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  • [Solved] Project – literature review

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    see the attachments – ## Weekk4_Research_Summary_Table_Template_JAN23.docx – ## W4_Review_of_Literature_Guideline_and_Rubric.docx – 4example_literature_.pdf **## Weekk4_Research_Summary_Table_Template_JAN23.docx** NR631 Nurse Educator Continuing Graduate Experience **Research Summa…

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    see the attachments

    – ## Weekk4_Research_Summary_Table_Template_JAN23.docx

    – ## W4_Review_of_Literature_Guideline_and_Rubric.docx

    – 4example_literature_.pdf

    **## Weekk4_Research_Summary_Table_Template_JAN23.docx**

    NR631 Nurse Educator Continuing

    Graduate Experience

    **Research Summary Table Template**

    For Week 4 Review of Literature Assignment

    | | | | | | |
    | — | — | — | — | — | — |
    | Author (Date) | Design | Sample/<br>Setting | Findings | Measures (Outcomes) | Limitations/Evidence Level |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
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    NR631 W4 Research Summary Table Template

    **## W4_Review_of_Literature_Guideline_and_Rubric.docx**

    **Week 4 Assignment: Review of the Literature**

    **Guideline and Rubric**

    ## Purpose

    The purpose of this assignment is to assist you in developing a research summary table and synthesis of the literature for the executive CGE project.

    ## Course Learning Outcomes

    Through this assignment, you will address the following course learning outcomes:

    CO 1: Apply evidence-based leadership skills and concepts in the planning of an executive-level practice change project. (PO 4, 5)

    CO 2: Develop an evidence-based foundation to lead organizational change using current knowledge, standards of practice, and research from current literature. (PO 4, 5)

    **Due Date: Sunday 11:59 p.m. MT at the end of Week 4**

    ## Total Points Possible: 100 Points

    **MY PICOT QUESTION:**

    **In adult patients on a med-surg unit (P), how does implementing purposeful hourly rounding by nursing staff (I), compared to no structured rounding (C), affect the incidence of patient falls (O) over 16 weeks (T)?**

    **Project title;**
    **Purposeful rounding to reduce patient falls?**

    ## Assignment Overview

    Begin your review of the literature by constructing a research summary table. You will use the research summary table to synthesize the literature on your intervention into the Review of the Literature paper.

    ## Assignment Instructions

    The following information should be included in this section of your proposal.

    1. Research Summary Table

    Collect a minimum of 10 current scholarly research studies related to your proposed executive CGE project intervention.

    **Use the Research Summary Table Template to develop your table**. For each article/study that will be used in your paper, fill in the table in your own words.

    2. Review of the Literature Paper

    Examining your table column by column, identify major themes in your articles.

    Use your major themes to organize your Review of the Literature under subheadings. You are likely to have two to five themes or subheadings.

    Briefly summarize the major themes from your synthesis of the literature to end your review of the literature.

    The paper should be 3-5 pages long, not including the title page, reference list, and Research Summary Table. This is an estimate to guide you and not a strict requirement.

    Attach your Research Summary Table as an appendix at the end of the literature review, after the reference list, and label it “Appendix A, Research Summary Table.” Only one document should be submitted. Do not submit the paper and table separately.

    ## Assignment Criteria

    | | | | |
    | — | — | — | — |
    | Assessment Criteria | Points | % | Description |
    | Research Summary Table | 20 | 20% | Develops a Research Summary Table featuring at least 10 evidence-based articles on the intervention and not the executive problem or issue |
    | Analysis of Articles | 20 | 20% | Analyzes all of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations |
    | Themes and Subheadings | 10 | 10% | Identifies several themes emerging from the research summary table and uses the themes for subheadings |
    | Description of Each Theme | 20 | 20% | Thoroughly describes what was found in the literature about each theme |
    | Summary of Findings | 20 | 20% | Summarizes the major themes in the Review of Literature and relates them to the intervention and evaluation |
    | Grammar, Spelling, Syntax, and Punctuation | 5 | 5% | Proper grammar, spelling syntax, and punctuation are used, with no more than one to two errors. |
    | APA Title Page, Citations, and Reference Page | 5 | 5% | Proper APA format is used, with no more than one to two errors. |
    | Total | 100 | 100% | A quality assignment will meet or exceed the above requirements. |

    NR 631: Nurse Executive Concluding Graduate Experience I

    NR631 W4 Review of Literature Guideline and Rubric JAN23

    ## Grading Rubric

    | | | | | |
    | — | — | — | — | — |
    | Assessment Criteria | Distinguished<br>(100%) | Exceeds<br>(92%) | Proficient<br>(84%) | Needs Improvement<br>(0%) |
    | Research Summary Table | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Develops a Research Summary Table featuring at least 10 evidence-based articles on the intervention and not the executive problem or issue | Develops a Research Summary Table featuring at least nine evidence-based articles on the intervention; one article is included on the executive problem or issue | Develops a Research Summary Table featuring at least eight evidence-based articles on the intervention; two articles are included on the executive problem or issue | Does not develop a Research Summary Table or includes less than eight evidence-based articles. |
    | Analysis of Articles | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Analyzes all of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations | Analyzes 9 of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations | Analyzes 8 of articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations | Analyzes fewer than 8 of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations |
    | Themes and Subheadings | 10 Points | 9 Points | 8 Points | 0 Points |
    | | Identifies several themes emerging from the research summary table and uses the themes for subheadings | Identifies several themes emerging from the research summary table but a few of the themes are not described clearly | Identifies several themes emerging from the research summary table but misses one or more important themes or summarizes articles without tying their results to a theme | Review of literature is a list of summaries of articles and does not reflect synthesis of the literature |
    | Description of Each Theme | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Thoroughly describes what was found in the literature about each theme | Describes what was found in the literature about each theme but some areas are unclear | Describes what was found in the literature about each theme but half of the synthesis is unclear | Does not describe what was found in the literature about each theme but instead focuses on an article-by-article summary |
    | Summary of Findings | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Summarizes the major themes in the Review of Literature and relates them to the intervention and evaluation | Summarizes the major themes in the Review of Literature but portions of the summary are unclear | Summarizes the major themes in the Review of Literature but portions of the summary are unclear and the summary is not related to the coming intervention and evaluation paper | Does not summarize what was found in the review of the literature |
    | Grammar, Spelling, Syntax, and Punctuation | 5 Points | 4 Points | 3 Points | 0 Points |
    | | Proper grammar, spelling syntax, and punctuation are used, with no more than one to two errors. | Proper grammar, spelling syntax, and punctuation are used, with no more than three to four errors. | Proper grammar, spelling syntax, and punctuation are used to some extent, with no more than five to six errors. | Proper grammar, spelling syntax, and punctuation are not used; assignment contains seven or more errors. |
    | APA Title Page, Citations, and Reference Page | 5 Points | 4 Points | 3 Points | 0 Points |
    | | Proper APA format is used, with no more than one to two errors. | Proper APA format is used, with no more than three to four errors. | Proper APA format is used to some extent, with no more than five to six errors. | Assignment contains seven or more errors in APA format. |

    NR631 W4 Review of Literature Guideline and Rubric JAN23

    **4example_literature_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4example-literature-pdf)

    **4example_literature_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4example-literature-pdf)

    **## Weekk4_Research_Summary_Table_Template_JAN23.docx**

    NR631 Nurse Educator Continuing

    Graduate Experience

    **Research Summary Table Template**

    For Week 4 Review of Literature Assignment

    | | | | | | |
    | — | — | — | — | — | — |
    | Author (Date) | Design | Sample/<br>Setting | Findings | Measures (Outcomes) | Limitations/Evidence Level |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |

    NR631 W4 Research Summary Table Template

    **## W4_Review_of_Literature_Guideline_and_Rubric.docx**

    **Week 4 Assignment: Review of the Literature**

    **Guideline and Rubric**

    ## Purpose

    The purpose of this assignment is to assist you in developing a research summary table and synthesis of the literature for the executive CGE project.

    ## Course Learning Outcomes

    Through this assignment, you will address the following course learning outcomes:

    CO 1: Apply evidence-based leadership skills and concepts in the planning of an executive-level practice change project. (PO 4, 5)

    CO 2: Develop an evidence-based foundation to lead organizational change using current knowledge, standards of practice, and research from current literature. (PO 4, 5)

    **Due Date: Sunday 11:59 p.m. MT at the end of Week 4**

    ## Total Points Possible: 100 Points

    **MY PICOT QUESTION:**

    **In adult patients on a med-surg unit (P), how does implementing purposeful hourly rounding by nursing staff (I), compared to no structured rounding (C), affect the incidence of patient falls (O) over 16 weeks (T)?**

    **Project title;**
    **Purposeful rounding to reduce patient falls?**

    ## Assignment Overview

    Begin your review of the literature by constructing a research summary table. You will use the research summary table to synthesize the literature on your intervention into the Review of the Literature paper.

    ## Assignment Instructions

    The following information should be included in this section of your proposal.

    1. Research Summary Table

    Collect a minimum of 10 current scholarly research studies related to your proposed executive CGE project intervention.

    **Use the Research Summary Table Template to develop your table**. For each article/study that will be used in your paper, fill in the table in your own words.

    2. Review of the Literature Paper

    Examining your table column by column, identify major themes in your articles.

    Use your major themes to organize your Review of the Literature under subheadings. You are likely to have two to five themes or subheadings.

    Briefly summarize the major themes from your synthesis of the literature to end your review of the literature.

    The paper should be 3-5 pages long, not including the title page, reference list, and Research Summary Table. This is an estimate to guide you and not a strict requirement.

    Attach your Research Summary Table as an appendix at the end of the literature review, after the reference list, and label it “Appendix A, Research Summary Table.” Only one document should be submitted. Do not submit the paper and table separately.

    ## Assignment Criteria

    | | | | |
    | — | — | — | — |
    | Assessment Criteria | Points | % | Description |
    | Research Summary Table | 20 | 20% | Develops a Research Summary Table featuring at least 10 evidence-based articles on the intervention and not the executive problem or issue |
    | Analysis of Articles | 20 | 20% | Analyzes all of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations |
    | Themes and Subheadings | 10 | 10% | Identifies several themes emerging from the research summary table and uses the themes for subheadings |
    | Description of Each Theme | 20 | 20% | Thoroughly describes what was found in the literature about each theme |
    | Summary of Findings | 20 | 20% | Summarizes the major themes in the Review of Literature and relates them to the intervention and evaluation |
    | Grammar, Spelling, Syntax, and Punctuation | 5 | 5% | Proper grammar, spelling syntax, and punctuation are used, with no more than one to two errors. |
    | APA Title Page, Citations, and Reference Page | 5 | 5% | Proper APA format is used, with no more than one to two errors. |
    | Total | 100 | 100% | A quality assignment will meet or exceed the above requirements. |

    NR 631: Nurse Executive Concluding Graduate Experience I

    NR631 W4 Review of Literature Guideline and Rubric JAN23

    ## Grading Rubric

    | | | | | |
    | — | — | — | — | — |
    | Assessment Criteria | Distinguished<br>(100%) | Exceeds<br>(92%) | Proficient<br>(84%) | Needs Improvement<br>(0%) |
    | Research Summary Table | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Develops a Research Summary Table featuring at least 10 evidence-based articles on the intervention and not the executive problem or issue | Develops a Research Summary Table featuring at least nine evidence-based articles on the intervention; one article is included on the executive problem or issue | Develops a Research Summary Table featuring at least eight evidence-based articles on the intervention; two articles are included on the executive problem or issue | Does not develop a Research Summary Table or includes less than eight evidence-based articles. |
    | Analysis of Articles | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Analyzes all of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations | Analyzes 9 of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations | Analyzes 8 of articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations | Analyzes fewer than 8 of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations |
    | Themes and Subheadings | 10 Points | 9 Points | 8 Points | 0 Points |
    | | Identifies several themes emerging from the research summary table and uses the themes for subheadings | Identifies several themes emerging from the research summary table but a few of the themes are not described clearly | Identifies several themes emerging from the research summary table but misses one or more important themes or summarizes articles without tying their results to a theme | Review of literature is a list of summaries of articles and does not reflect synthesis of the literature |
    | Description of Each Theme | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Thoroughly describes what was found in the literature about each theme | Describes what was found in the literature about each theme but some areas are unclear | Describes what was found in the literature about each theme but half of the synthesis is unclear | Does not describe what was found in the literature about each theme but instead focuses on an article-by-article summary |
    | Summary of Findings | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Summarizes the major themes in the Review of Literature and relates them to the intervention and evaluation | Summarizes the major themes in the Review of Literature but portions of the summary are unclear | Summarizes the major themes in the Review of Literature but portions of the summary are unclear and the summary is not related to the coming intervention and evaluation paper | Does not summarize what was found in the review of the literature |
    | Grammar, Spelling, Syntax, and Punctuation | 5 Points | 4 Points | 3 Points | 0 Points |
    | | Proper grammar, spelling syntax, and punctuation are used, with no more than one to two errors. | Proper grammar, spelling syntax, and punctuation are used, with no more than three to four errors. | Proper grammar, spelling syntax, and punctuation are used to some extent, with no more than five to six errors. | Proper grammar, spelling syntax, and punctuation are not used; assignment contains seven or more errors. |
    | APA Title Page, Citations, and Reference Page | 5 Points | 4 Points | 3 Points | 0 Points |
    | | Proper APA format is used, with no more than one to two errors. | Proper APA format is used, with no more than three to four errors. | Proper APA format is used to some extent, with no more than five to six errors. | Assignment contains seven or more errors in APA format. |

    NR631 W4 Review of Literature Guideline and Rubric JAN23

    **4example_literature_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4example-literature-pdf)

    **## Weekk4_Research_Summary_Table_Template_JAN23.docx**

    NR631 Nurse Educator Continuing

    Graduate Experience

    **Research Summary Table Template**

    For Week 4 Review of Literature Assignment

    | | | | | | |
    | — | — | — | — | — | — |
    | Author (Date) | Design | Sample/<br>Setting | Findings | Measures (Outcomes) | Limitations/Evidence Level |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |

    NR631 W4 Research Summary Table Template

    **## W4_Review_of_Literature_Guideline_and_Rubric.docx**

    **Week 4 Assignment: Review of the Literature**

    **Guideline and Rubric**

    ## Purpose

    The purpose of this assignment is to assist you in developing a research summary table and synthesis of the literature for the executive CGE project.

    ## Course Learning Outcomes

    Through this assignment, you will address the following course learning outcomes:

    CO 1: Apply evidence-based leadership skills and concepts in the planning of an executive-level practice change project. (PO 4, 5)

    CO 2: Develop an evidence-based foundation to lead organizational change using current knowledge, standards of practice, and research from current literature. (PO 4, 5)

    **Due Date: Sunday 11:59 p.m. MT at the end of Week 4**

    ## Total Points Possible: 100 Points

    **MY PICOT QUESTION:**

    **In adult patients on a med-surg unit (P), how does implementing purposeful hourly rounding by nursing staff (I), compared to no structured rounding (C), affect the incidence of patient falls (O) over 16 weeks (T)?**

    **Project title;**
    **Purposeful rounding to reduce patient falls?**

    ## Assignment Overview

    Begin your review of the literature by constructing a research summary table. You will use the research summary table to synthesize the literature on your intervention into the Review of the Literature paper.

    ## Assignment Instructions

    The following information should be included in this section of your proposal.

    1. Research Summary Table

    Collect a minimum of 10 current scholarly research studies related to your proposed executive CGE project intervention.

    **Use the Research Summary Table Template to develop your table**. For each article/study that will be used in your paper, fill in the table in your own words.

    2. Review of the Literature Paper

    Examining your table column by column, identify major themes in your articles.

    Use your major themes to organize your Review of the Literature under subheadings. You are likely to have two to five themes or subheadings.

    Briefly summarize the major themes from your synthesis of the literature to end your review of the literature.

    The paper should be 3-5 pages long, not including the title page, reference list, and Research Summary Table. This is an estimate to guide you and not a strict requirement.

    Attach your Research Summary Table as an appendix at the end of the literature review, after the reference list, and label it “Appendix A, Research Summary Table.” Only one document should be submitted. Do not submit the paper and table separately.

    ## Assignment Criteria

    | | | | |
    | — | — | — | — |
    | Assessment Criteria | Points | % | Description |
    | Research Summary Table | 20 | 20% | Develops a Research Summary Table featuring at least 10 evidence-based articles on the intervention and not the executive problem or issue |
    | Analysis of Articles | 20 | 20% | Analyzes all of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations |
    | Themes and Subheadings | 10 | 10% | Identifies several themes emerging from the research summary table and uses the themes for subheadings |
    | Description of Each Theme | 20 | 20% | Thoroughly describes what was found in the literature about each theme |
    | Summary of Findings | 20 | 20% | Summarizes the major themes in the Review of Literature and relates them to the intervention and evaluation |
    | Grammar, Spelling, Syntax, and Punctuation | 5 | 5% | Proper grammar, spelling syntax, and punctuation are used, with no more than one to two errors. |
    | APA Title Page, Citations, and Reference Page | 5 | 5% | Proper APA format is used, with no more than one to two errors. |
    | Total | 100 | 100% | A quality assignment will meet or exceed the above requirements. |

    NR 631: Nurse Executive Concluding Graduate Experience I

    NR631 W4 Review of Literature Guideline and Rubric JAN23

    ## Grading Rubric

    | | | | | |
    | — | — | — | — | — |
    | Assessment Criteria | Distinguished<br>(100%) | Exceeds<br>(92%) | Proficient<br>(84%) | Needs Improvement<br>(0%) |
    | Research Summary Table | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Develops a Research Summary Table featuring at least 10 evidence-based articles on the intervention and not the executive problem or issue | Develops a Research Summary Table featuring at least nine evidence-based articles on the intervention; one article is included on the executive problem or issue | Develops a Research Summary Table featuring at least eight evidence-based articles on the intervention; two articles are included on the executive problem or issue | Does not develop a Research Summary Table or includes less than eight evidence-based articles. |
    | Analysis of Articles | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Analyzes all of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations | Analyzes 9 of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations | Analyzes 8 of articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations | Analyzes fewer than 8 of the articles in the table accurately with respect to design, sample/setting, findings, outcome measures, and limitations |
    | Themes and Subheadings | 10 Points | 9 Points | 8 Points | 0 Points |
    | | Identifies several themes emerging from the research summary table and uses the themes for subheadings | Identifies several themes emerging from the research summary table but a few of the themes are not described clearly | Identifies several themes emerging from the research summary table but misses one or more important themes or summarizes articles without tying their results to a theme | Review of literature is a list of summaries of articles and does not reflect synthesis of the literature |
    | Description of Each Theme | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Thoroughly describes what was found in the literature about each theme | Describes what was found in the literature about each theme but some areas are unclear | Describes what was found in the literature about each theme but half of the synthesis is unclear | Does not describe what was found in the literature about each theme but instead focuses on an article-by-article summary |
    | Summary of Findings | 20 Points | 18 Points | 16 Points | 0 Points |
    | | Summarizes the major themes in the Review of Literature and relates them to the intervention and evaluation | Summarizes the major themes in the Review of Literature but portions of the summary are unclear | Summarizes the major themes in the Review of Literature but portions of the summary are unclear and the summary is not related to the coming intervention and evaluation paper | Does not summarize what was found in the review of the literature |
    | Grammar, Spelling, Syntax, and Punctuation | 5 Points | 4 Points | 3 Points | 0 Points |
    | | Proper grammar, spelling syntax, and punctuation are used, with no more than one to two errors. | Proper grammar, spelling syntax, and punctuation are used, with no more than three to four errors. | Proper grammar, spelling syntax, and punctuation are used to some extent, with no more than five to six errors. | Proper grammar, spelling syntax, and punctuation are not used; assignment contains seven or more errors. |
    | APA Title Page, Citations, and Reference Page | 5 Points | 4 Points | 3 Points | 0 Points |
    | | Proper APA format is used, with no more than one to two errors. | Proper APA format is used, with no more than three to four errors. | Proper APA format is used to some extent, with no more than five to six errors. | Assignment contains seven or more errors in APA format. |

    NR631 W4 Review of Literature Guideline and Rubric JAN23

    **4example_literature_.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/4example-literature-pdf)

    – 1
    – 2
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  • [Solved] 506 mod 2 disc

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering 506 mod 2 disc.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

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

  • [Solved] Nursing 506 policy mod 2 assignment

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    In-depth study guidance and analytical solution covering Nursing 506 policy mod 2 assignment.

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    Assignment Prompt & Instructions

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  • [Solved] 505 diversity mod 2 disc

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    In-depth study guidance and analytical solution covering 505 diversity mod 2 disc.

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  • [Solved] Week 4

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    Please attached. – ## Week4.docx **## Week4.docx** Week 4 Discussion Post Abuse Using the ICHS online library, find an evidence-based article on elder abuse or child abuse. Write a summary of the article and whether you agree with the article related to the diagnosis of abuse. Why do you agree or di…

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    Assignment Prompt & Instructions

    Please attached.

    – ## Week4.docx

    **## Week4.docx**

    Week 4 Discussion Post Abuse

    Using the ICHS online library, find an evidence-based article on elder abuse or child abuse. Write a summary of the article and whether you agree with the article related to the diagnosis of abuse. Why do you agree or disagree?

    Article:

    What Helps Children and Young People to Disclose Their Experience of Sexual
    **Abuse** and What Gets in the Way? A Systematic Scoping Review  • 2024

    Background: Global research has found that prevalence rates of
    **child** sexual
    **abuse** suggest that this is a significant ongoing public health concern. A recent Australian study, for example, revealed that more than three girls and almost one in five boys reported experiencing sexual
    **abuse** before the age of 18. Self-reported rates of
    **abuse**,

    **Author:** Lynne McPherson • Kathomi Gatwiri • Anne Graham • Darlene Rotumah • Kelly Hand • Corina Modderman • Jaime Chubb • Samara James

    **Source:** **Child** & Youth Care Forum

    https://link.springer.com/article/10.1007/s10566-024-09825-5

    **## Week4.docx**

    Week 4 Discussion Post Abuse

    Using the ICHS online library, find an evidence-based article on elder abuse or child abuse. Write a summary of the article and whether you agree with the article related to the diagnosis of abuse. Why do you agree or disagree?

    Article:

    What Helps Children and Young People to Disclose Their Experience of Sexual
    **Abuse** and What Gets in the Way? A Systematic Scoping Review  • 2024

    Background: Global research has found that prevalence rates of
    **child** sexual
    **abuse** suggest that this is a significant ongoing public health concern. A recent Australian study, for example, revealed that more than three girls and almost one in five boys reported experiencing sexual
    **abuse** before the age of 18. Self-reported rates of
    **abuse**,

    **Author:** Lynne McPherson • Kathomi Gatwiri • Anne Graham • Darlene Rotumah • Kelly Hand • Corina Modderman • Jaime Chubb • Samara James

    **Source:** **Child** & Youth Care Forum

    https://link.springer.com/article/10.1007/s10566-024-09825-5

  • [Solved] Clinical Experience: Module One: Part One Windshield Survey and Key Informant Interviews

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    – ## TemplateWeeks1-32025-rev2.25_SG-11.doc

    **## TemplateWeeks1-32025-rev2.25_SG-11.doc**

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  • [Solved] Optimizing Population Health Through Community Practice assessment 3

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    – ## optimizingpatienthealthassessment3.docx **## optimizingpatienthealthassessment3.docx** Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop a brochure, storyboard, or poster communicating the plan for the local sys…

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    – ## optimizingpatienthealthassessment3.docx

    **## optimizingpatienthealthassessment3.docx**

    Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop a brochure, storyboard, or poster communicating the plan for the local system, city officials, and the disaster relief team.

    Nurses perform a variety of roles and their responsibilities as healthcare providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

    A comprehensive recovery plan, guided by the Crisis and Emergency Risk Communication (CERC) framework and the National Incident Management System approach is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster.

    Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, quality of the communication, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

    In this assessment, you are a community task force member who is responsible for developing a disaster recovery plan for the community you have focused on in earlier assessments using the CERC for your crisis communication plan, which you will present to city officials and the disaster relief team. You will use the community from your windshield survey OR you may select a community from the document provided in this assessment.

    Note: Complete the assessments in this course in the order in which they are presented.

    For this assessment, you will use the community from your windshield survey OR you may select a community from the Assessment 3 Supplement: Disaster Recovery Plan [PDF]. You will then develop a brochure, storyboard, or poster communicating the plan for the local system city officials, and the disaster relief team.

    Use the following steps to gather the information you need to create your disaster recovery plan. Then follow the grading criteria as the guide for what to include and how to structure your brochure, storyboard, or poster.

    Develop a disaster recovery plan for the community that will lessen health disparities and improve access to services after a disaster. Refer back to the community chosen for your health promotion plan.

    Assess community needs.

    Consider resources, personnel, budget, and community makeup.

    Identify the people accountable for implementation of the plan and describe their roles.

    Focus on specific Healthy People 2030 objectives.

    Include a timeline for the recovery effort.

    Focus on the following areas in your crisis communication plan:

    Information gathering.

    This is critical not only to promote situational awareness but also to receive feedback on messages and how they are received and interpreted. Media monitoring and analysis, including social media, is a central function because the media remains a source of timely information during any crisis. Close coordination with other response agencies and partners, and their public information officers (PIOs), to gather the most current information is also critical.

    Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.

    Information dissemination.

    This includes using a variety of channels to reach multiple audiences. These activities include general media relations, working with designated spokespersons, organizing news conferences, and providing briefings and updates. Inquiries and questions from the general public must also be addressed and should be documented through contact logs. In addition, officials and other key leaders must be briefed. These information dissemination activities should extend to web support and social media.

    Operation support.

    This involves a variety of communication activities, including addressing special needs and multilingual audiences through translation and other services. Facilities’ support activities involve ensuring sufficient communications capacity to support operations.

    Liaisons.

    They can provide two-way communication and coordination with key stakeholders and partners. Close coordination is necessary to achieve an effective response and create consistent messages.

    Provide support for your position.

    Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.

    Develop a brochure, storyboard, or poster of your disaster recovery plan. You can use one of the free templates available on the Brochure Design Templates web page, storyboard, or poster templates.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

    Describe determinants of health and cultural, social, and economic barriers that impact community safety, health, and disaster recovery efforts.

    Consider the interrelationships among these factors.

    Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.

    Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates in the community.

    Explain how health and governmental policy impacts disaster recovery efforts in a community.

    Consider the implications of legislation for community members such as the Americans With Disabilities Act (ADA), Robert T. Stafford Disaster Relief and Emergency Assistance Act, and 2018 Disaster Recovery Reform Act (DRRA).

    Consider trace-mapping the community progress during the recovery phase. (You can consult the resources in the Contact Tracing reading list for more information about contact trace-mapping.)

    Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts in a community using the CERC framework.

    Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates in the community.

    Identify evidence that supports your strategies.

    Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    Make sure your choice of a brochure, storyboard, or poster is easy to read and error-free.

    Develop your assessment with a specific purpose and audience in mind.

    Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    Supporting Evidence

    Cite at least two articles from peer-reviewed journals or professional industry publications within the 5 past years to support your plan.

    Include data from the CDC, United States Census Bureau, and other government agencies.

    Before submitting your assessment, proofread your brochure, storyboard, or poster to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

    **## optimizingpatienthealthassessment3.docx**

    Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster. Then develop a brochure, storyboard, or poster communicating the plan for the local system, city officials, and the disaster relief team.

    Nurses perform a variety of roles and their responsibilities as healthcare providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

    A comprehensive recovery plan, guided by the Crisis and Emergency Risk Communication (CERC) framework and the National Incident Management System approach is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster.

    Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, quality of the communication, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

    In this assessment, you are a community task force member who is responsible for developing a disaster recovery plan for the community you have focused on in earlier assessments using the CERC for your crisis communication plan, which you will present to city officials and the disaster relief team. You will use the community from your windshield survey OR you may select a community from the document provided in this assessment.

    Note: Complete the assessments in this course in the order in which they are presented.

    For this assessment, you will use the community from your windshield survey OR you may select a community from the Assessment 3 Supplement: Disaster Recovery Plan [PDF]. You will then develop a brochure, storyboard, or poster communicating the plan for the local system city officials, and the disaster relief team.

    Use the following steps to gather the information you need to create your disaster recovery plan. Then follow the grading criteria as the guide for what to include and how to structure your brochure, storyboard, or poster.

    Develop a disaster recovery plan for the community that will lessen health disparities and improve access to services after a disaster. Refer back to the community chosen for your health promotion plan.

    Assess community needs.

    Consider resources, personnel, budget, and community makeup.

    Identify the people accountable for implementation of the plan and describe their roles.

    Focus on specific Healthy People 2030 objectives.

    Include a timeline for the recovery effort.

    Focus on the following areas in your crisis communication plan:

    Information gathering.

    This is critical not only to promote situational awareness but also to receive feedback on messages and how they are received and interpreted. Media monitoring and analysis, including social media, is a central function because the media remains a source of timely information during any crisis. Close coordination with other response agencies and partners, and their public information officers (PIOs), to gather the most current information is also critical.

    Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.

    Information dissemination.

    This includes using a variety of channels to reach multiple audiences. These activities include general media relations, working with designated spokespersons, organizing news conferences, and providing briefings and updates. Inquiries and questions from the general public must also be addressed and should be documented through contact logs. In addition, officials and other key leaders must be briefed. These information dissemination activities should extend to web support and social media.

    Operation support.

    This involves a variety of communication activities, including addressing special needs and multilingual audiences through translation and other services. Facilities’ support activities involve ensuring sufficient communications capacity to support operations.

    Liaisons.

    They can provide two-way communication and coordination with key stakeholders and partners. Close coordination is necessary to achieve an effective response and create consistent messages.

    Provide support for your position.

    Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.

    Develop a brochure, storyboard, or poster of your disaster recovery plan. You can use one of the free templates available on the Brochure Design Templates web page, storyboard, or poster templates.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion in the scoring guide to see how your work will be assessed.

    Describe determinants of health and cultural, social, and economic barriers that impact community safety, health, and disaster recovery efforts.

    Consider the interrelationships among these factors.

    Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.

    Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates in the community.

    Explain how health and governmental policy impacts disaster recovery efforts in a community.

    Consider the implications of legislation for community members such as the Americans With Disabilities Act (ADA), Robert T. Stafford Disaster Relief and Emergency Assistance Act, and 2018 Disaster Recovery Reform Act (DRRA).

    Consider trace-mapping the community progress during the recovery phase. (You can consult the resources in the Contact Tracing reading list for more information about contact trace-mapping.)

    Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts in a community using the CERC framework.

    Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates in the community.

    Identify evidence that supports your strategies.

    Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

    Make sure your choice of a brochure, storyboard, or poster is easy to read and error-free.

    Develop your assessment with a specific purpose and audience in mind.

    Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    Supporting Evidence

    Cite at least two articles from peer-reviewed journals or professional industry publications within the 5 past years to support your plan.

    Include data from the CDC, United States Census Bureau, and other government agencies.

    Before submitting your assessment, proofread your brochure, storyboard, or poster to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

  • [Solved] Soc 151

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  • [Solved] NUR504W2

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    – ## NUR504W2.docx **## NUR504W2.docx** ![A screenshot of a medical report AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur504w2) ANSWER QUESTIONS: 1. What other subjective data would you obtain? 2. What other objective findings would you look for? 3. What diagnost…

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    – ## NUR504W2.docx

    **## NUR504W2.docx**

    ![A screenshot of a medical report AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur504w2)

    ANSWER QUESTIONS:

    1. What other subjective data would you obtain?

    2. What other objective findings would you look for?

    3. What diagnostic exams do you want to order?

    4. Name 3 differential diagnoses based on this patient presenting symptoms?

    5. Give rationales for each of your differential diagnoses.

    INSTRUCTIONS:

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

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    ## image1.png

    **## NUR504W2.docx**

    ![A screenshot of a medical report AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nur504w2)

    ANSWER QUESTIONS:

    1. What other subjective data would you obtain?

    2. What other objective findings would you look for?

    3. What diagnostic exams do you want to order?

    4. Name 3 differential diagnoses based on this patient presenting symptoms?

    5. Give rationales for each of your differential diagnoses.

    INSTRUCTIONS:

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

    · Please include introduction and conclusion paragraphs

    · Please write in paragraph form, no bullet points

    · Incorporate a minimum of 2 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles should be referenced according to the current APA style (the online library has an abbreviated version of the APA Manual).

    · Please ensure APA formatting is correct

    ## image1.png