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[Solved] NUR 670

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**files (1)** – ## NUR670Week1-6discussionasign.pdf **## NUR670Week1-6discussionasign.pdf** Week 1: The PICO Question After studying Module 1: Lecture Materials & Resources, and completing 500 clinical hours, students undoubtedly witness problems or gaps in healthcare. The PICO question Population/ …

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Assignment Prompt & Instructions

**files (1)**

– ## NUR670Week1-6discussionasign.pdf

**## NUR670Week1-6discussionasign.pdf**

Week 1: The PICO Question

After studying Module 1: Lecture Materials & Resources,
and completing 500 clinical hours, students undoubtedly witness
problems or gaps in healthcare. The PICO question Population/
Patient Problem: (P), Intervention: (I), Comparison: (C), Outcome:
(O) is to ask a searchable and answerable question that provides
evidence to improve practice. In a well-written discussion post
address, the following:

• Describe a real-world, current problem in US psychiatric
care. This could be a problem that affects clinical decisions
and may include a broad range of biological, psychological,
and sociological issues.

• Formulate a PICO question based on the question chosen in
the announcement. You will use this question in each
discussion for this term.

• Summarize the reason this PICO question is so important to
advanced practice nursing.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

[https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 2: The Purpose of the
PICO Question
After studying Module 2: Lecture Materials & Resources, discuss
the following:

• Discuss the purpose defining the purpose of the PICO
question for the psychiatric mental health nurse practitioner.

• Explain the purpose of your selected PICO question
advanced practice psychiatric nurses or the patients or the
populations they treat.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 3: Selecting Inclusion/
Exclusion Criteria
After studying Module 3: Lecture Materials & Resources, discuss
the following:

• Discuss the databases searched to gather the evidence
based research for your selected PICO question.

• Describe the inclusion/exclusion criteria used to fine tune
the evidence-based research for your selected PICO
question.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 4 : Creating a Search
Strategy
After studying Module 4: Lecture Materials & Resources, discuss
the following:

• Compare the reliability of evidence-based research using an
evidence pyramid.

• Describe in detail the search strategy used to conduct the
literature review for your PICO question. A literature flow
diagram must be uploaded to this assignment.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 5: Interpreting the Results
of the Literature Review
After studying Module 5: Lecture Materials & Resources, discuss
the following:

• Compare the following processes: summarizing the
literature review and interpreting search results.

• Describe the process used to interpret the search results of
your PICO question.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 6: Methods of
Dissemination
After studying Module 6: Lecture Materials & Resources, discuss
the following:

• Compare three ways to disseminate research findings.

• Discuss your plan to disseminate the research findings

obtained during this course at a state or national platform.
Include your objective for disseminating the information and
your target audience.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 6 Assignment:
Academic Poster & Presentation
The purpose of this assignment is to provide the student the
opportunity to demonstrate competency in performing the role of
the psychiatric mental health nurse practitioner in a safe
environment.

Submission Instructions:

To complete this assignment, address the following criteria:

1. Posters should include the following content:

• A Project title. This should be placed towards the top

of the poster, including the names of the authors and
university affiliation.

• An Introduction section. This should highlight the
problem addressed in a brief literature review with
citations and your hypothesis or hypotheses.

• The Purpose section: The poster states the objectives
of this inquiry relative to the overall evidence-based
literature review on this topic.

• The Methods/Search Strategy section. An overview of
how you studied your primary source(s): Describe the
evidence-based solution. How was it developed?
Include the theoretical framework (if applicable).
Identify databases searched and inclusion/exclusion
criteria. A literature flow diagram must be uploaded
to this assignment.

• The Results The poster describes the search, the
number of studies included, and the level of evidence.

• The Synthesis of Evidence The poster briefly
describes the synthesis of the evidence including major
trends and notable gaps.

• The Implications for Practice section. The poster
includes recommendations for practice, education, or
future research based on the review and synthesis of
the evidence.

• A References section. Make sure your references
include at least seven references with four primary
research articles. Primary articles describe studies in
which the authors collected the data themselves.
References must be in the current APA format. If you
cannot fit seven or more references into your poster,
you should provide the references separately as an
attached Word document. For assistance with the
current APA formatting, please contact BrainFuse
Online Tutoring link in Canvas or visit the STU library
at https://www.stu.edu/libraryLinks to an external site.

Academic Poster Format

• Present your poster in electronic formatLinks to an external
site.
. Use the linked video as a guide for your assignment.

• Students may use PowerPoint Poster template.

will be graded according to the grading rubric below.

NUR 670 Poster Presentation Rubric (1)
NUR 670 Poster Presentation Rubric (1)

Criteria Ratings
Po
int
s

[https://www.stu.edu/library](https://www.stu.edu/library)

[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)

[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)

Project
Title

Exemplary

Thoroughly, accurately, and clearly reflect the content of the presentation.

5 to >3 pts

Distinguished

Reflects content very well but not thoroughly.

3 to >1 pts

Novice

Does not reflect content of the presentation.

1 to >0 pts

/5
pts

Introducti
on:

view longer
description

Exemplary

Identifies a creative, focused, and manageable

topic that addresses potentially significant and

previously less explored aspects of the topic,

problem, and/or project

5 to >3 pts

Distinguished

Project and/or research question moderately described. Moderately clear
rationale. Purpose was somewhat focused and clear.

3 to >1 pts

Novice

Vaguely described project and/or research question. Weak rationale.
Purpose was poorly focused and not sufficiently clear.

1 to >0 pts

/5
pts

Purpose:

view longer
description

Exemplary

Background information is engaging and leads to a clear purpose statement.
Relevance to advanced practice nursing and the field of psychiatry is
articulated well.

5 to >3 pts

Distinguished

Background information is at times unclear or uninteresting. Relevance to
advanced practice nursing or psychiatry could be more clearly articulated.

3 to >1 pts

Novice

Background information is illogical or unrelated to the topic. There is no
relevance to advanced practice nursing or the field of psychiatry.

1 to >0 pts

/5
pts

Search
Strategy

view longer
description

Exemplary

Methods are appropriate to address aim/question and connected to the
purpose of the research; Identifies method used to support thesis or answer
the research question.

10 to >6 pts

Distinguished

Methods are inappropriate to address research aim or question. Methods are
unclear or not connected to purpose of research

6 to >2 pts

Novice

Research strategy was not clearly mentioned but implied; or, not appropriate
for purpose of the research

2 to >0 pts

/10
pts

Synthesis
of
Evidence:

view longer
description

Exemplary

Thorough comparison and contrast of findings are provided and relate to the
main discussion points in the order of their appearance in the purpose

statement. Focus is on research findings rather

than research methods. Study limitations that might have led to different
findings are discussed. Gaps and controversies that exist in the literature are
clearly discussed.

20 to >13 pts

Distinguished

Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in

the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.

13 to >6 pts

Novice

Comparison and contrast of findings are lacking.

Discussion of findings does not relate well to the main discussion points in
the purpose statement.

Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not discussed.

6 to >0 pts

/20
pts

Implicatio
ns for
Practice:

view longer
description

Exemplary

Thorough comparison and contrast

of findings are provided and relate to

the main discussion points in the order

of their appearance in the purpose

statement.

� Focus is on research findings rather

than research methods.

10 to >6 pts

Distinguished

Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in

the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.

6 to >2 pts

Novice

Comparison and contrast of findings are lacking. Discussion of findings does
not relate well to the main discussion points in the purpose statement.

Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not

discussed.

2 to >0 pts

/10
pts

Writing
and
Scholarly
Voice:

view longer
description

Exemplary

Writing is fluid, precise, and clear; lexicon of the field is clearly explained and
defined; the tone is professional; vocabulary and syntax are mature; scholarly
style and format are accurately used;

the candidate’s ‘voice’ is heard and yields a definitive presence, authority, and
understanding of the issues being discussed.

5 to >3 pts

Distinguished

Writing is somewhat developed and professional; spelling, punctuation,
grammar, in general, meet program and institutional standards; dissertation
formatting is adequate; the lexicon of the respective field is understood and
used

properly.

3 to >1 pts

Novice

More work developing academic writing skills

necessary; syntax or vocabulary may not be well

developed; a reliance on jargon may be a weakness,

writing may be difficult to read or understand; tone

may not exhibit an understanding of the academic writing genre; errors of
spelling, punctuation

or formatting may be present; document may have

formatting problems, the candidate may not have a

command of the field’s lexicon.

1 to >0 pts

/5
pts

Oral
Presentat
ion

view longer
description

Exemplary

Narration and/or answering of questions is engaging, thorough, and adds
greatly to the presentation. Presentation is well-rehearsed. Voice, eye contact
and pacing hold interest and attention of the audience; introduced self and
project.

20 to >12 pts

Distinguished

Narration and/or answering of questions is somewhat lacking. Audio-Video
presentation does not support the content of the presentation. Some difficulty
communicating ideas. Poor voice projections; some eye contact; no
introduction; mispronounced a few words; long pauses; appears somewhat
confused.

12 to >3 pts

Novice

Narration and/or answering of questions is lacking, Audio-Video presentation
was not submitted or the video was not created using the audio or video
platform required in the instructions. Great difficulty communicating ideas.
Poor voice projection; no eye contact; no introduction; mispronounced
words; stopped or had long pauses; read entirely from notes

3 to >0 pts

/20
pts

Overall
Appearan
ce

view longer
description

Exemplary

Prominently positions title/authors of paper thoroughly but concisely presents
main points of introduction, hypotheses/ propositions, research methods,
results, and conclusions in a well-organized manner.

Overall visually appealing; not cluttered; colors and patterns enhance
readability; Uses font sizes/variations which facilitate the organization,
presentation, and readability of the research

Graphics (e.g., tables, figures, etc.) are engaging and enhance the text
content is clearly arranged so that the viewer can understand order without
narration

10 to >6 pts

Distinguished

Visual appeal is adequate; somewhat cluttered; colors and patterns detract
from readability

Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is somewhat inconsistent/distractions

Graphics (e.g., tables, figures, etc.) adequately enhance the text

Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration

6 to >2 pts

Novice

Not very visually appealing; cluttered; colors and patterns hinder readability

Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is inconsistent/distracting

Graphics (e.g., tables, figures, etc.) do not enhance the text

Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration

2 to >0 pts

/10
pts

APA
Formattin
g

view longer
description

Exemplary

Follows APA guidelines of components: double space, 12 pt. font, abstract,
level headings, hanging indent and in-text citations. The references contain at
least the 6-8 required current scholarly academic reference and text
reference.

10 to >6 pts

Distinguished

References page contains one current or outdated scholarly academic
resource. Many errors of APA 7th guidelines: double space, 12 pt. font,
abstract, level headings, hanging indent, and in-text citations

6 to >2 pts

Novice

References page contains no current scholarly academic resources, only
internet webpages or no reference page. Lack of APA guidelines for
references provided or in-text citations.

2 to >0 pts

/10
pts

**## NUR670Week1-6discussionasign.pdf**

Week 1: The PICO Question

After studying Module 1: Lecture Materials & Resources,
and completing 500 clinical hours, students undoubtedly witness
problems or gaps in healthcare. The PICO question Population/
Patient Problem: (P), Intervention: (I), Comparison: (C), Outcome:
(O) is to ask a searchable and answerable question that provides
evidence to improve practice. In a well-written discussion post
address, the following:

• Describe a real-world, current problem in US psychiatric
care. This could be a problem that affects clinical decisions
and may include a broad range of biological, psychological,
and sociological issues.

• Formulate a PICO question based on the question chosen in
the announcement. You will use this question in each
discussion for this term.

• Summarize the reason this PICO question is so important to
advanced practice nursing.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

[https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-1-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 2: The Purpose of the
PICO Question
After studying Module 2: Lecture Materials & Resources, discuss
the following:

• Discuss the purpose defining the purpose of the PICO
question for the psychiatric mental health nurse practitioner.

• Explain the purpose of your selected PICO question
advanced practice psychiatric nurses or the patients or the
populations they treat.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-2-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 3: Selecting Inclusion/
Exclusion Criteria
After studying Module 3: Lecture Materials & Resources, discuss
the following:

• Discuss the databases searched to gather the evidence
based research for your selected PICO question.

• Describe the inclusion/exclusion criteria used to fine tune
the evidence-based research for your selected PICO
question.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-3-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 4 : Creating a Search
Strategy
After studying Module 4: Lecture Materials & Resources, discuss
the following:

• Compare the reliability of evidence-based research using an
evidence pyramid.

• Describe in detail the search strategy used to conduct the
literature review for your PICO question. A literature flow
diagram must be uploaded to this assignment.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-4-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 5: Interpreting the Results
of the Literature Review
After studying Module 5: Lecture Materials & Resources, discuss
the following:

• Compare the following processes: summarizing the
literature review and interpreting search results.

• Describe the process used to interpret the search results of
your PICO question.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-5-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 6: Methods of
Dissemination
After studying Module 6: Lecture Materials & Resources, discuss
the following:

• Compare three ways to disseminate research findings.

• Discuss your plan to disseminate the research findings

obtained during this course at a state or national platform.
Include your objective for disseminating the information and
your target audience.

Submission Instructions:

• Your initial post should be at least 500 words, formatted and
cited in the current APA style.

• Provide support for your work from at least five academic
sources less than 5 years old. Visit Purdue OwlLinks to an
external site.
for specific examples on how to create in-text citations and
cite references using the current APA format.

• Students will use this PICO question when creating the
abstract and academic poster.

• Students may not duplicate the PICO question of another
student at St. Thomas University.

• Your initial post is worth 8 points.

[https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources](https://stu.instructure.com/courses/53903/pages/module-6-lecture-materials-and-resources)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html)

Week 6 Assignment:
Academic Poster & Presentation
The purpose of this assignment is to provide the student the
opportunity to demonstrate competency in performing the role of
the psychiatric mental health nurse practitioner in a safe
environment.

Submission Instructions:

To complete this assignment, address the following criteria:

1. Posters should include the following content:

• A Project title. This should be placed towards the top

of the poster, including the names of the authors and
university affiliation.

• An Introduction section. This should highlight the
problem addressed in a brief literature review with
citations and your hypothesis or hypotheses.

• The Purpose section: The poster states the objectives
of this inquiry relative to the overall evidence-based
literature review on this topic.

• The Methods/Search Strategy section. An overview of
how you studied your primary source(s): Describe the
evidence-based solution. How was it developed?
Include the theoretical framework (if applicable).
Identify databases searched and inclusion/exclusion
criteria. A literature flow diagram must be uploaded
to this assignment.

• The Results The poster describes the search, the
number of studies included, and the level of evidence.

• The Synthesis of Evidence The poster briefly
describes the synthesis of the evidence including major
trends and notable gaps.

• The Implications for Practice section. The poster
includes recommendations for practice, education, or
future research based on the review and synthesis of
the evidence.

• A References section. Make sure your references
include at least seven references with four primary
research articles. Primary articles describe studies in
which the authors collected the data themselves.
References must be in the current APA format. If you
cannot fit seven or more references into your poster,
you should provide the references separately as an
attached Word document. For assistance with the
current APA formatting, please contact BrainFuse
Online Tutoring link in Canvas or visit the STU library
at https://www.stu.edu/libraryLinks to an external site.

Academic Poster Format

• Present your poster in electronic formatLinks to an external
site.
. Use the linked video as a guide for your assignment.

• Students may use PowerPoint Poster template.

will be graded according to the grading rubric below.

NUR 670 Poster Presentation Rubric (1)
NUR 670 Poster Presentation Rubric (1)

Criteria Ratings
Po
int
s

[https://www.stu.edu/library](https://www.stu.edu/library)

[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)

[https://www.youtube.com/watch?v=_WnhoIbfcoM](https://www.youtube.com/watch?v=_WnhoIbfcoM)

Project
Title

Exemplary

Thoroughly, accurately, and clearly reflect the content of the presentation.

5 to >3 pts

Distinguished

Reflects content very well but not thoroughly.

3 to >1 pts

Novice

Does not reflect content of the presentation.

1 to >0 pts

/5
pts

Introducti
on:

view longer
description

Exemplary

Identifies a creative, focused, and manageable

topic that addresses potentially significant and

previously less explored aspects of the topic,

problem, and/or project

5 to >3 pts

Distinguished

Project and/or research question moderately described. Moderately clear
rationale. Purpose was somewhat focused and clear.

3 to >1 pts

Novice

Vaguely described project and/or research question. Weak rationale.
Purpose was poorly focused and not sufficiently clear.

1 to >0 pts

/5
pts

Purpose:

view longer
description

Exemplary

Background information is engaging and leads to a clear purpose statement.
Relevance to advanced practice nursing and the field of psychiatry is
articulated well.

5 to >3 pts

Distinguished

Background information is at times unclear or uninteresting. Relevance to
advanced practice nursing or psychiatry could be more clearly articulated.

3 to >1 pts

Novice

Background information is illogical or unrelated to the topic. There is no
relevance to advanced practice nursing or the field of psychiatry.

1 to >0 pts

/5
pts

Search
Strategy

view longer
description

Exemplary

Methods are appropriate to address aim/question and connected to the
purpose of the research; Identifies method used to support thesis or answer
the research question.

10 to >6 pts

Distinguished

Methods are inappropriate to address research aim or question. Methods are
unclear or not connected to purpose of research

6 to >2 pts

Novice

Research strategy was not clearly mentioned but implied; or, not appropriate
for purpose of the research

2 to >0 pts

/10
pts

Synthesis
of
Evidence:

view longer
description

Exemplary

Thorough comparison and contrast of findings are provided and relate to the
main discussion points in the order of their appearance in the purpose

statement. Focus is on research findings rather

than research methods. Study limitations that might have led to different
findings are discussed. Gaps and controversies that exist in the literature are
clearly discussed.

20 to >13 pts

Distinguished

Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in

the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.

13 to >6 pts

Novice

Comparison and contrast of findings are lacking.

Discussion of findings does not relate well to the main discussion points in
the purpose statement.

Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not discussed.

6 to >0 pts

/20
pts

Implicatio
ns for
Practice:

view longer
description

Exemplary

Thorough comparison and contrast

of findings are provided and relate to

the main discussion points in the order

of their appearance in the purpose

statement.

� Focus is on research findings rather

than research methods.

10 to >6 pts

Distinguished

Comparison and contrast of findings are provided but lack thoroughness.
Discussion of findings could relate better to the main discussion points in

the purpose statement. Study limitations are discussed, but possible
connections to differences in findings are not clearly identified. Gaps and
controversies in the literature are discussed, but clarity could be enhanced.

6 to >2 pts

Novice

Comparison and contrast of findings are lacking. Discussion of findings does
not relate well to the main discussion points in the purpose statement.

Study limitations are not mentioned. Gaps (what is unknown and needs to be
researched) and controversies that exist in the literature are not

discussed.

2 to >0 pts

/10
pts

Writing
and
Scholarly
Voice:

view longer
description

Exemplary

Writing is fluid, precise, and clear; lexicon of the field is clearly explained and
defined; the tone is professional; vocabulary and syntax are mature; scholarly
style and format are accurately used;

the candidate’s ‘voice’ is heard and yields a definitive presence, authority, and
understanding of the issues being discussed.

5 to >3 pts

Distinguished

Writing is somewhat developed and professional; spelling, punctuation,
grammar, in general, meet program and institutional standards; dissertation
formatting is adequate; the lexicon of the respective field is understood and
used

properly.

3 to >1 pts

Novice

More work developing academic writing skills

necessary; syntax or vocabulary may not be well

developed; a reliance on jargon may be a weakness,

writing may be difficult to read or understand; tone

may not exhibit an understanding of the academic writing genre; errors of
spelling, punctuation

or formatting may be present; document may have

formatting problems, the candidate may not have a

command of the field’s lexicon.

1 to >0 pts

/5
pts

Oral
Presentat
ion

view longer
description

Exemplary

Narration and/or answering of questions is engaging, thorough, and adds
greatly to the presentation. Presentation is well-rehearsed. Voice, eye contact
and pacing hold interest and attention of the audience; introduced self and
project.

20 to >12 pts

Distinguished

Narration and/or answering of questions is somewhat lacking. Audio-Video
presentation does not support the content of the presentation. Some difficulty
communicating ideas. Poor voice projections; some eye contact; no
introduction; mispronounced a few words; long pauses; appears somewhat
confused.

12 to >3 pts

Novice

Narration and/or answering of questions is lacking, Audio-Video presentation
was not submitted or the video was not created using the audio or video
platform required in the instructions. Great difficulty communicating ideas.
Poor voice projection; no eye contact; no introduction; mispronounced
words; stopped or had long pauses; read entirely from notes

3 to >0 pts

/20
pts

Overall
Appearan
ce

view longer
description

Exemplary

Prominently positions title/authors of paper thoroughly but concisely presents
main points of introduction, hypotheses/ propositions, research methods,
results, and conclusions in a well-organized manner.

Overall visually appealing; not cluttered; colors and patterns enhance
readability; Uses font sizes/variations which facilitate the organization,
presentation, and readability of the research

Graphics (e.g., tables, figures, etc.) are engaging and enhance the text
content is clearly arranged so that the viewer can understand order without
narration

10 to >6 pts

Distinguished

Visual appeal is adequate; somewhat cluttered; colors and patterns detract
from readability

Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is somewhat inconsistent/distractions

Graphics (e.g., tables, figures, etc.) adequately enhance the text

Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration

6 to >2 pts

Novice

Not very visually appealing; cluttered; colors and patterns hinder readability

Use of font sizes/variations to facilitate the organization, presentation, and
readability of the research is inconsistent/distracting

Graphics (e.g., tables, figures, etc.) do not enhance the text

Content arrangement is somewhat confusing and does not adequately assist
the viewer in understanding order without narration

2 to >0 pts

/10
pts

APA
Formattin
g

view longer
description

Exemplary

Follows APA guidelines of components: double space, 12 pt. font, abstract,
level headings, hanging indent and in-text citations. The references contain at
least the 6-8 required current scholarly academic reference and text
reference.

10 to >6 pts

Distinguished

References page contains one current or outdated scholarly academic
resource. Many errors of APA 7th guidelines: double space, 12 pt. font,
abstract, level headings, hanging indent, and in-text citations

6 to >2 pts

Novice

References page contains no current scholarly academic resources, only
internet webpages or no reference page. Lack of APA guidelines for
references provided or in-text citations.

2 to >0 pts

/10
pts

November 6, 2026
[Solved] healthcare access and health outcomes

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November 6, 2026
[Solved] Comprehensive Psychiatric Evaluation and Presentation script

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2 assingments in 1 **files (4)** – ## ComprehensivePsychiatricEvaluationandPresentation.docx – ## GraduateMentalStatusExamGuide1.docx – GraduateComprehensivePsychiatricEvaluationTemplate.docx – PsychiatricSOAPNoteRubric.docx **## ComprehensivePsychiatricEvaluationandPresentation.docx** **_Comprehens…

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2 assingments in 1

**files (4)**

– ## ComprehensivePsychiatricEvaluationandPresentation.docx

– ## GraduateMentalStatusExamGuide1.docx

– GraduateComprehensivePsychiatricEvaluationTemplate.docx
– PsychiatricSOAPNoteRubric.docx

**## ComprehensivePsychiatricEvaluationandPresentation.docx**

**_Comprehensive Psychiatric Evaluation 1_**

**Step 1:** You will use the
[Graduate Comprehensive Psychiatric Evaluation Template](https://stu.instructure.com/courses/53471/files/5080657?wrap=1) to:

1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.

2. Upload your completed comprehensive psychiatric evaluation as a Word doc. Scanned PDFs will not be accepted.

**Step 2:** Each student will create a focused SOAP note video presentation. Watch the
[SOAP Note Recording Directions HereLinks to an external site.](https://stu.instructuremedia.com/embed/52acf0d3-8aac-436e-8e9a-d2f5f80fb273).

1. Share the document on the screen and discuss it. Do not merely read through it word for word.

2. As you discuss your case, share your findings.

3. Reference the evidence that supports your diagnosis and treatment plan.

4. Incorporate a minimum of four current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style, 7th Edition (the library has a copy of the APA Manual).

5. The presentation should be less than 7 minutes in length.

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.

| | |
| — | — |
| **S =** | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) |
| **O =** | Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam |
| **A =** | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes |
| **P =** | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up |

**Other:** Incorporate current clinical guidelines
[NIH Clinical GuidelinesLinks to an external site.](https://www.nccih.nih.gov/health/providers/clinicalpractice) or
[APA Clinical GuidelinesLinks to an external site.](https://www.psychiatry.org/psychiatrists/practice/clinical-practice-guidelines), research articles, and the role of the PMHNP in your evaluation.

·
[Psychiatric Assessment of Infants and ToddlersLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62592-2/fulltext)

·
[Psychiatric Assessment of Children and AdolescentsLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62591-0/fulltext)

**Reminder:** It is important that you complete this assessment using your critical thinking skills.  You are expected to synthesize your clinical assessment, formulate a psychiatric diagnosis, and develop a treatment plan independently. It is not acceptable to document "my preceptor made this diagnosis." An example of the appropriate descriptors of the clinical evaluation is listed below.  It is not acceptable to document “within normal limits.”

[Graduate Mental Status Exam Guide](https://stu.instructure.com/courses/53471/files/5080606?wrap=1)

[Successfully Capture HPI Elements in Psychiatry E/M NotesLinks to an external site.](https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes)
AAPC Admin. (2013, August 1).
_Successfully capture HPI elements in psychiatry E/M notes_. Advancing the Business of Healthcare. https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes

**Submission Instructions:**

· Upload your completed Comprehensive Psychiatric Evaluation as a word document. It will be assessed through Turnitin.

**## GraduateMentalStatusExamGuide1.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

1

**GraduateComprehensivePsychiatricEvaluationTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/graduatecomprehensivepsychiatricevaluationtemplate-docx-10548815)

**PsychiatricSOAPNoteRubric.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricsoapnoterubric-docx-10548809)

**PsychiatricSOAPNoteRubric.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricsoapnoterubric-docx-10548809)

**## ComprehensivePsychiatricEvaluationandPresentation.docx**

**_Comprehensive Psychiatric Evaluation 1_**

**Step 1:** You will use the
[Graduate Comprehensive Psychiatric Evaluation Template](https://stu.instructure.com/courses/53471/files/5080657?wrap=1) to:

1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.

2. Upload your completed comprehensive psychiatric evaluation as a Word doc. Scanned PDFs will not be accepted.

**Step 2:** Each student will create a focused SOAP note video presentation. Watch the
[SOAP Note Recording Directions HereLinks to an external site.](https://stu.instructuremedia.com/embed/52acf0d3-8aac-436e-8e9a-d2f5f80fb273).

1. Share the document on the screen and discuss it. Do not merely read through it word for word.

2. As you discuss your case, share your findings.

3. Reference the evidence that supports your diagnosis and treatment plan.

4. Incorporate a minimum of four current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style, 7th Edition (the library has a copy of the APA Manual).

5. The presentation should be less than 7 minutes in length.

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.

| | |
| — | — |
| **S =** | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) |
| **O =** | Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam |
| **A =** | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes |
| **P =** | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up |

**Other:** Incorporate current clinical guidelines
[NIH Clinical GuidelinesLinks to an external site.](https://www.nccih.nih.gov/health/providers/clinicalpractice) or
[APA Clinical GuidelinesLinks to an external site.](https://www.psychiatry.org/psychiatrists/practice/clinical-practice-guidelines), research articles, and the role of the PMHNP in your evaluation.

·
[Psychiatric Assessment of Infants and ToddlersLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62592-2/fulltext)

·
[Psychiatric Assessment of Children and AdolescentsLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62591-0/fulltext)

**Reminder:** It is important that you complete this assessment using your critical thinking skills.  You are expected to synthesize your clinical assessment, formulate a psychiatric diagnosis, and develop a treatment plan independently. It is not acceptable to document "my preceptor made this diagnosis." An example of the appropriate descriptors of the clinical evaluation is listed below.  It is not acceptable to document “within normal limits.”

[Graduate Mental Status Exam Guide](https://stu.instructure.com/courses/53471/files/5080606?wrap=1)

[Successfully Capture HPI Elements in Psychiatry E/M NotesLinks to an external site.](https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes)
AAPC Admin. (2013, August 1).
_Successfully capture HPI elements in psychiatry E/M notes_. Advancing the Business of Healthcare. https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes

**Submission Instructions:**

· Upload your completed Comprehensive Psychiatric Evaluation as a word document. It will be assessed through Turnitin.

**## GraduateMentalStatusExamGuide1.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

1

**GraduateComprehensivePsychiatricEvaluationTemplate.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/graduatecomprehensivepsychiatricevaluationtemplate-docx-10548815)

**PsychiatricSOAPNoteRubric.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychiatricsoapnoterubric-docx-10548809)

**## ComprehensivePsychiatricEvaluationandPresentation.docx**

**_Comprehensive Psychiatric Evaluation 1_**

**Step 1:** You will use the
[Graduate Comprehensive Psychiatric Evaluation Template](https://stu.instructure.com/courses/53471/files/5080657?wrap=1) to:

1. Compose a written comprehensive psychiatric evaluation of a patient you have seen in the clinic.

2. Upload your completed comprehensive psychiatric evaluation as a Word doc. Scanned PDFs will not be accepted.

**Step 2:** Each student will create a focused SOAP note video presentation. Watch the
[SOAP Note Recording Directions HereLinks to an external site.](https://stu.instructuremedia.com/embed/52acf0d3-8aac-436e-8e9a-d2f5f80fb273).

1. Share the document on the screen and discuss it. Do not merely read through it word for word.

2. As you discuss your case, share your findings.

3. Reference the evidence that supports your diagnosis and treatment plan.

4. Incorporate a minimum of four current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style, 7th Edition (the library has a copy of the APA Manual).

5. The presentation should be less than 7 minutes in length.

SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.

| | |
| — | — |
| **S =** | Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) |
| **O =** | Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam |
| **A =** | Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes |
| **P =** | Plan: Pharmacologic and Non-pharmacologic treatment plan; diagnostic testing/screening tools, patient/family teaching, referral, and follow up |

**Other:** Incorporate current clinical guidelines
[NIH Clinical GuidelinesLinks to an external site.](https://www.nccih.nih.gov/health/providers/clinicalpractice) or
[APA Clinical GuidelinesLinks to an external site.](https://www.psychiatry.org/psychiatrists/practice/clinical-practice-guidelines), research articles, and the role of the PMHNP in your evaluation.

·
[Psychiatric Assessment of Infants and ToddlersLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62592-2/fulltext)

·
[Psychiatric Assessment of Children and AdolescentsLinks to an external site.](https://www.jaacap.org/article/S0890-8567(09)62591-0/fulltext)

**Reminder:** It is important that you complete this assessment using your critical thinking skills.  You are expected to synthesize your clinical assessment, formulate a psychiatric diagnosis, and develop a treatment plan independently. It is not acceptable to document "my preceptor made this diagnosis." An example of the appropriate descriptors of the clinical evaluation is listed below.  It is not acceptable to document “within normal limits.”

[Graduate Mental Status Exam Guide](https://stu.instructure.com/courses/53471/files/5080606?wrap=1)

[Successfully Capture HPI Elements in Psychiatry E/M NotesLinks to an external site.](https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes)
AAPC Admin. (2013, August 1).
_Successfully capture HPI elements in psychiatry E/M notes_. Advancing the Business of Healthcare. https://www.aapc.com/blog/25848-successfully-capture-hpi-elements-in-psychiatry-em-notes

**Submission Instructions:**

· Upload your completed Comprehensive Psychiatric Evaluation as a word document. It will be assessed through Turnitin.

**## GraduateMentalStatusExamGuide1.docx**

**MENTAL STATUS EXAM GUIDE**

Previous Mental Health Treatments (e g: psychopharmacology, inpatient stabilization, Occupational Therapy, Vocational Therapy, Marriage/Family Therapy, Group Therapy, Detox, ECT &/or social services):

What is the initial impression of the admitting examiner found in the initial evaluation, triage, or social worker note:

Compare your impression of the patient’s status now to the initial impression:

**BRIEF MENTAL STATUS EXAM**

Instructions; Most information can be obtained during an interaction with the patient without asking specific questions. The information must be described to support your conclusion.

GENERAL DESCRIPTION

Appearance (e.g. grooming, manner of dress, level of hygiene, facial expression, remarkable features, height, weight, nutritional status, presence of piercings, tattoos, scars, the relationship between appearance and age, etc.):

Attitude toward examiner
**(INCLUDED IN BEHAVIOR)** – Does the patient have good eye contact? Are they cooperative, friendly, attentive, interested, frank, seductive, defensive, playful, apathetic, evasive, guarded, etc.:

Speech characteristic –

What are the qualities of the patient’s speech include tone, inflection, volume, pronunciation (clear or slurred; mumbling; defects, lisp, stuttering), speed:

What is the quantity of the patient’s speech? Does the patient verbalizes freely, provide monosyllabic answers, have pressured speech, and/or are they hyperverbal:

Psychomotor activity
**(INCLUDED IN BEHAVIOR)**

Is the patient experiencing hypoactive psychomotor activity that can include generalized slowing down of body movements, aimless, purposeless activity, etc.? Write your description and conclusion:

Is the patient experiencing hyperactive psychomotor activity that can include restlessness, agitation, combativeness, wringing of hands, pacing, etc.? Write your description and conclusion:

MOOD/AFFECT

Mood – is the sustained/consistent emotion that colors their perception of the word.

Is the patient’s mood sad, labile, euphoric, euthymic, expansive, anhedonic, etc.

Is the patient anxious, angry and/or depressed? Assess for mild, moderate, or severe and document findings that support your conclusion.

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Affect – Patient’s current emotional reaction that is being inferred from the patient’s facial expression.

What is the range of the patient’ affect (full or restricted)? What findings support your conclusion:

Is the patient’s affect appropriate; is the emotional expression congruent with the thought content? What findings support your conclusion:

Is the intensity of the patient’s affect blunted or flat, shallow, labile, proud, angry, fearful, anxious, guilty, etc.? What findings support your conclusion:

Does the patient have difficulty in initiating, sustaining, or terminating an emotional response? What findings support your conclusion:

DISORDERS OF THE FORM OF THOUGHT

The thought process refers to the way a person puts together ideas and associations. Is the patient disorganized, coherent, has a flight of ideas, though blocking, tangential, circumstantial, rambling, evasive? Is there a lack of cause and effect relationship and goal-directed thinking:

Thought content refers to what the person is thinking and speaking about. Does the patient have preoccupations: about illness, environmental problems, obsessions, compulsions, phobias; obsessions about suicide, homicide, hypochondriacal symptoms, and specific antisocial urges:

IMPORTANT: Ask the patient if they are having any suicidal or homicidal thoughts, if the patient indicates in any way that they, then ask them if they have a plan and report these findings to the staff immediately so measures can be taken to safeguard the patient.

Does the patient’s thought content contain delusional material? If yes, describe the types of delusion(s)? Include in your description details about the extent and nature of the delusions:

PERCEPTION
**(INCLUDED IN THOUGHT CONTENT)**

Hallucinations are a form of disturbance of the sensory system. To determine if someone is experiencing them you can the person “Have you ever heard voices or sounds that no one else can”? “Smelled something that no one else can?” “Felt like bugs were crawling all over you?” “Seen something that no one else can see?” Include in your description details about the extent and nature of the hallucination and how you reached this conclusion:

Illusions are a misperception of a person-environment such as an exit sign that looks like the devil.

COGNITION

Orientation

Person:

Place:

Time:

Is the patient’s orientation good, fair or poor; support your conclusion:

Memory functions are usually divided into remote memory, recent past memory, recent memory and immediate retention and recall.

Remote – Can the patient provide childhood data; important events: time and place of birth; various schools attended; number of children and ages and names. Is the patient’s remote memory good, fair or poor; support your conclusion:

Recent Past Memory – Can the patient tell you what they did yesterday, what did they have for breakfast, lunch, dinner? Is the patient’s recent past memory good, fair or poor; support your conclusion:

Tell the patient that you are going to ask them to repeat the three words you are going to tell them, pen, apple, watch. After the patient is finished, remind him/her that you will be asking them these in a few minutes,

Recall /Immediate Retention Memory – Ask the patient to repeat the three word you have just finished saying. Is the patient’s recent memory good, fair or poor; support your conclusion:

Recent Memory – Ask the patient to repeat the three words you told them a few minutes ago. Is the patient’s recent memory good, fair or poor; support your conclusion:

Concentration and attention is the ability to remain focused. Is the patient’s attention span good, slight, moderate or severely distractible?

Abstract/Concrete thinking is the ability to deal with concepts. Proverbs or "similarities" can determine if the patient is an abstract or concrete thinker. Ask "What do people generally mean when they say… Don't count your chickens before they're hatched?". When using similarities, ask, "In what ways are an apple and a banana alike?" Is the patient’s ability to abstract good, fair or poor; support your conclusion:

JUDGMENT AND INSIGHT

Judgment is the patient’s understanding of socially conforming behavior and the ability to understand the outcome of their behavior. If you are not aware of the patient’s judgment as what is the thing to do if you are the first person in the theatre to discover a fire and/or what will you do when you are discharged from the hospital. Is the patient’s judgment good, fair, poor; support your conclusion.

Insight is the patient’s awareness of the illness and the understanding of the outcome. Is the patient’s insight good, fair, poor; support your conclusion:

**BIOLOGICAL DATA**

Oxygenation:

Respiration: (Quality and quantity):
Temp:

B/P:

Pulse: (Quality and quantity):

Metabolism

Ingestion includes the patient's nutritional intake. How many times does he/she eat full meals or snacks per day? What do the meal and snack consist of, is the patient on a specific diet, and is the patient's report congruent with the diet limitations:

Digestion includes gas/burping, reflux, acid indigestion, nausea/vomiting, pain, ulcer, bloating, etc. Does the patient have any digestion difficulties?

Elimination includes gas/flatulence, diarrhea, loose stools, constipation, etc. How many BMs/day? Is the consistency normal? Is there any blood in the stool:

Sleep Patterns

Quality – Does the patient have difficulty falling asleep or falling back to sleep? Are they tired upon awakening? Do they have early morning awakening, bad dreams, and nightmares? Do they wet the bed, walking in sleep, etc.:

Quantity – How many hours of sleep does the patient need to feel good in the morning? How many hours of sleep do they get now? What time do you go to sleep & wake up:

**SOCIAL HISTORY**

Support system: (Is there support from family, friends, church, work, etc.):

Occupation – (Any job in the past or present, employee or volunteer; would the patient like to have a job, what would that job be):

Spiritual Assessment

What importance does religion/spirituality have in the patient’s life:

Do the patient’s beliefs help with stressful situations:

Education – What was the highest level of school completed; any vocational training programs attended; would the patient like to go back to school or vocational training:

Financial Support – who works in the household; what other means of financial support is there for the household:

Interests – What does the patient do in their spare time (e.g. watch TV; exercise; fishing; woodcraft; reading; theatre; movies; bowling; walking; running; crossword puzzles etc.):

1

**GraduateComprehensivePsychiatricEvaluationTemplate.docx**

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**PsychiatricSOAPNoteRubric.docx**

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November 6, 2026
[Solved] discussion 1

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November 6, 2026
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Reflect on your personal and professional values as you transitioned to a baccalaureate-prepared nurse. Provide at least two examples on how your personal and professional values have impacted your current (Charge nurse in a ventilator floor) leadership role. Include in your discussion response how …

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Reflect on your personal and professional values as you transitioned to a baccalaureate-prepared nurse. Provide at least two examples on how your personal and professional values have impacted your current (Charge nurse in a ventilator floor) leadership role. Include in your discussion response how you plan to continue your professional development? Discuss the values of altruism, autonomy, human dignity, integrity, and social justice. Describe how your RN-BSN journey has impacted your views on these fundamental values. Create a personal and professional philosophy as a Baccalaureate-prepared nurse which incorporates these fundamental values.

Support your discussion and opinions with facts, relevant examples from personal nursing practice, and at least two citations from the reading or peer-reviewed professional nursing literature. Remember to use APA Manual (7th ed.) formatting for all discussion posts in-text and reference citations.

NOTE:

Must be at least 300 words

Reference page at the end of the discussion

NO title page needed

November 6, 2026
[Solved] reflection

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**files (1)** – ## peerresponse.docx **## peerresponse.docx** Peer response: Nursing is generally viewed as a profession rather than an occupation. An occupation can be classified as a source of income that does not require specialized training, such as a waiter or retail sales associate. A professi…

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**files (1)**

– ## peerresponse.docx

**## peerresponse.docx**

Peer response:

Nursing is generally viewed as a profession rather than an occupation. An occupation can be classified as a source of income that does not require specialized training, such as a waiter or retail sales associate. A profession requires specialized knowledge, self-governed education and training, autonomy, and more often than not, a license to perform (McEwen, 2023, p. 32). Nursing is not only considered a profession, but nurses are also expected to act with professionalism (Drevdahl et al., 2023, p. 100). Nurses are also required to continue their education to renew their license, adhere to a code of ethics, and maintain accreditation (Drevdahl et al., 2023, p. 100).

Therefore, in addition to professional development and further education, nurses can engage in many activities to elevate the status of nursing as a profession. For example, nurses can join organizations to become more involved in developing policies or laws that directly affect the nursing field. This not only allows them to be part of the decision-making but also increases their recognition of expertise in the healthcare field. This is important considering nurses have historically been viewed as a subsidiary or ancillary part of medicine rather than leaders (McEwen, 2023, p. 32).

In addition, though it has increased over the years, nurses can actively affect how evidence-based practices (EBP) are implemented into their daily routine. Nurses often perform their responsibilities through tradition and view them as checklists. However, using up-to-date research and participating in quality improvement groups, they can be viewed more credibly and professionally by both patients and other healthcare members.

References

Drevdahl, D. J., & Canales, M. K. (2025). Understanding Nursing Backwards: The Evolution of Nursing as a Profession. Journal of Nursing Education, 64(2), 99–108. https://doi.org/10.3928/01484834-20241004-0

McEwen, M., & Wills, E. M. (2023). Theoretical basis for nursing (Sixth edition). Wolters Kluwer.

Response to peer (RTP) due Wednesday, 5/20 at 11:59 PM EST (*150-300 words, not including the greeting, comments such as: I agree, I like what you said, etc., repeating what your peer wrote, or in-text citations). Reflect on key characteristics that differentiate nursing as a profession from nursing as an occupation. Other than professional development and higher education, discuss two activities that nurses can do to elevate the status of nursing as a profession.

RTP: requires one reference from an English-titled, peer-reviewed, scholarly nursing journal (less than 5 y/o). This article must be different from the one you (and your peer) used.

The journal articles must be related to nursing in the United States.

The maximum number of references allowed for DQs = 3.

**Both postings are to be in APA format on the discussion board.** In addition to posting to the discussion board, upload the IP as an APA formatted word document. APA format includes, but is not limited to, a running head, separate title and reference pages, pagination, in-text citations, and references. Be sure to include the page or paragraph number(s) you found the paraphrased info. on, in all in-text citations.

**Do not use direct quotes–paraphrase instead.**

**References must be obtained via the Broward College online library. Papers with references that are not retrievable by the professor through the Broward College online library, or that use non-course textbooks, will be graded zero (0).**

**## peerresponse.docx**

Peer response:

Nursing is generally viewed as a profession rather than an occupation. An occupation can be classified as a source of income that does not require specialized training, such as a waiter or retail sales associate. A profession requires specialized knowledge, self-governed education and training, autonomy, and more often than not, a license to perform (McEwen, 2023, p. 32). Nursing is not only considered a profession, but nurses are also expected to act with professionalism (Drevdahl et al., 2023, p. 100). Nurses are also required to continue their education to renew their license, adhere to a code of ethics, and maintain accreditation (Drevdahl et al., 2023, p. 100).

Therefore, in addition to professional development and further education, nurses can engage in many activities to elevate the status of nursing as a profession. For example, nurses can join organizations to become more involved in developing policies or laws that directly affect the nursing field. This not only allows them to be part of the decision-making but also increases their recognition of expertise in the healthcare field. This is important considering nurses have historically been viewed as a subsidiary or ancillary part of medicine rather than leaders (McEwen, 2023, p. 32).

In addition, though it has increased over the years, nurses can actively affect how evidence-based practices (EBP) are implemented into their daily routine. Nurses often perform their responsibilities through tradition and view them as checklists. However, using up-to-date research and participating in quality improvement groups, they can be viewed more credibly and professionally by both patients and other healthcare members.

References

Drevdahl, D. J., & Canales, M. K. (2025). Understanding Nursing Backwards: The Evolution of Nursing as a Profession. Journal of Nursing Education, 64(2), 99–108. https://doi.org/10.3928/01484834-20241004-0

McEwen, M., & Wills, E. M. (2023). Theoretical basis for nursing (Sixth edition). Wolters Kluwer.

Response to peer (RTP) due Wednesday, 5/20 at 11:59 PM EST (*150-300 words, not including the greeting, comments such as: I agree, I like what you said, etc., repeating what your peer wrote, or in-text citations). Reflect on key characteristics that differentiate nursing as a profession from nursing as an occupation. Other than professional development and higher education, discuss two activities that nurses can do to elevate the status of nursing as a profession.

RTP: requires one reference from an English-titled, peer-reviewed, scholarly nursing journal (less than 5 y/o). This article must be different from the one you (and your peer) used.

The journal articles must be related to nursing in the United States.

The maximum number of references allowed for DQs = 3.

**Both postings are to be in APA format on the discussion board.** In addition to posting to the discussion board, upload the IP as an APA formatted word document. APA format includes, but is not limited to, a running head, separate title and reference pages, pagination, in-text citations, and references. Be sure to include the page or paragraph number(s) you found the paraphrased info. on, in all in-text citations.

**Do not use direct quotes–paraphrase instead.**

**References must be obtained via the Broward College online library. Papers with references that are not retrievable by the professor through the Broward College online library, or that use non-course textbooks, will be graded zero (0).**

November 6, 2026
[Solved] Apply knowledge of pharmacokinetics and pharmacodynamics in prescribing psychopharmacotherapy.

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Apply knowledge of pharmacokinetics and pharmacodynamics in prescribing psychopharmacotherapy.

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Apply knowledge of pharmacokinetics and pharmacodynamics in prescribing psychopharmacotherapy.

November 6, 2026
[Solved] Apply advanced practice nursing knowledge to collecting health history information and examination findings for psychiatric mental health patients across the lifespan.

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Apply advanced practice nursing knowledge to collecting health history information and examination findings for psychiatric mental health patients across the lifespan.

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Apply advanced practice nursing knowledge to collecting health history information and examination findings for psychiatric mental health patients across the lifespan.

November 6, 2026
[Solved] nursing

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In-depth study guidance and analytical solution covering nursing.

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November 6, 2026
[Solved] Review the case study scenario below and the client’s family history and medical profile information from unit 1.

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Client, Sarah Collins, has chronic kidney disease. She receives dialysis twice a week. Today when Mrs. Collins arrives at the dialysis clinic, the nurse assesses Mrs. Collins and notes her blood pressure is 145/90 mm Hg and she has gained three pounds since her last visit. Mrs. Collins tells the nur…

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Client, Sarah Collins, has chronic kidney disease. She receives dialysis twice a week. Today when Mrs. Collins arrives at the dialysis clinic, the nurse assesses Mrs. Collins and notes her blood pressure is 145/90 mm Hg and she has gained three pounds since her last visit. Mrs. Collins tells the nurse she was trying earlier to walk to her mailbox at the end of the driveway and couldn’t because she was out of breath. Mrs. Collins' husband and 16-year-old grandson are at the clinic with her.

November 6, 2026