurses (APRN). Employers were asked to describe the role of the DNP-prepared nurse working in direct patient care roles such as APRNs or as leaders, administrators, and managers.

    #### Findings

    Descriptive thematic analyses were derived from the interviews, to identify the roles DNP-prepared nurses filled and how they compared to other nurse leaders and advanced practice nurses in these settings. A total of 130 DNP program directors responded to the online survey. Twenty-three employers participated in semistructured telephone interviews. The thematic analysis resulted in four main themes regarding the role of the DNP-prepared nurse in non-academic settings: “DNP-Prepared Nurse Positions and Roles,” “Perceived Impact of the DNP-Prepared Nurse on Staff, Patient, and Organizational Outcomes,” “Comparison of the DNP-Prepared Nurse to Other Nurses With Advanced Training,” and “Challenges Experienced by Nurses With DNP Degrees.

    #### Discussion

    The role of the DNP-prepared nurse in nonacademic settings is unclear. These DNP-prepared nurses typically function as APRNs in clinical care or as health care system leaders. While there is a low number of DNPs in clinical practice settings, the number is expected to grow as more graduate and enter practice. Thus, knowledge of the roles, value, and outcomes of the DNP-prepared nurse can guide practice setting leaders on how to best use DNP-prepared nurses in their setting.

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    ### Keywords

    Doctor of Nursing Practice
    DNP
    Advance practice nurse
    Nurse practitioner
    DNP role
    Nursing practice

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    ### Cited by (0)

    The authors have disclosed no potential conflicts of interest, financial, or otherwise.
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