Category: Nursing

  • [Solved] Nuring

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  • [Solved] Nursing 611 assignment 1

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    Identify a current research problem related to advanced nursing practice that is of interest to you. Include WHY this is a problem. (Limit response to no more than 3 sentences). Develop a research question to provide information about the research problem.

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    Identify a current research problem related to advanced nursing practice that is of interest to you. Include WHY this is a problem. (Limit response to no more than 3 sentences). Develop a research question to provide information about the research problem.

  • [Solved] Nursing Active Learning Assignment

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    PLEASE SEE ATTACHED DOCUMENT FOR INSTRUCTIONS AND REQUIREMENTS DUE DATE JULY 23, 2025 – ## ActiveLearningAssignmentWeek4.pdf **## ActiveLearningAssignmentWeek4.pdf** APPLYING EI TO CHANGE THE CULTURE OF PATIENT SAFETY Changing a culture prone to medical error is one of the most difficult obstacles t…

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    PLEASE SEE ATTACHED DOCUMENT FOR INSTRUCTIONS AND REQUIREMENTS
    DUE DATE JULY 23, 2025

    – ## ActiveLearningAssignmentWeek4.pdf

    **## ActiveLearningAssignmentWeek4.pdf**

    APPLYING EI TO CHANGE THE CULTURE OF PATIENT SAFETY
    Changing a culture prone to medical error is one of the most difficult
    obstacles to improving patient safety. In the traditional safety culture, blame
    and judgment undermine reporting and systems improvement. A “fix-the-
    problem-not-the-blame” approach is at least articulated if not
    operationalized in most healthcare organizations.

    However, simply identifying risk management and quality improvement as a
    no-blame system is not enough to change a culture deeply ingrained in
    healthcare providers. The EIPS model may offer a way to change the
    blame culture (see Figure 13.5). For example, in the story presented,
    several clinical culture issues predisposed the unit to the error. Using
    Reason’s model, the culture created holes that made the flow from error to
    patient harm more likely, especially with the new employee orientation to
    the clinical unit.
    EI/Patient Safety (EIPS) Model.

    In this model, good communication skills improve EI skills and
    good EI skills improve communication. These two skill sets are in a positive
    feedback loop. If communication skills are poor, EI abilities can improve
    them. If communication is poor, safety is compromised, but as EI ability
    improves communication, this negative influence is mitigated
    via EI abilities.

    Using the EIPS Model, diagram a patient safety procedure on your unit
    [in other words- YOUR CURRENT PLACE OF WORK] that has an
    emotional or interpersonal “hole” in it.

    Describe how one EI ability could be used to ameliorate that hole.

    Submit the diagram of the problem from your place of work and the
    paper: which must be minimally 2 pages with an introduction and a
    conclusion. Please adhere to APA format to include headings within
    your paper- ensure you label your diagram correctly.

    Review Reference count requirement.

    Utilizes at least 3 sources and all sources are current within 5 years. Cited
    following APA format.

    MY PLACE OF WORK IS A HOME HEALTH

    NO MORE THAN 10% PLAGIARISM IS ALLOWED

    **## ActiveLearningAssignmentWeek4.pdf**

    APPLYING EI TO CHANGE THE CULTURE OF PATIENT SAFETY
    Changing a culture prone to medical error is one of the most difficult
    obstacles to improving patient safety. In the traditional safety culture, blame
    and judgment undermine reporting and systems improvement. A “fix-the-
    problem-not-the-blame” approach is at least articulated if not
    operationalized in most healthcare organizations.

    However, simply identifying risk management and quality improvement as a
    no-blame system is not enough to change a culture deeply ingrained in
    healthcare providers. The EIPS model may offer a way to change the
    blame culture (see Figure 13.5). For example, in the story presented,
    several clinical culture issues predisposed the unit to the error. Using
    Reason’s model, the culture created holes that made the flow from error to
    patient harm more likely, especially with the new employee orientation to
    the clinical unit.
    EI/Patient Safety (EIPS) Model.

    In this model, good communication skills improve EI skills and
    good EI skills improve communication. These two skill sets are in a positive
    feedback loop. If communication skills are poor, EI abilities can improve
    them. If communication is poor, safety is compromised, but as EI ability
    improves communication, this negative influence is mitigated
    via EI abilities.

    Using the EIPS Model, diagram a patient safety procedure on your unit
    [in other words- YOUR CURRENT PLACE OF WORK] that has an
    emotional or interpersonal “hole” in it.

    Describe how one EI ability could be used to ameliorate that hole.

    Submit the diagram of the problem from your place of work and the
    paper: which must be minimally 2 pages with an introduction and a
    conclusion. Please adhere to APA format to include headings within
    your paper- ensure you label your diagram correctly.

    Review Reference count requirement.

    Utilizes at least 3 sources and all sources are current within 5 years. Cited
    following APA format.

    MY PLACE OF WORK IS A HOME HEALTH

    NO MORE THAN 10% PLAGIARISM IS ALLOWED

  • [Solved] Health

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  • [Solved] CAPSTONE II

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    **CAPSTONE: PART II** 1. Review of Literature – Review and discuss literature: Synthesize at least 10 primary research studies and/or systematic reviews; do not include summary articles. This section is all about the scientific evidence rather than someone else’s opinion of the evidence. Do not us…

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    **CAPSTONE: PART II**
    1. Review of Literature
    – Review and discuss literature: Synthesize at least 10 primary research studies and/or systematic reviews; do not include summary articles. This section is all about the scientific evidence rather than someone else’s opinion of the evidence. Do not use secondary sources; you need to get the article, read it, and make your own decision about quality and applicability to your question even if you did find out about the study in a review of the literature. This is a synthesis rather than a study by study review. Address the similarities, differences, and controversies in the body of evidence.
    2. Analyze and apply knowledge directly to your PICOT- The studies that you cite in this section must relate directly to your PICOT question.
    3. Provide precise body of evidence for your Practice Change
    4. Discuss objectives for your practice change
    5. Discuss where the problem exists, why it exists, what is the preposition for change
    6. Apply all that is relevant to the problem. For example: Pros vs Cons, current state of problem
    NOTE: _It should not reflect your opinion,_ but rather Evidence Based Practice should be applied
    -After completing a literature search on interventions addressing your chosen health problem, write a review that evaluates the strengths and weaknesses of all the sources you have found.
    -Use appropriate APA 7th Ed. format along with Syllabus outline
    -Scholarly, peer-reviewed, and research articles cited should be within the last five years.
    -This section should be 4 pages long (not including the title and reference page).
     -Use proper in-text citations with a properly formatted reference list.
     -All papers must be written in the 3rd person.
    PLEASE ADD -How will you identify the depressed patients without comprising health records? What would you do if a resident presents with depressive symptoms? Keep in mind that the APNs will not be able to treat. In the Review of Literature, you will have to expand on cost of care, what does the data show? How much?
    Reminder, each assignment needs a Conclusion paragraph as per APA.
    DUE DATE: JULY 24, 2025
    PLEASE NOTE CAPSTONE PART 1 IS ATTACHED, READ IT TO DO PART 2 ACCORDINGLY.
    PLEASE CAREFULLY READ EACH REQUIREMENT NEEDED FOR THIS CAPSTONE PART 2
    \
    CAPSTONE1PICOTA..docx](https://www.sweetstudy.com/files/capstone1picota-docx "CAPSTONE1PICOTA..docx")

  • [Solved] NEED REAL WORK NO AI

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    NEED TOP WORK \ Screenshot2025-06-10154039.png](https://www.sweetstudy.com/files/screenshot2025-06-10154039-png "Screenshot2025-06-10154039.png") \ Screenshot2025-06-10112315.png](https://www.sweetstudy.com/files/screenshot2025-06-10112315-png-10357137 "Screenshot2025-06-10112315.png")

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    NEED TOP WORK
    \
    Screenshot2025-06-10154039.png](https://www.sweetstudy.com/files/screenshot2025-06-10154039-png "Screenshot2025-06-10154039.png")
    \
    Screenshot2025-06-10112315.png](https://www.sweetstudy.com/files/screenshot2025-06-10112315-png-10357137 "Screenshot2025-06-10112315.png")

  • [Solved] PHASE 2

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    **The students will continue the research topic already started. In this paper you are going to conduct a brief literature review on your topic. This paper must include****at least 5** supporting articles related to the chosen topic (3 are peer-review journal articles) and will provide the desired m…

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    **The students will continue the research topic already started. In this paper you are going to conduct a brief literature review on your topic. This paper must include****at least 5** supporting articles related to the chosen topic (3 are peer-review journal articles) and will provide the desired methodology for their project. (strict adherence to APA guidelines is required). Additionally, is it important the quality of the writing, not the quantity. The writings should be concise, factual and disseminates information. It should not be your opinion. Use the following as subheadings for your paper.
    **The ASSIGNMENT will include:**
    **1. Brief literature review- Support your topic**
    **2. Methodology and design of the study (Be detailed )**
    **3. Sampling methodology- Qualitative or Quantitative or Mixed method for example**
    **4. Necessary tools- will you be using any surveys?**
    **5. Any algorithms or flow maps created- (illustrations)**
    **DUE DATE JULY 24, 2025**
    **4 PAGES**
    **NO MORE THAN 10% PLAGIARISM IS ALLOWED WILL BE SUBMITTED VIA TURNIN IN**
    **PLEASE NOTE PHASE 1 IS ATTACHED TO BE ABLE TO DO AND CONTINUE PART 2 ACCORDINGLY**
    \
    PHASE1ASSIGNMENT.docx](https://www.sweetstudy.com/files/phase1assignment-docx "PHASE1ASSIGNMENT.docx")

  • [Solved] Discussion # 3 week 4 HP

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    In-depth study guidance and analytical solution covering Discussion # 3 week 4 HP.

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  • [Solved] disc 4 504

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    \ module4disc5042.png](https://www.sweetstudy.com/files/module4disc5042-png "module4disc5042.png") \ module4disc5043.png](https://www.sweetstudy.com/files/module4disc5043-png "module4disc5043.png") \ module4disc504.png](https://www.sweetstudy.com/files/module4disc504-png "module4disc504.png") \ …

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    module4disc5043.png](https://www.sweetstudy.com/files/module4disc5043-png "module4disc5043.png")
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    rubricfor504.png](https://www.sweetstudy.com/files/rubricfor504-png-10356791 "rubricfor504.png")

  • [Solved] disc 4 601

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    – ## TeachingPlanexample_JanetHuxley.docx – disc4601.png – disc46012.png – rubricfordisc601.png **## TeachingPlanexample_JanetHuxley.docx** | | | | | | | | — | — | — | — | — | — | | Teaching Plan | | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional mat…

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    – ## TeachingPlanexample_JanetHuxley.docx

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    **## TeachingPlanexample_JanetHuxley.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | Teaching Plan |
    | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional materials | Evaluation Methods |
    | Following a 20-minute teaching session, the learner will be able to:<br>List at least three examples of types of exercise that can be done outside work. (cognitive) | Examples of simple, everyday ways to increase exercise (e.g., taking stairs rather than an elevator) | 1:1 instruction | 5 minutes | “Physical Activity” poster showing practical ways to increase activity | Question and answers |
    | Recognize barriers that interfere with remaining active. (affective) | Common barriers and ways to deal with them | Discussion | 5 minutes | CDC website article: “Make Your Workout Work for You” | Describes barriers and ways to avoid interference |
    | Demonstrate four exercises that can be completed inside the home. (psychomotor) | How to perform sit-ups, lunges, wall sits, and using stairs | Demonstration/return demonstration | 10 minutes | Space for performing exercises | Demonstrates correct performance of each exercise |

    **disc4601.png**

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    **## TeachingPlanexample_JanetHuxley.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | Teaching Plan |
    | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional materials | Evaluation Methods |
    | Following a 20-minute teaching session, the learner will be able to:<br>List at least three examples of types of exercise that can be done outside work. (cognitive) | Examples of simple, everyday ways to increase exercise (e.g., taking stairs rather than an elevator) | 1:1 instruction | 5 minutes | “Physical Activity” poster showing practical ways to increase activity | Question and answers |
    | Recognize barriers that interfere with remaining active. (affective) | Common barriers and ways to deal with them | Discussion | 5 minutes | CDC website article: “Make Your Workout Work for You” | Describes barriers and ways to avoid interference |
    | Demonstrate four exercises that can be completed inside the home. (psychomotor) | How to perform sit-ups, lunges, wall sits, and using stairs | Demonstration/return demonstration | 10 minutes | Space for performing exercises | Demonstrates correct performance of each exercise |

    **disc4601.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disc4601-png)

    **disc46012.png**

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    **rubricfordisc601.png**

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    **## TeachingPlanexample_JanetHuxley.docx**

    | | | | | | |
    | — | — | — | — | — | — |
    | Teaching Plan |
    | Objectives | Content Outline | Methods of Teaching | Time Allotted | Instructional materials | Evaluation Methods |
    | Following a 20-minute teaching session, the learner will be able to:<br>List at least three examples of types of exercise that can be done outside work. (cognitive) | Examples of simple, everyday ways to increase exercise (e.g., taking stairs rather than an elevator) | 1:1 instruction | 5 minutes | “Physical Activity” poster showing practical ways to increase activity | Question and answers |
    | Recognize barriers that interfere with remaining active. (affective) | Common barriers and ways to deal with them | Discussion | 5 minutes | CDC website article: “Make Your Workout Work for You” | Describes barriers and ways to avoid interference |
    | Demonstrate four exercises that can be completed inside the home. (psychomotor) | How to perform sit-ups, lunges, wall sits, and using stairs | Demonstration/return demonstration | 10 minutes | Space for performing exercises | Demonstrates correct performance of each exercise |

    **disc4601.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/disc4601-png)

    **disc46012.png**

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