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    **files (2)** – ## WritingAssigment3.docx – Outlinetemplate.jpg **## WritingAssigment3.docx** Decision Making-DAX-DL01 Nora Hernandez-Pupo Active Learning Assignment: TOPIC and OUTLINE Assignment **Instructions for Writing Your Topic Outline Submission Paper** **Here I will be approving your TOPIC a…

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    Assignment Prompt & Instructions

    **files (2)**

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    Decision Making-DAX-DL01 Nora Hernandez-Pupo

    Active Learning Assignment: TOPIC and OUTLINE Assignment

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

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

    **1. Select a Topic- include topic CATEGORY AND NUMBER AS YOUR TITLE**

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

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

    **2. Develop Your Thesis Statement**

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

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

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

    ·
    **I. Introduction**

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

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

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

    ·
    **II. Literature Review/Background**

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

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

    ·
    **III. Main Body/Discussion**

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

    · Subpoints: Include supporting evidence or examples.

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

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

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

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

    ·
    **IV. Conclusion**

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

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

    **V. Preliminary References**[5 required for full credit in this assignment]

    · Include a short list of scholarly sources you plan to use. Follow APA 7th edition formatting.

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

    See visual sample below:

    **4. Formatting and Submission Requirements**

    ·
    **Formatting:**

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

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

    · Your topic and outline submission may be a concise document (typically 2-3 pages)- DO NOT EXCEED THIS as this is NOT your PAPER- I will STOP reading at PAGE 3 [reference page and cover page DO NOT COUNT].

    ·
    **Structure:**

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

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

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

    ·
    **Review the Grading Rubric:**

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

    **5. Final Checks and Submission**

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

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

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

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

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

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

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

    **Decision-Making Process Paper**

    Instructions

    In this assignment, you will be writing a 6–8-page paper [excluding cover and reference pages] identifying, comparing, and contrasting at least 3 different decision-making approaches of care from a multidisciplinary perspective using a pertinent and significant topic in nursing. The topic
    **MUST BE APPROVED and selected from the list below before writing the writing begins.**

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

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

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

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

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

    5. Use at least
    **10 current scholarly references** [not older than 5 years] other than your main text. Uses APA 7th edition formatting.

    **Here is a SAMPLE OUTLINE- DIABETES IN NOT AN APPROVED TOPIC.**

    **Sample Outline: Pediatric Diabetes as a Nursing Issue Impacting All Levels of Practice**

    **I. Introduction**

    · Brief overview of pediatric diabetes (Type 1 and Type 2 in children).

    · Statement of significance: why pediatric diabetes is a critical nursing issue across all levels of practice.

    · Preview of key themes: prevalence, causes, systemlevel impact, and decisionmaking approaches.

    **II. Background and Significance of the Problem**

    **A. Overview of Pediatric Diabetes**

    · Definition and differentiation of Type 1 vs. Type 2 diabetes in children.

    · Pathophysiology and unique considerations in pediatric populations.

    **B. Impact Across Nursing Levels**

    · How bedside nurses, nurse managers, and advanced practice nurses encounter and manage pediatric diabetes.

    · Why this issue requires coordinated action across the nursing continuum.

    **III. Literature Review: Causes, Contributing Factors, and Recommended Interventions**

    **A. Etiology and Contributing Factors**

    · Genetic predisposition, autoimmune mechanisms, environmental triggers.

    · Lifestyle and social determinants influencing pediatric Type 2 diabetes.

    · Psychosocial and developmental considerations.

    **B. Consequences of Poorly Managed Pediatric Diabetes**

    · Acute complications (DKA, hypoglycemia).

    · Longterm risks (cardiovascular disease, renal impairment, neuropathy).

    · Family burden and qualityoflife implications.

    **C. EvidenceBased Interventions**

    · Recommended clinical management strategies.

    · Familycentered education and selfmanagement support.

    · Schoolbased diabetes management programs.

    · Technologyassisted monitoring (CGMs, insulin pumps).

    **IV. DecisionMaking Models (Three Models Required)**

    **A. Overview of Selected DecisionMaking Models**

    ·
    **Shared DecisionMaking (SDM) Model** Description, theoretical foundation, and relevance to pediatric care.

    ·
    **Clinical Judgment Model (Tanner or NCSBN)** Description and application in acute and chronic pediatric management.

    ·
    **Transformational Leadership DecisionMaking Model** Description and relevance for nurse leaders and APNs.

    **V. Application of DecisionMaking Models to the Problem**

    **A. Bedside/Staff Nurse**

    · Use of the
    **Clinical Judgment Model** to assess symptoms, monitor glucose, prevent complications, and educate families.

    · Use of
    **Shared DecisionMaking** to involve parents and children in daily care routines.

    **B. Nurse Leader/Manager**

    · Use of
    **Transformational Leadership** to implement unitwide diabetes protocols, staff training, and qualityimprovement initiatives.

    · Use of
    **SDM** to support familycentered care policies.

    **C. Advanced Practice Nurse (NP or CNO)**

    · Use of
    **SDM** to develop individualized care plans and longterm management strategies.

    · Use of
    **Transformational Leadership** to advocate for institutional resources, community partnerships, and policy changes.

    · Use of
    **Clinical Judgment Model** to guide diagnostic reasoning and treatment adjustments.

    **VI. Comparison and Prioritization of DecisionMaking Models**

    · Compare strengths and limitations of each model.

    · Identify which model is most effective for addressing pediatric diabetes across settings.

    · Provide rationale grounded in evidence (e.g., SDM may be prioritized due to the need for family engagement and longterm adherence).

    **VII. Funding Source for Proposed Approach**

    · Identify a realistic funding source (e.g., HRSA, CDC, NIH, local children’s health foundations, Sigma Theta Tau).

    · Explain why this source aligns with the proposed intervention or improvement project.

    · Describe how funds would be used (training, technology, education programs, QI initiatives).

    **VIII. Conclusion**

    · Summarize the significance of pediatric diabetes as a nursing issue.

    · Reinforce the importance of coordinated decisionmaking across all nursing levels.

    · Emphasize the potential impact of the prioritized decisionmaking model on patient outcomes, family engagement, and systemlevel improvements.

    **Your TOPIC must be selected from the list below:**

    **Nursing Issues Impacting All Levels of Practice**

    **Professional Practice, Safety, and Workforce Issues**

    1. Workplace violence and incivility in healthcare

    2. Horizontal and vertical bullying in nursing

    3. Scopeofpractice barriers for advanced practice nurses

    4. Interprofessional collaboration and communication failures

    5. Medication administration safety and error prevention

    6. Patient handoff and care transition communication

    7. Alarm fatigue and technology overload

    8. Electronic health record (EHR) usability and documentation burden

    9. Clinical decision support tools and nurse autonomy

    10. Delegation and supervision of unlicensed assistive personnel

    11. Shared governance and nurse participation in decisionmaking

    **Equity, Ethics, and PatientCentered Care**

    1. Cultural competence and care for diverse populations

    2. Health equity and structural racism in nursing care

    3. Language barriers and access to interpreter services

    4. Endoflife decisionmaking and goalsofcare communication

    5. Ethical dilemmas in lifesustaining treatment and medical futility

    6. Informed consent and patient comprehension in complex care

    7. Stigma in mental health care delivery

    8. LGBTQ+ affirming care and nursing practice gaps

    **Clinical Quality & Safety**

    1. Infection prevention and control (CLABSI, CAUTI, HAPI)

    2. Falls prevention and safe mobility practices

    3. Pressure injury prevention and skin integrity management

    4. Pediatric medication safety and weightbased dosing

    5. Maternal morbidity and mortality disparities

    6. Care coordination for patients with complex chronic conditions

    7. Readmission reduction and discharge planning quality

    **Education, Leadership, and Workforce Development**

    1. Clinical preceptorship quality and support for new graduates

    2. Transitiontopractice programs and nurse residency models

    3. Mentorship and leadership development in nursing

    4. Professional identity formation and role strain

    5. Nurse involvement in policy advocacy and health legislation

    6. Leadership preparedness for crisis and emergency response

    **Technology, Innovation, and Emerging Trends**

    1. Artificial intelligence and predictive analytics in nursing practice

    2. Nursing roles in genomic and precision health care

    3. Technologydriven disparities in patient access and outcomes

    **Public Health, Community Health, and Systems Issues**

    1. Rural health access and nursing practice challenges

    2. Disaster preparedness and emergency response readiness

    3. Climate change and its impact on nursing and patient care

    4. Substance use disorder among nurses and returntowork policies

    5. Pain management and safe opioid stewardship

    6. Social determinants of health and nursing interventions

    7. Housing instability and its impact on patient outcomes

    **Submission**

    Text Editor

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    **## WritingAssigment3.docx**

    Decision Making-DAX-DL01 Nora Hernandez-Pupo

    Active Learning Assignment: TOPIC and OUTLINE Assignment

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

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

    **1. Select a Topic- include topic CATEGORY AND NUMBER AS YOUR TITLE**

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

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

    **2. Develop Your Thesis Statement**

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

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

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

    ·
    **I. Introduction**

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

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

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

    ·
    **II. Literature Review/Background**

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

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

    ·
    **III. Main Body/Discussion**

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

    · Subpoints: Include supporting evidence or examples.

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

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

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

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

    ·
    **IV. Conclusion**

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

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

    **V. Preliminary References**[5 required for full credit in this assignment]

    · Include a short list of scholarly sources you plan to use. Follow APA 7th edition formatting.

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

    See visual sample below:

    **4. Formatting and Submission Requirements**

    ·
    **Formatting:**

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

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

    · Your topic and outline submission may be a concise document (typically 2-3 pages)- DO NOT EXCEED THIS as this is NOT your PAPER- I will STOP reading at PAGE 3 [reference page and cover page DO NOT COUNT].

    ·
    **Structure:**

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

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

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

    ·
    **Review the Grading Rubric:**

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

    **5. Final Checks and Submission**

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

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

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

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

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

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

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

    **Decision-Making Process Paper**

    Instructions

    In this assignment, you will be writing a 6–8-page paper [excluding cover and reference pages] identifying, comparing, and contrasting at least 3 different decision-making approaches of care from a multidisciplinary perspective using a pertinent and significant topic in nursing. The topic
    **MUST BE APPROVED and selected from the list below before writing the writing begins.**

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

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

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

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

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

    5. Use at least
    **10 current scholarly references** [not older than 5 years] other than your main text. Uses APA 7th edition formatting.

    **Here is a SAMPLE OUTLINE- DIABETES IN NOT AN APPROVED TOPIC.**

    **Sample Outline: Pediatric Diabetes as a Nursing Issue Impacting All Levels of Practice**

    **I. Introduction**

    · Brief overview of pediatric diabetes (Type 1 and Type 2 in children).

    · Statement of significance: why pediatric diabetes is a critical nursing issue across all levels of practice.

    · Preview of key themes: prevalence, causes, systemlevel impact, and decisionmaking approaches.

    **II. Background and Significance of the Problem**

    **A. Overview of Pediatric Diabetes**

    · Definition and differentiation of Type 1 vs. Type 2 diabetes in children.

    · Pathophysiology and unique considerations in pediatric populations.

    **B. Impact Across Nursing Levels**

    · How bedside nurses, nurse managers, and advanced practice nurses encounter and manage pediatric diabetes.

    · Why this issue requires coordinated action across the nursing continuum.

    **III. Literature Review: Causes, Contributing Factors, and Recommended Interventions**

    **A. Etiology and Contributing Factors**

    · Genetic predisposition, autoimmune mechanisms, environmental triggers.

    · Lifestyle and social determinants influencing pediatric Type 2 diabetes.

    · Psychosocial and developmental considerations.

    **B. Consequences of Poorly Managed Pediatric Diabetes**

    · Acute complications (DKA, hypoglycemia).

    · Longterm risks (cardiovascular disease, renal impairment, neuropathy).

    · Family burden and qualityoflife implications.

    **C. EvidenceBased Interventions**

    · Recommended clinical management strategies.

    · Familycentered education and selfmanagement support.

    · Schoolbased diabetes management programs.

    · Technologyassisted monitoring (CGMs, insulin pumps).

    **IV. DecisionMaking Models (Three Models Required)**

    **A. Overview of Selected DecisionMaking Models**

    ·
    **Shared DecisionMaking (SDM) Model** Description, theoretical foundation, and relevance to pediatric care.

    ·
    **Clinical Judgment Model (Tanner or NCSBN)** Description and application in acute and chronic pediatric management.

    ·
    **Transformational Leadership DecisionMaking Model** Description and relevance for nurse leaders and APNs.

    **V. Application of DecisionMaking Models to the Problem**

    **A. Bedside/Staff Nurse**

    · Use of the
    **Clinical Judgment Model** to assess symptoms, monitor glucose, prevent complications, and educate families.

    · Use of
    **Shared DecisionMaking** to involve parents and children in daily care routines.

    **B. Nurse Leader/Manager**

    · Use of
    **Transformational Leadership** to implement unitwide diabetes protocols, staff training, and qualityimprovement initiatives.

    · Use of
    **SDM** to support familycentered care policies.

    **C. Advanced Practice Nurse (NP or CNO)**

    · Use of
    **SDM** to develop individualized care plans and longterm management strategies.

    · Use of
    **Transformational Leadership** to advocate for institutional resources, community partnerships, and policy changes.

    · Use of
    **Clinical Judgment Model** to guide diagnostic reasoning and treatment adjustments.

    **VI. Comparison and Prioritization of DecisionMaking Models**

    · Compare strengths and limitations of each model.

    · Identify which model is most effective for addressing pediatric diabetes across settings.

    · Provide rationale grounded in evidence (e.g., SDM may be prioritized due to the need for family engagement and longterm adherence).

    **VII. Funding Source for Proposed Approach**

    · Identify a realistic funding source (e.g., HRSA, CDC, NIH, local children’s health foundations, Sigma Theta Tau).

    · Explain why this source aligns with the proposed intervention or improvement project.

    · Describe how funds would be used (training, technology, education programs, QI initiatives).

    **VIII. Conclusion**

    · Summarize the significance of pediatric diabetes as a nursing issue.

    · Reinforce the importance of coordinated decisionmaking across all nursing levels.

    · Emphasize the potential impact of the prioritized decisionmaking model on patient outcomes, family engagement, and systemlevel improvements.

    **Your TOPIC must be selected from the list below:**

    **Nursing Issues Impacting All Levels of Practice**

    **Professional Practice, Safety, and Workforce Issues**

    1. Workplace violence and incivility in healthcare

    2. Horizontal and vertical bullying in nursing

    3. Scopeofpractice barriers for advanced practice nurses

    4. Interprofessional collaboration and communication failures

    5. Medication administration safety and error prevention

    6. Patient handoff and care transition communication

    7. Alarm fatigue and technology overload

    8. Electronic health record (EHR) usability and documentation burden

    9. Clinical decision support tools and nurse autonomy

    10. Delegation and supervision of unlicensed assistive personnel

    11. Shared governance and nurse participation in decisionmaking

    **Equity, Ethics, and PatientCentered Care**

    1. Cultural competence and care for diverse populations

    2. Health equity and structural racism in nursing care

    3. Language barriers and access to interpreter services

    4. Endoflife decisionmaking and goalsofcare communication

    5. Ethical dilemmas in lifesustaining treatment and medical futility

    6. Informed consent and patient comprehension in complex care

    7. Stigma in mental health care delivery

    8. LGBTQ+ affirming care and nursing practice gaps

    **Clinical Quality & Safety**

    1. Infection prevention and control (CLABSI, CAUTI, HAPI)

    2. Falls prevention and safe mobility practices

    3. Pressure injury prevention and skin integrity management

    4. Pediatric medication safety and weightbased dosing

    5. Maternal morbidity and mortality disparities

    6. Care coordination for patients with complex chronic conditions

    7. Readmission reduction and discharge planning quality

    **Education, Leadership, and Workforce Development**

    1. Clinical preceptorship quality and support for new graduates

    2. Transitiontopractice programs and nurse residency models

    3. Mentorship and leadership development in nursing

    4. Professional identity formation and role strain

    5. Nurse involvement in policy advocacy and health legislation

    6. Leadership preparedness for crisis and emergency response

    **Technology, Innovation, and Emerging Trends**

    1. Artificial intelligence and predictive analytics in nursing practice

    2. Nursing roles in genomic and precision health care

    3. Technologydriven disparities in patient access and outcomes

    **Public Health, Community Health, and Systems Issues**

    1. Rural health access and nursing practice challenges

    2. Disaster preparedness and emergency response readiness

    3. Climate change and its impact on nursing and patient care

    4. Substance use disorder among nurses and returntowork policies

    5. Pain management and safe opioid stewardship

    6. Social determinants of health and nursing interventions

    7. Housing instability and its impact on patient outcomes

    **Submission**

    Text Editor

    _Word count: 0_

    **Drag files here**

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    **Details & Information**

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    **## WritingAssigment3.docx**

    Decision Making-DAX-DL01 Nora Hernandez-Pupo

    Active Learning Assignment: TOPIC and OUTLINE Assignment

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

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

    **1. Select a Topic- include topic CATEGORY AND NUMBER AS YOUR TITLE**

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

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

    **2. Develop Your Thesis Statement**

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

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

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

    ·
    **I. Introduction**

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

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

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

    ·
    **II. Literature Review/Background**

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

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

    ·
    **III. Main Body/Discussion**

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

    · Subpoints: Include supporting evidence or examples.

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

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

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

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

    ·
    **IV. Conclusion**

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

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

    **V. Preliminary References**[5 required for full credit in this assignment]

    · Include a short list of scholarly sources you plan to use. Follow APA 7th edition formatting.

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

    See visual sample below:

    **4. Formatting and Submission Requirements**

    ·
    **Formatting:**

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

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

    · Your topic and outline submission may be a concise document (typically 2-3 pages)- DO NOT EXCEED THIS as this is NOT your PAPER- I will STOP reading at PAGE 3 [reference page and cover page DO NOT COUNT].

    ·
    **Structure:**

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

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

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

    ·
    **Review the Grading Rubric:**

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

    **5. Final Checks and Submission**

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

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

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

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

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

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

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

    **Decision-Making Process Paper**

    Instructions

    In this assignment, you will be writing a 6–8-page paper [excluding cover and reference pages] identifying, comparing, and contrasting at least 3 different decision-making approaches of care from a multidisciplinary perspective using a pertinent and significant topic in nursing. The topic
    **MUST BE APPROVED and selected from the list below before writing the writing begins.**

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

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

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

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

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

    5. Use at least
    **10 current scholarly references** [not older than 5 years] other than your main text. Uses APA 7th edition formatting.

    **Here is a SAMPLE OUTLINE- DIABETES IN NOT AN APPROVED TOPIC.**

    **Sample Outline: Pediatric Diabetes as a Nursing Issue Impacting All Levels of Practice**

    **I. Introduction**

    · Brief overview of pediatric diabetes (Type 1 and Type 2 in children).

    · Statement of significance: why pediatric diabetes is a critical nursing issue across all levels of practice.

    · Preview of key themes: prevalence, causes, systemlevel impact, and decisionmaking approaches.

    **II. Background and Significance of the Problem**

    **A. Overview of Pediatric Diabetes**

    · Definition and differentiation of Type 1 vs. Type 2 diabetes in children.

    · Pathophysiology and unique considerations in pediatric populations.

    **B. Impact Across Nursing Levels**

    · How bedside nurses, nurse managers, and advanced practice nurses encounter and manage pediatric diabetes.

    · Why this issue requires coordinated action across the nursing continuum.

    **III. Literature Review: Causes, Contributing Factors, and Recommended Interventions**

    **A. Etiology and Contributing Factors**

    · Genetic predisposition, autoimmune mechanisms, environmental triggers.

    · Lifestyle and social determinants influencing pediatric Type 2 diabetes.

    · Psychosocial and developmental considerations.

    **B. Consequences of Poorly Managed Pediatric Diabetes**

    · Acute complications (DKA, hypoglycemia).

    · Longterm risks (cardiovascular disease, renal impairment, neuropathy).

    · Family burden and qualityoflife implications.

    **C. EvidenceBased Interventions**

    · Recommended clinical management strategies.

    · Familycentered education and selfmanagement support.

    · Schoolbased diabetes management programs.

    · Technologyassisted monitoring (CGMs, insulin pumps).

    **IV. DecisionMaking Models (Three Models Required)**

    **A. Overview of Selected DecisionMaking Models**

    ·
    **Shared DecisionMaking (SDM) Model** Description, theoretical foundation, and relevance to pediatric care.

    ·
    **Clinical Judgment Model (Tanner or NCSBN)** Description and application in acute and chronic pediatric management.

    ·
    **Transformational Leadership DecisionMaking Model** Description and relevance for nurse leaders and APNs.

    **V. Application of DecisionMaking Models to the Problem**

    **A. Bedside/Staff Nurse**

    · Use of the
    **Clinical Judgment Model** to assess symptoms, monitor glucose, prevent complications, and educate families.

    · Use of
    **Shared DecisionMaking** to involve parents and children in daily care routines.

    **B. Nurse Leader/Manager**

    · Use of
    **Transformational Leadership** to implement unitwide diabetes protocols, staff training, and qualityimprovement initiatives.

    · Use of
    **SDM** to support familycentered care policies.

    **C. Advanced Practice Nurse (NP or CNO)**

    · Use of
    **SDM** to develop individualized care plans and longterm management strategies.

    · Use of
    **Transformational Leadership** to advocate for institutional resources, community partnerships, and policy changes.

    · Use of
    **Clinical Judgment Model** to guide diagnostic reasoning and treatment adjustments.

    **VI. Comparison and Prioritization of DecisionMaking Models**

    · Compare strengths and limitations of each model.

    · Identify which model is most effective for addressing pediatric diabetes across settings.

    · Provide rationale grounded in evidence (e.g., SDM may be prioritized due to the need for family engagement and longterm adherence).

    **VII. Funding Source for Proposed Approach**

    · Identify a realistic funding source (e.g., HRSA, CDC, NIH, local children’s health foundations, Sigma Theta Tau).

    · Explain why this source aligns with the proposed intervention or improvement project.

    · Describe how funds would be used (training, technology, education programs, QI initiatives).

    **VIII. Conclusion**

    · Summarize the significance of pediatric diabetes as a nursing issue.

    · Reinforce the importance of coordinated decisionmaking across all nursing levels.

    · Emphasize the potential impact of the prioritized decisionmaking model on patient outcomes, family engagement, and systemlevel improvements.

    **Your TOPIC must be selected from the list below:**

    **Nursing Issues Impacting All Levels of Practice**

    **Professional Practice, Safety, and Workforce Issues**

    1. Workplace violence and incivility in healthcare

    2. Horizontal and vertical bullying in nursing

    3. Scopeofpractice barriers for advanced practice nurses

    4. Interprofessional collaboration and communication failures

    5. Medication administration safety and error prevention

    6. Patient handoff and care transition communication

    7. Alarm fatigue and technology overload

    8. Electronic health record (EHR) usability and documentation burden

    9. Clinical decision support tools and nurse autonomy

    10. Delegation and supervision of unlicensed assistive personnel

    11. Shared governance and nurse participation in decisionmaking

    **Equity, Ethics, and PatientCentered Care**

    1. Cultural competence and care for diverse populations

    2. Health equity and structural racism in nursing care

    3. Language barriers and access to interpreter services

    4. Endoflife decisionmaking and goalsofcare communication

    5. Ethical dilemmas in lifesustaining treatment and medical futility

    6. Informed consent and patient comprehension in complex care

    7. Stigma in mental health care delivery

    8. LGBTQ+ affirming care and nursing practice gaps

    **Clinical Quality & Safety**

    1. Infection prevention and control (CLABSI, CAUTI, HAPI)

    2. Falls prevention and safe mobility practices

    3. Pressure injury prevention and skin integrity management

    4. Pediatric medication safety and weightbased dosing

    5. Maternal morbidity and mortality disparities

    6. Care coordination for patients with complex chronic conditions

    7. Readmission reduction and discharge planning quality

    **Education, Leadership, and Workforce Development**

    1. Clinical preceptorship quality and support for new graduates

    2. Transitiontopractice programs and nurse residency models

    3. Mentorship and leadership development in nursing

    4. Professional identity formation and role strain

    5. Nurse involvement in policy advocacy and health legislation

    6. Leadership preparedness for crisis and emergency response

    **Technology, Innovation, and Emerging Trends**

    1. Artificial intelligence and predictive analytics in nursing practice

    2. Nursing roles in genomic and precision health care

    3. Technologydriven disparities in patient access and outcomes

    **Public Health, Community Health, and Systems Issues**

    1. Rural health access and nursing practice challenges

    2. Disaster preparedness and emergency response readiness

    3. Climate change and its impact on nursing and patient care

    4. Substance use disorder among nurses and returntowork policies

    5. Pain management and safe opioid stewardship

    6. Social determinants of health and nursing interventions

    7. Housing instability and its impact on patient outcomes

    **Submission**

    Text Editor

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    **Details & Information**

    **Outlinetemplate.jpg**

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  • [Solved] 509 reflection week 3

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    How would the management plan change for the Week 3 virtual patient if the patient were uninsured? Include the following components: 1. Type150-300 words in a Microsoft Word document 2. demonstrate clinical judgment appropriate to the virtual patient scenario 3. provide rationales for each intervent…

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    Assignment Prompt & Instructions

    How would the management plan change for the Week 3 virtual patient if the patient were uninsured? Include the following components:

    1. Type150-300 words in a Microsoft Word document
    2. demonstrate clinical judgment appropriate to the virtual patient scenario
    3. provide rationales for each intervention and cite at least one relevant scholarly source as defined by program expectations
    4. communicate with minimal errors in English grammar, spelling, syntax, and punctuation

    (add importance, depth, and meaningfulness to the reflection post)

    Use current APA format for citations and references in management plan and reflection and is free of errors.

    Please provide AI and similarity report

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  • [Solved] Assigment .Apa seven . All instructions attached.

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    **files (2)** – ## MSNCapstoneProjec1.docx – ## PICOTquestion.docx **## MSNCapstoneProjec1.docx** MSN Capstone Project-DAX-DL01 Carmen Lazo Capstone Part I: PICOT Assignment **CAPSTONE: PART I Due 1/24/2026 by 11:59pm** **The PICOT will be a health issue identified at work or in the community. Be cr…

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    Assignment Prompt & Instructions

    **files (2)**

    – ## MSNCapstoneProjec1.docx

    – ## PICOTquestion.docx

    **## MSNCapstoneProjec1.docx**

    MSN Capstone Project-DAX-DL01 Carmen Lazo

    Capstone Part I: PICOT Assignment

    **CAPSTONE: PART I Due 1/24/2026 by 11:59pm**

    **The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not** present on the following topics:

    Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

    1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

    2. Introduction to your proposed problem:

    – Significance of the Practice Problem: Discuss the identified Practice Problem.

    -Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

    -Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

    – Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

    3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

    The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in
    **APA Essay format. do not use bullet points**.

    P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

    4. Describe the vulnerable population and setting.

    -Be specific. Discuss the impact of social determinants on health for your selected population.

    -What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population's setting. Where are they exisiting? Ex. Miami-Dade.

    -Use evidence to support the risk factors you have identified.

    5. Research should be from scholarly journals of evidence-based interventions that address the

    problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

    -Peer-reviewed research articles not older than five years (all articles must be used in your paper)

    6. Proposal

    -Propose addressing the selected health problem using an evidence-based intervention in your

    literature search to address the problem in the selected population/setting.

    -Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

    -Be sure to include a timeline for the intervention proposed.

    7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

    – Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

    -Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

    -Scholarly, peer-reviewed, and research articles cited should be within the last five years.

    -This section should be minimum 5 pages long (not including the title and reference page).

    -Use proper in-text citations with a properly formatted reference list.

    -All papers must be written in the 3rd person.

    **Rubric Grading Part I.docx**

    **## PICOTquestion.docx**

    PICOT question: In adults with mild muscle stiffness (P), does teaching a simple 5-minute stretching routine (I), compared to usual care (C), reduce stiffness (O) over 8 weeks (T)? This question targets a common healthcare concern, as mild muscle stiffness frequently affects adults due to sedentary behavior, occupational strain, and limited physical activity. In community settings such as Miami-Dade County, this issue is highly prevalent and can negatively influence mobility, comfort, and overall functional status if not addressed early (Zvetkova et al., 2023).

    Muscle stiffness significantly impacts a patient's quality of life by limiting the range of motion and contributing to discomfort during daily activities. Stretching interventions have been shown to improve flexibility and joint mobility, which are essential for maintaining independence and preventing further musculoskeletal complications. A systematic review by Behm et al. (2023) demonstrated that various stretching techniques produce measurable improvements in range of motion, supporting their effectiveness as a simple, non-pharmacological intervention for stiffness reduction.

    At the community and healthcare system levels, untreated muscle stiffness may increase healthcare utilization, including clinic visits, medication use, and potential progression to chronic pain conditions. These outcomes can elevate healthcare costs and reduce workforce productivity. Additionally, evidence indicates that incorporating stretching and ergonomic interventions in routine care can significantly decrease musculoskeletal discomfort, particularly in populations exposed to prolonged sitting or repetitive tasks (Çimen, 2023).

    The proposed 5-minute stretching routine is a feasible, low-cost intervention that can be implemented in primary care clinics and community health settings. It promotes patient self-management, improves physical function, and may reduce long-term complications such as decreased mobility or fall risk. Furthermore, the physiological benefits of stretching—including improved circulation, reduced muscle tension, and enhanced tissue recovery—support its role as both a preventive and therapeutic strategy (Zvetkova et al., 2023).

    References

    Behm, D. G., Alizadeh, S., Daneshjoo, A., Anvar, S. H., Graham, A., Zahiri, A., … & Konrad, A. (2023). Acute effects of various stretching techniques on range of motion: a systematic review with meta-analysis. Sports medicine-open, 9(1), 107.

    Çimen, O. (2023). The efficiency of ergonomics, active break and stretching exercise program in office workers with chronic neck and back pain. Deneysel ve Klinik Tıp Dergisi, 40(2), 329-332.

    Zvetkova, E., Koytchev, E., Ivanov, I., Ranchev, S., & Antonov, A. (2023). Biomechanical, healing and therapeutic effects of stretching: a comprehensive review. Applied Sciences, 13(15), 8596.

    Top of Form

    Dorothea Orem’s Self-Care Deficit Nursing Theory and the Iowa Model of Evidence-Based Practice will be used as the primary frameworks for this Capstone project because both theories strongly support patient education, self-management, and the implementation of evidence-based interventions. The proposed PICOT question focuses on adults with mild muscle stiffness and evaluates whether teaching a simple 5-minute stretching routine can reduce stiffness over 8 weeks. Since the intervention depends on patient participation and consistent behavioral change, these frameworks provide appropriate guidance for both nursing practice and project implementation.

    Orem’s Self-Care Deficit Nursing Theory emphasizes the importance of empowering individuals to actively participate in their own care to maintain health and well-being (Tanaka, 2022). This theory aligns well with the proposed intervention because stretching exercises are self-care activities that patients can independently perform after receiving proper education and instruction. Within the Capstone project, nurses will teach patients how to correctly complete the stretching routine, explain the benefits of flexibility and mobility, and encourage daily participation. The theory supports the idea that patients who develop effective self-care behaviors are more likely to improve their physical function and reduce discomfort associated with muscle stiffness. Additionally, Orem’s framework promotes preventive care strategies that may help avoid progression into chronic musculoskeletal problems.

    The Iowa Model of Evidence-Based Practice will guide the implementation process of the project by providing a structured framework for integrating research evidence into clinical practice. According to Cullen et al. (2022), the Iowa Model assists healthcare professionals in identifying practice problems, evaluating current evidence, implementing interventions, and assessing patient outcomes. In this Capstone project, muscle stiffness will be identified as a clinical concern affecting patient mobility and quality of life. Evidence supporting stretching interventions will be reviewed and incorporated into the intervention design. The 5-minute stretching routine will then be introduced in a primary care or community setting, and outcomes such as reduction in stiffness and improvement in mobility will be evaluated throughout the 8-week period.

    Together, Orem’s theory and the Iowa Model provide a strong foundation for this Capstone project because they support patient-centered care, evidence-based nursing practice, and sustainable behavioral change. These frameworks will help ensure the intervention is practical, effective, and capable of improving patient outcomes through education and self-management.

    References

    Cullen, L., Hanrahan, K., Farrington, M., Tucker, S., & Edmonds, S. (2022).
    _Evidence-based practice in action: Comprehensive strategies, tools, and tips from University of Iowa Hospitals & Clinics_. Sigma Theta Tau.

    Tanaka, M. (2022, May). Orem's nursing self‐care deficit theory: A theoretical analysis focusing on its philosophical and sociological foundation. In
    _Nursing forum_ (Vol. 57, No. 3, pp. 480-485).

    Bottom of Form

    **## PICOTquestion.docx**

    PICOT question: In adults with mild muscle stiffness (P), does teaching a simple 5-minute stretching routine (I), compared to usual care (C), reduce stiffness (O) over 8 weeks (T)? This question targets a common healthcare concern, as mild muscle stiffness frequently affects adults due to sedentary behavior, occupational strain, and limited physical activity. In community settings such as Miami-Dade County, this issue is highly prevalent and can negatively influence mobility, comfort, and overall functional status if not addressed early (Zvetkova et al., 2023).

    Muscle stiffness significantly impacts a patient's quality of life by limiting the range of motion and contributing to discomfort during daily activities. Stretching interventions have been shown to improve flexibility and joint mobility, which are essential for maintaining independence and preventing further musculoskeletal complications. A systematic review by Behm et al. (2023) demonstrated that various stretching techniques produce measurable improvements in range of motion, supporting their effectiveness as a simple, non-pharmacological intervention for stiffness reduction.

    At the community and healthcare system levels, untreated muscle stiffness may increase healthcare utilization, including clinic visits, medication use, and potential progression to chronic pain conditions. These outcomes can elevate healthcare costs and reduce workforce productivity. Additionally, evidence indicates that incorporating stretching and ergonomic interventions in routine care can significantly decrease musculoskeletal discomfort, particularly in populations exposed to prolonged sitting or repetitive tasks (Çimen, 2023).

    The proposed 5-minute stretching routine is a feasible, low-cost intervention that can be implemented in primary care clinics and community health settings. It promotes patient self-management, improves physical function, and may reduce long-term complications such as decreased mobility or fall risk. Furthermore, the physiological benefits of stretching—including improved circulation, reduced muscle tension, and enhanced tissue recovery—support its role as both a preventive and therapeutic strategy (Zvetkova et al., 2023).

    References

    Behm, D. G., Alizadeh, S., Daneshjoo, A., Anvar, S. H., Graham, A., Zahiri, A., … & Konrad, A. (2023). Acute effects of various stretching techniques on range of motion: a systematic review with meta-analysis. Sports medicine-open, 9(1), 107.

    Çimen, O. (2023). The efficiency of ergonomics, active break and stretching exercise program in office workers with chronic neck and back pain. Deneysel ve Klinik Tıp Dergisi, 40(2), 329-332.

    Zvetkova, E., Koytchev, E., Ivanov, I., Ranchev, S., & Antonov, A. (2023). Biomechanical, healing and therapeutic effects of stretching: a comprehensive review. Applied Sciences, 13(15), 8596.

    Top of Form

    Dorothea Orem’s Self-Care Deficit Nursing Theory and the Iowa Model of Evidence-Based Practice will be used as the primary frameworks for this Capstone project because both theories strongly support patient education, self-management, and the implementation of evidence-based interventions. The proposed PICOT question focuses on adults with mild muscle stiffness and evaluates whether teaching a simple 5-minute stretching routine can reduce stiffness over 8 weeks. Since the intervention depends on patient participation and consistent behavioral change, these frameworks provide appropriate guidance for both nursing practice and project implementation.

    Orem’s Self-Care Deficit Nursing Theory emphasizes the importance of empowering individuals to actively participate in their own care to maintain health and well-being (Tanaka, 2022). This theory aligns well with the proposed intervention because stretching exercises are self-care activities that patients can independently perform after receiving proper education and instruction. Within the Capstone project, nurses will teach patients how to correctly complete the stretching routine, explain the benefits of flexibility and mobility, and encourage daily participation. The theory supports the idea that patients who develop effective self-care behaviors are more likely to improve their physical function and reduce discomfort associated with muscle stiffness. Additionally, Orem’s framework promotes preventive care strategies that may help avoid progression into chronic musculoskeletal problems.

    The Iowa Model of Evidence-Based Practice will guide the implementation process of the project by providing a structured framework for integrating research evidence into clinical practice. According to Cullen et al. (2022), the Iowa Model assists healthcare professionals in identifying practice problems, evaluating current evidence, implementing interventions, and assessing patient outcomes. In this Capstone project, muscle stiffness will be identified as a clinical concern affecting patient mobility and quality of life. Evidence supporting stretching interventions will be reviewed and incorporated into the intervention design. The 5-minute stretching routine will then be introduced in a primary care or community setting, and outcomes such as reduction in stiffness and improvement in mobility will be evaluated throughout the 8-week period.

    Together, Orem’s theory and the Iowa Model provide a strong foundation for this Capstone project because they support patient-centered care, evidence-based nursing practice, and sustainable behavioral change. These frameworks will help ensure the intervention is practical, effective, and capable of improving patient outcomes through education and self-management.

    References

    Cullen, L., Hanrahan, K., Farrington, M., Tucker, S., & Edmonds, S. (2022).
    _Evidence-based practice in action: Comprehensive strategies, tools, and tips from University of Iowa Hospitals & Clinics_. Sigma Theta Tau.

    Tanaka, M. (2022, May). Orem's nursing self‐care deficit theory: A theoretical analysis focusing on its philosophical and sociological foundation. In
    _Nursing forum_ (Vol. 57, No. 3, pp. 480-485).

    Bottom of Form

    **## MSNCapstoneProjec1.docx**

    MSN Capstone Project-DAX-DL01 Carmen Lazo

    Capstone Part I: PICOT Assignment

    **CAPSTONE: PART I Due 1/24/2026 by 11:59pm**

    **The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not** present on the following topics:

    Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

    1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

    2. Introduction to your proposed problem:

    – Significance of the Practice Problem: Discuss the identified Practice Problem.

    -Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

    -Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

    – Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

    3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

    The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in
    **APA Essay format. do not use bullet points**.

    P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

    4. Describe the vulnerable population and setting.

    -Be specific. Discuss the impact of social determinants on health for your selected population.

    -What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population's setting. Where are they exisiting? Ex. Miami-Dade.

    -Use evidence to support the risk factors you have identified.

    5. Research should be from scholarly journals of evidence-based interventions that address the

    problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

    -Peer-reviewed research articles not older than five years (all articles must be used in your paper)

    6. Proposal

    -Propose addressing the selected health problem using an evidence-based intervention in your

    literature search to address the problem in the selected population/setting.

    -Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

    -Be sure to include a timeline for the intervention proposed.

    7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

    – Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

    -Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

    -Scholarly, peer-reviewed, and research articles cited should be within the last five years.

    -This section should be minimum 5 pages long (not including the title and reference page).

    -Use proper in-text citations with a properly formatted reference list.

    -All papers must be written in the 3rd person.

    **Rubric Grading Part I.docx**

    **## PICOTquestion.docx**

    PICOT question: In adults with mild muscle stiffness (P), does teaching a simple 5-minute stretching routine (I), compared to usual care (C), reduce stiffness (O) over 8 weeks (T)? This question targets a common healthcare concern, as mild muscle stiffness frequently affects adults due to sedentary behavior, occupational strain, and limited physical activity. In community settings such as Miami-Dade County, this issue is highly prevalent and can negatively influence mobility, comfort, and overall functional status if not addressed early (Zvetkova et al., 2023).

    Muscle stiffness significantly impacts a patient's quality of life by limiting the range of motion and contributing to discomfort during daily activities. Stretching interventions have been shown to improve flexibility and joint mobility, which are essential for maintaining independence and preventing further musculoskeletal complications. A systematic review by Behm et al. (2023) demonstrated that various stretching techniques produce measurable improvements in range of motion, supporting their effectiveness as a simple, non-pharmacological intervention for stiffness reduction.

    At the community and healthcare system levels, untreated muscle stiffness may increase healthcare utilization, including clinic visits, medication use, and potential progression to chronic pain conditions. These outcomes can elevate healthcare costs and reduce workforce productivity. Additionally, evidence indicates that incorporating stretching and ergonomic interventions in routine care can significantly decrease musculoskeletal discomfort, particularly in populations exposed to prolonged sitting or repetitive tasks (Çimen, 2023).

    The proposed 5-minute stretching routine is a feasible, low-cost intervention that can be implemented in primary care clinics and community health settings. It promotes patient self-management, improves physical function, and may reduce long-term complications such as decreased mobility or fall risk. Furthermore, the physiological benefits of stretching—including improved circulation, reduced muscle tension, and enhanced tissue recovery—support its role as both a preventive and therapeutic strategy (Zvetkova et al., 2023).

    References

    Behm, D. G., Alizadeh, S., Daneshjoo, A., Anvar, S. H., Graham, A., Zahiri, A., … & Konrad, A. (2023). Acute effects of various stretching techniques on range of motion: a systematic review with meta-analysis. Sports medicine-open, 9(1), 107.

    Çimen, O. (2023). The efficiency of ergonomics, active break and stretching exercise program in office workers with chronic neck and back pain. Deneysel ve Klinik Tıp Dergisi, 40(2), 329-332.

    Zvetkova, E., Koytchev, E., Ivanov, I., Ranchev, S., & Antonov, A. (2023). Biomechanical, healing and therapeutic effects of stretching: a comprehensive review. Applied Sciences, 13(15), 8596.

    Top of Form

    Dorothea Orem’s Self-Care Deficit Nursing Theory and the Iowa Model of Evidence-Based Practice will be used as the primary frameworks for this Capstone project because both theories strongly support patient education, self-management, and the implementation of evidence-based interventions. The proposed PICOT question focuses on adults with mild muscle stiffness and evaluates whether teaching a simple 5-minute stretching routine can reduce stiffness over 8 weeks. Since the intervention depends on patient participation and consistent behavioral change, these frameworks provide appropriate guidance for both nursing practice and project implementation.

    Orem’s Self-Care Deficit Nursing Theory emphasizes the importance of empowering individuals to actively participate in their own care to maintain health and well-being (Tanaka, 2022). This theory aligns well with the proposed intervention because stretching exercises are self-care activities that patients can independently perform after receiving proper education and instruction. Within the Capstone project, nurses will teach patients how to correctly complete the stretching routine, explain the benefits of flexibility and mobility, and encourage daily participation. The theory supports the idea that patients who develop effective self-care behaviors are more likely to improve their physical function and reduce discomfort associated with muscle stiffness. Additionally, Orem’s framework promotes preventive care strategies that may help avoid progression into chronic musculoskeletal problems.

    The Iowa Model of Evidence-Based Practice will guide the implementation process of the project by providing a structured framework for integrating research evidence into clinical practice. According to Cullen et al. (2022), the Iowa Model assists healthcare professionals in identifying practice problems, evaluating current evidence, implementing interventions, and assessing patient outcomes. In this Capstone project, muscle stiffness will be identified as a clinical concern affecting patient mobility and quality of life. Evidence supporting stretching interventions will be reviewed and incorporated into the intervention design. The 5-minute stretching routine will then be introduced in a primary care or community setting, and outcomes such as reduction in stiffness and improvement in mobility will be evaluated throughout the 8-week period.

    Together, Orem’s theory and the Iowa Model provide a strong foundation for this Capstone project because they support patient-centered care, evidence-based nursing practice, and sustainable behavioral change. These frameworks will help ensure the intervention is practical, effective, and capable of improving patient outcomes through education and self-management.

    References

    Cullen, L., Hanrahan, K., Farrington, M., Tucker, S., & Edmonds, S. (2022).
    _Evidence-based practice in action: Comprehensive strategies, tools, and tips from University of Iowa Hospitals & Clinics_. Sigma Theta Tau.

    Tanaka, M. (2022, May). Orem's nursing self‐care deficit theory: A theoretical analysis focusing on its philosophical and sociological foundation. In
    _Nursing forum_ (Vol. 57, No. 3, pp. 480-485).

    Bottom of Form

    **## MSNCapstoneProjec1.docx**

    MSN Capstone Project-DAX-DL01 Carmen Lazo

    Capstone Part I: PICOT Assignment

    **CAPSTONE: PART I Due 1/24/2026 by 11:59pm**

    **The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not** present on the following topics:

    Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

    1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

    2. Introduction to your proposed problem:

    – Significance of the Practice Problem: Discuss the identified Practice Problem.

    -Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

    -Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

    – Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

    3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

    The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in
    **APA Essay format. do not use bullet points**.

    P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

    4. Describe the vulnerable population and setting.

    -Be specific. Discuss the impact of social determinants on health for your selected population.

    -What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population's setting. Where are they exisiting? Ex. Miami-Dade.

    -Use evidence to support the risk factors you have identified.

    5. Research should be from scholarly journals of evidence-based interventions that address the

    problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

    -Peer-reviewed research articles not older than five years (all articles must be used in your paper)

    6. Proposal

    -Propose addressing the selected health problem using an evidence-based intervention in your

    literature search to address the problem in the selected population/setting.

    -Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

    -Be sure to include a timeline for the intervention proposed.

    7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

    – Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

    -Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

    -Scholarly, peer-reviewed, and research articles cited should be within the last five years.

    -This section should be minimum 5 pages long (not including the title and reference page).

    -Use proper in-text citations with a properly formatted reference list.

    -All papers must be written in the 3rd person.

    **Rubric Grading Part I.docx**

    **## PICOTquestion.docx**

    PICOT question: In adults with mild muscle stiffness (P), does teaching a simple 5-minute stretching routine (I), compared to usual care (C), reduce stiffness (O) over 8 weeks (T)? This question targets a common healthcare concern, as mild muscle stiffness frequently affects adults due to sedentary behavior, occupational strain, and limited physical activity. In community settings such as Miami-Dade County, this issue is highly prevalent and can negatively influence mobility, comfort, and overall functional status if not addressed early (Zvetkova et al., 2023).

    Muscle stiffness significantly impacts a patient's quality of life by limiting the range of motion and contributing to discomfort during daily activities. Stretching interventions have been shown to improve flexibility and joint mobility, which are essential for maintaining independence and preventing further musculoskeletal complications. A systematic review by Behm et al. (2023) demonstrated that various stretching techniques produce measurable improvements in range of motion, supporting their effectiveness as a simple, non-pharmacological intervention for stiffness reduction.

    At the community and healthcare system levels, untreated muscle stiffness may increase healthcare utilization, including clinic visits, medication use, and potential progression to chronic pain conditions. These outcomes can elevate healthcare costs and reduce workforce productivity. Additionally, evidence indicates that incorporating stretching and ergonomic interventions in routine care can significantly decrease musculoskeletal discomfort, particularly in populations exposed to prolonged sitting or repetitive tasks (Çimen, 2023).

    The proposed 5-minute stretching routine is a feasible, low-cost intervention that can be implemented in primary care clinics and community health settings. It promotes patient self-management, improves physical function, and may reduce long-term complications such as decreased mobility or fall risk. Furthermore, the physiological benefits of stretching—including improved circulation, reduced muscle tension, and enhanced tissue recovery—support its role as both a preventive and therapeutic strategy (Zvetkova et al., 2023).

    References

    Behm, D. G., Alizadeh, S., Daneshjoo, A., Anvar, S. H., Graham, A., Zahiri, A., … & Konrad, A. (2023). Acute effects of various stretching techniques on range of motion: a systematic review with meta-analysis. Sports medicine-open, 9(1), 107.

    Çimen, O. (2023). The efficiency of ergonomics, active break and stretching exercise program in office workers with chronic neck and back pain. Deneysel ve Klinik Tıp Dergisi, 40(2), 329-332.

    Zvetkova, E., Koytchev, E., Ivanov, I., Ranchev, S., & Antonov, A. (2023). Biomechanical, healing and therapeutic effects of stretching: a comprehensive review. Applied Sciences, 13(15), 8596.

    Top of Form

    Dorothea Orem’s Self-Care Deficit Nursing Theory and the Iowa Model of Evidence-Based Practice will be used as the primary frameworks for this Capstone project because both theories strongly support patient education, self-management, and the implementation of evidence-based interventions. The proposed PICOT question focuses on adults with mild muscle stiffness and evaluates whether teaching a simple 5-minute stretching routine can reduce stiffness over 8 weeks. Since the intervention depends on patient participation and consistent behavioral change, these frameworks provide appropriate guidance for both nursing practice and project implementation.

    Orem’s Self-Care Deficit Nursing Theory emphasizes the importance of empowering individuals to actively participate in their own care to maintain health and well-being (Tanaka, 2022). This theory aligns well with the proposed intervention because stretching exercises are self-care activities that patients can independently perform after receiving proper education and instruction. Within the Capstone project, nurses will teach patients how to correctly complete the stretching routine, explain the benefits of flexibility and mobility, and encourage daily participation. The theory supports the idea that patients who develop effective self-care behaviors are more likely to improve their physical function and reduce discomfort associated with muscle stiffness. Additionally, Orem’s framework promotes preventive care strategies that may help avoid progression into chronic musculoskeletal problems.

    The Iowa Model of Evidence-Based Practice will guide the implementation process of the project by providing a structured framework for integrating research evidence into clinical practice. According to Cullen et al. (2022), the Iowa Model assists healthcare professionals in identifying practice problems, evaluating current evidence, implementing interventions, and assessing patient outcomes. In this Capstone project, muscle stiffness will be identified as a clinical concern affecting patient mobility and quality of life. Evidence supporting stretching interventions will be reviewed and incorporated into the intervention design. The 5-minute stretching routine will then be introduced in a primary care or community setting, and outcomes such as reduction in stiffness and improvement in mobility will be evaluated throughout the 8-week period.

    Together, Orem’s theory and the Iowa Model provide a strong foundation for this Capstone project because they support patient-centered care, evidence-based nursing practice, and sustainable behavioral change. These frameworks will help ensure the intervention is practical, effective, and capable of improving patient outcomes through education and self-management.

    References

    Cullen, L., Hanrahan, K., Farrington, M., Tucker, S., & Edmonds, S. (2022).
    _Evidence-based practice in action: Comprehensive strategies, tools, and tips from University of Iowa Hospitals & Clinics_. Sigma Theta Tau.

    Tanaka, M. (2022, May). Orem's nursing self‐care deficit theory: A theoretical analysis focusing on its philosophical and sociological foundation. In
    _Nursing forum_ (Vol. 57, No. 3, pp. 480-485).

    Bottom of Form

  • [Solved] NUR 670

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    **files (1)** – ## NUR670wk1responses.pdf **## NUR670wk1responses.pdf** Stacy Weiner Module 1 Discussion One of the most significant problems in psychiatric care today in the United States is the lack of access to culturally affirming, evidence- based mental health treatment for LGBTQ adolescents an…

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    **files (1)**

    – ## NUR670wk1responses.pdf

    **## NUR670wk1responses.pdf**

    Stacy Weiner

    Module 1 Discussion

    One of the most significant problems in psychiatric care today in
    the United States is the lack of access to culturally affirming, evidence-
    based mental health treatment for LGBTQ adolescents and young adults
    experiencing depression and anxiety. Despite being some of the most
    frequently encountered psychiatric conditions in young people and
    adults, mental health problems occur at much higher levels among the
    LGBTQ population due to minority stress, discrimination, bullying,
    family rejection, stigmatization, and fear of judgment in healthcare
    settings. In addition, many LGBTQ persons have expressed
    dissatisfaction with the services offered by mental healthcare
    professionals who lack the skills to provide culturally sensitive
    psychiatric care, resulting in treatment distrust and non-engagement with
    subsequent worsening of the patients' mental illnesses (Xu et al., 2024).
    Such differences result in huge disparities in psychiatric treatment
    outcomes in the USA.

    It is essential to note that lesbian, gay, bisexual, transgender, and
    questioning youth are more vulnerable to experiencing depression,
    anxiety, self-injury, and suicidal ideation than their heterosexual and
    cisgender peers. As noted by Tordoff et al. (2022), affirming care
    facilities are linked to positive psychological outcomes for transgender
    and non-binary adolescents, which shows that it is vital to provide
    identity-affirmative psychiatric assistance. Conventional methods that
    are used in managing mental conditions do not take into consideration
    aspects such as minority stress, stigma, concealment, and traumatization
    due to discrimination. These have proved challenging in terms of
    compliance and engagement with therapy. Therefore, it is important for
    advanced psychiatric practitioners to determine if conventional
    interventions will be effective in dealing with the special stressors faced
    by LGBTQ individuals.

    The PICO question I have developed for this course is: In LGBTQ
    adolescents and young adults with depression and anxiety (P), does
    LGBTQ-affirming cognitive behavioral therapy (I), compared to
    standard cognitive behavioral therapy (C), improve depressive
    symptoms, anxiety symptoms, and treatment engagement (O)?

    This PICO question addresses an important gap in psychiatric care
    because standard cognitive behavioral therapy may not fully incorporate
    the experiences of LGBTQ patients. LGBTQ-affirming cognitive
    behavioral therapy is a modification of the standard CBT approach that
    incorporates interventions that include identity affirmation, minority
    stress coping skills, emotion regulation, acceptance of self, and other
    techniques addressing experiences of discrimination and rejection.
    According to Craig et al. (2021), the LGBTQ-affirmative CBT therapy
    referred to as "AFFIRM Online" resulted in improvements in mental
    health, coping ability, accessing healthcare services, and treatment
    adherence among LGBTQIA+ youth and young adults. Similarly,
    Pachankis et al. (2023) stated that online LGBTQ-affirmative CBT could
    be beneficial for sexual minority youth, particularly when living in
    highly stigmatizing environments. Harkness et al. (2024) also stressed
    the significance of conducting LGBTQ-affirming cognitive behavioral
    therapy in a clinical setting in an attempt to enhance engagement as well
    as to provide quality evidence-based mental health services to the
    LGBTQ population.

    This topic and PICO question is especially important for the
    practice of psychiatric mental health nurse practitioner because the
    professional's practice involves the provision of evidence-based care,
    which focuses on the needs of each patient. PMHNPs often assess
    various psychological conditions, including depression, anxiety,
    suicidality, social stressors, and barriers to treatment. Understanding
    how an affirmation-based psychotherapy can influence patients'
    conditions could be beneficial for PMHNPs. They also work in
    addressing mental health disparities through advocacy, psychoeducation,
    culturally sensitive care, and interdisciplinary cooperation.

    In addition, this PICO question supports the integration of
    biological, psychological, and sociological factors into psychiatric
    treatment planning. Biological factors may include genetic
    predisposition and neurochemical influences related to anxiety and
    depression. Psychological factors include maladaptive thought patterns,
    emotional dysregulation, trauma, and low self-esteem. Sociological
    components entail discrimination, stigmatization, rejection, and the
    absence of social support. The affirmative CBT for LGBTQ patients
    seeks to tackle all these related components through establishing an
    affirming atmosphere for identity validation, coupled with intervention
    for maladaptive cognitions and behaviors. According to Xu et al. (2024),
    minority stress continues to significantly impact mental health outcomes
    among queer young adults, reinforcing the need for affirming and
    culturally responsive psychiatric interventions.

    It is also appropriate for evidence-based practice research because it
    is measurable, searchable, clinically relevant, and supported by current
    psychiatric literature. Outcomes such as depressive symptom reduction,
    anxiety reduction, and treatment engagement can be evaluated using
    validated screening tools and evidence-based studies. Additionally, the
    PICO question creates several avenues for exploring disparities in
    healthcare, effectiveness of psychotherapy, cultural competency, and the
    role that PMHNPs can play in improving mental health outcomes in
    marginalized communities. Overall, this topic supports the advancement
    of evidence-based psychiatric nursing practice while addressing a
    significant and current mental health disparity in the United States.

    Leeann Chang

    Module 1 Discussion

    An important issue facing present-day psychiatric treatment in the
    USA is the lack of equal access to care services among Hispanic
    populations. Hispanic people suffer from many barriers that prevent
    them from getting proper psychiatric care, even as the prevalence of
    depression and anxiety continues to increase in their communities. Such
    barriers include language differences, cultural stigma surrounding
    mental illness, the absence of health insurance, transportation issues,
    lack of financial means, and a lack of Spanish-speaking mental health
    providers. As a result, many Hispanic individuals experience delayed
    diagnosis and treatment, reduced follow-up adherence, and worsening
    psychiatric symptoms. As stated by the Office of Minority Health
    (2025), Hispanic people living in the USA are less likely to be treated
    for their psychological illnesses, even though they experience significant
    psychological distress. It presents serious problems to advanced practice
    psychiatric nurses since mental illness can lead to drug abuse, chronic
    disease complications, deterioration of quality of life, higher rates of
    hospitalization, and suicide.

    Psychiatric disparity within Hispanic communities is a multifaceted
    problem influenced by biological, psychological, and sociological issues
    affecting psychiatric outcomes and decisions. Biological aspects of the
    disparity may encompass genetic predispositions to mental health
    conditions and coexisting chronic illnesses like diabetes and heart
    disease, commonly linked to the worsening of depression and anxiety.
    Psychological components of the disparity may include trauma,
    acculturative stress, anxiety, depression, and fear of psychiatric services.
    Sociological factors also play a major role in mental health disparities
    among Hispanic populations. For example, many Hispanics encounter
    problems like poverty, inequality of healthcare opportunities, language
    difficulties, prejudice, lack of health literacy, and difficulty in accessing
    healthcare professionals who understand their cultural background and

    values. In some Latin communities, mental health conditions may also
    carry stigma, which can cause individuals to not seek treatment until
    symptoms become severe. Such barriers highlight the need for culturally
    aware psychiatric services to enhance treatment accessibility, foster
    trust, and promote patient engagement in the treatment plan (Shang et
    al., 2024).

    The PICO question selected for this project is: In Hispanic adults
    with depression and anxiety in the United States, how does culturally
    tailored collaborative psychiatric care with bilingual telehealth support,
    compared with usual outpatient psychiatric care, affect treatment
    engagement and symptom improvement? In this PICO question, cultural
    responsiveness and collaboration will be applied to achieve better mental
    health outcomes for an underserved population. Collaboration in
    psychiatric care involves coordinating efforts among PMHNPs, primary
    care providers, therapists, and other medical professionals. The addition
    of bilingual telehealth support may increase accessibility by lowering
    transportation barriers and improving communication between patients
    and providers.

    This PICO question is important to advanced practice nursing
    because PMHNPs play a critical role in reducing psychiatric disparities
    and improving access to culturally competent care. PMHNPs frequently
    provide psychiatric evaluations, medication management,
    psychotherapy, patient education, and interdisciplinary collaboration in
    outpatient and integrated healthcare settings. Models of collaborative
    care have become vital for enhancing integration between mental and
    primary healthcare and increasing access to psychiatric services for
    vulnerable groups (Hernandez et al., 2024). In addition, the use of
    telehealth as well as collaborative psychiatric care is becoming a critical
    approach to improving care accessibility in diverse populations
    (Kearney et al., 2025).

    Studies indicate that the use of a collaborative model in providing
    mental health services could lead to increased engagement and result in
    positive symptom outcomes among minorities. Yang et al. (2024) found
    differences in treatment engagement and psychiatric outcomes among

    racial-ethnic groups receiving collaborative care for depression and
    anxiety, highlighting the need for culturally specific interventions. It is
    apparent that Hispanics can benefit greatly from telemedicine, as
    bilingual services foster a more trusting environment, increase
    adherence, and increase continuity of care. Shang et al. (2024) noted that
    telehealth services may increase healthcare accessibility for Hispanic
    populations when language and cultural responsiveness are included in
    care delivery.

    This PICO question supports evidence-based practice by looking at ways
    to reduce mental health disparities while also improving patient
    outcomes, including better symptom control and increased participation
    in treatment. The question is very relevant to PMHNP practice because
    advanced practice psychiatric nurses more often than not care for
    culturally diverse populations in outpatient clinics, community mental
    health settings, and telepsychiatry services. Understanding how
    culturally specific collaborative psychiatric care affects Hispanic adults
    with depression and anxiety may help PMHNPs develop more equitable
    and effective treatment methods. This PICO question corresponds with
    the goals of advanced practice nursing by promoting patient-centered
    care, cultural competence, interdisciplinary collaboration, and better
    psychiatric outcomes for vulnerable populations.

    **## NUR670wk1responses.pdf**

    Stacy Weiner

    Module 1 Discussion

    One of the most significant problems in psychiatric care today in
    the United States is the lack of access to culturally affirming, evidence-
    based mental health treatment for LGBTQ adolescents and young adults
    experiencing depression and anxiety. Despite being some of the most
    frequently encountered psychiatric conditions in young people and
    adults, mental health problems occur at much higher levels among the
    LGBTQ population due to minority stress, discrimination, bullying,
    family rejection, stigmatization, and fear of judgment in healthcare
    settings. In addition, many LGBTQ persons have expressed
    dissatisfaction with the services offered by mental healthcare
    professionals who lack the skills to provide culturally sensitive
    psychiatric care, resulting in treatment distrust and non-engagement with
    subsequent worsening of the patients' mental illnesses (Xu et al., 2024).
    Such differences result in huge disparities in psychiatric treatment
    outcomes in the USA.

    It is essential to note that lesbian, gay, bisexual, transgender, and
    questioning youth are more vulnerable to experiencing depression,
    anxiety, self-injury, and suicidal ideation than their heterosexual and
    cisgender peers. As noted by Tordoff et al. (2022), affirming care
    facilities are linked to positive psychological outcomes for transgender
    and non-binary adolescents, which shows that it is vital to provide
    identity-affirmative psychiatric assistance. Conventional methods that
    are used in managing mental conditions do not take into consideration
    aspects such as minority stress, stigma, concealment, and traumatization
    due to discrimination. These have proved challenging in terms of
    compliance and engagement with therapy. Therefore, it is important for
    advanced psychiatric practitioners to determine if conventional
    interventions will be effective in dealing with the special stressors faced
    by LGBTQ individuals.

    The PICO question I have developed for this course is: In LGBTQ
    adolescents and young adults with depression and anxiety (P), does
    LGBTQ-affirming cognitive behavioral therapy (I), compared to
    standard cognitive behavioral therapy (C), improve depressive
    symptoms, anxiety symptoms, and treatment engagement (O)?

    This PICO question addresses an important gap in psychiatric care
    because standard cognitive behavioral therapy may not fully incorporate
    the experiences of LGBTQ patients. LGBTQ-affirming cognitive
    behavioral therapy is a modification of the standard CBT approach that
    incorporates interventions that include identity affirmation, minority
    stress coping skills, emotion regulation, acceptance of self, and other
    techniques addressing experiences of discrimination and rejection.
    According to Craig et al. (2021), the LGBTQ-affirmative CBT therapy
    referred to as "AFFIRM Online" resulted in improvements in mental
    health, coping ability, accessing healthcare services, and treatment
    adherence among LGBTQIA+ youth and young adults. Similarly,
    Pachankis et al. (2023) stated that online LGBTQ-affirmative CBT could
    be beneficial for sexual minority youth, particularly when living in
    highly stigmatizing environments. Harkness et al. (2024) also stressed
    the significance of conducting LGBTQ-affirming cognitive behavioral
    therapy in a clinical setting in an attempt to enhance engagement as well
    as to provide quality evidence-based mental health services to the
    LGBTQ population.

    This topic and PICO question is especially important for the
    practice of psychiatric mental health nurse practitioner because the
    professional's practice involves the provision of evidence-based care,
    which focuses on the needs of each patient. PMHNPs often assess
    various psychological conditions, including depression, anxiety,
    suicidality, social stressors, and barriers to treatment. Understanding
    how an affirmation-based psychotherapy can influence patients'
    conditions could be beneficial for PMHNPs. They also work in
    addressing mental health disparities through advocacy, psychoeducation,
    culturally sensitive care, and interdisciplinary cooperation.

    In addition, this PICO question supports the integration of
    biological, psychological, and sociological factors into psychiatric
    treatment planning. Biological factors may include genetic
    predisposition and neurochemical influences related to anxiety and
    depression. Psychological factors include maladaptive thought patterns,
    emotional dysregulation, trauma, and low self-esteem. Sociological
    components entail discrimination, stigmatization, rejection, and the
    absence of social support. The affirmative CBT for LGBTQ patients
    seeks to tackle all these related components through establishing an
    affirming atmosphere for identity validation, coupled with intervention
    for maladaptive cognitions and behaviors. According to Xu et al. (2024),
    minority stress continues to significantly impact mental health outcomes
    among queer young adults, reinforcing the need for affirming and
    culturally responsive psychiatric interventions.

    It is also appropriate for evidence-based practice research because it
    is measurable, searchable, clinically relevant, and supported by current
    psychiatric literature. Outcomes such as depressive symptom reduction,
    anxiety reduction, and treatment engagement can be evaluated using
    validated screening tools and evidence-based studies. Additionally, the
    PICO question creates several avenues for exploring disparities in
    healthcare, effectiveness of psychotherapy, cultural competency, and the
    role that PMHNPs can play in improving mental health outcomes in
    marginalized communities. Overall, this topic supports the advancement
    of evidence-based psychiatric nursing practice while addressing a
    significant and current mental health disparity in the United States.

    Leeann Chang

    Module 1 Discussion

    An important issue facing present-day psychiatric treatment in the
    USA is the lack of equal access to care services among Hispanic
    populations. Hispanic people suffer from many barriers that prevent
    them from getting proper psychiatric care, even as the prevalence of
    depression and anxiety continues to increase in their communities. Such
    barriers include language differences, cultural stigma surrounding
    mental illness, the absence of health insurance, transportation issues,
    lack of financial means, and a lack of Spanish-speaking mental health
    providers. As a result, many Hispanic individuals experience delayed
    diagnosis and treatment, reduced follow-up adherence, and worsening
    psychiatric symptoms. As stated by the Office of Minority Health
    (2025), Hispanic people living in the USA are less likely to be treated
    for their psychological illnesses, even though they experience significant
    psychological distress. It presents serious problems to advanced practice
    psychiatric nurses since mental illness can lead to drug abuse, chronic
    disease complications, deterioration of quality of life, higher rates of
    hospitalization, and suicide.

    Psychiatric disparity within Hispanic communities is a multifaceted
    problem influenced by biological, psychological, and sociological issues
    affecting psychiatric outcomes and decisions. Biological aspects of the
    disparity may encompass genetic predispositions to mental health
    conditions and coexisting chronic illnesses like diabetes and heart
    disease, commonly linked to the worsening of depression and anxiety.
    Psychological components of the disparity may include trauma,
    acculturative stress, anxiety, depression, and fear of psychiatric services.
    Sociological factors also play a major role in mental health disparities
    among Hispanic populations. For example, many Hispanics encounter
    problems like poverty, inequality of healthcare opportunities, language
    difficulties, prejudice, lack of health literacy, and difficulty in accessing
    healthcare professionals who understand their cultural background and

    values. In some Latin communities, mental health conditions may also
    carry stigma, which can cause individuals to not seek treatment until
    symptoms become severe. Such barriers highlight the need for culturally
    aware psychiatric services to enhance treatment accessibility, foster
    trust, and promote patient engagement in the treatment plan (Shang et
    al., 2024).

    The PICO question selected for this project is: In Hispanic adults
    with depression and anxiety in the United States, how does culturally
    tailored collaborative psychiatric care with bilingual telehealth support,
    compared with usual outpatient psychiatric care, affect treatment
    engagement and symptom improvement? In this PICO question, cultural
    responsiveness and collaboration will be applied to achieve better mental
    health outcomes for an underserved population. Collaboration in
    psychiatric care involves coordinating efforts among PMHNPs, primary
    care providers, therapists, and other medical professionals. The addition
    of bilingual telehealth support may increase accessibility by lowering
    transportation barriers and improving communication between patients
    and providers.

    This PICO question is important to advanced practice nursing
    because PMHNPs play a critical role in reducing psychiatric disparities
    and improving access to culturally competent care. PMHNPs frequently
    provide psychiatric evaluations, medication management,
    psychotherapy, patient education, and interdisciplinary collaboration in
    outpatient and integrated healthcare settings. Models of collaborative
    care have become vital for enhancing integration between mental and
    primary healthcare and increasing access to psychiatric services for
    vulnerable groups (Hernandez et al., 2024). In addition, the use of
    telehealth as well as collaborative psychiatric care is becoming a critical
    approach to improving care accessibility in diverse populations
    (Kearney et al., 2025).

    Studies indicate that the use of a collaborative model in providing
    mental health services could lead to increased engagement and result in
    positive symptom outcomes among minorities. Yang et al. (2024) found
    differences in treatment engagement and psychiatric outcomes among

    racial-ethnic groups receiving collaborative care for depression and
    anxiety, highlighting the need for culturally specific interventions. It is
    apparent that Hispanics can benefit greatly from telemedicine, as
    bilingual services foster a more trusting environment, increase
    adherence, and increase continuity of care. Shang et al. (2024) noted that
    telehealth services may increase healthcare accessibility for Hispanic
    populations when language and cultural responsiveness are included in
    care delivery.

    This PICO question supports evidence-based practice by looking at ways
    to reduce mental health disparities while also improving patient
    outcomes, including better symptom control and increased participation
    in treatment. The question is very relevant to PMHNP practice because
    advanced practice psychiatric nurses more often than not care for
    culturally diverse populations in outpatient clinics, community mental
    health settings, and telepsychiatry services. Understanding how
    culturally specific collaborative psychiatric care affects Hispanic adults
    with depression and anxiety may help PMHNPs develop more equitable
    and effective treatment methods. This PICO question corresponds with
    the goals of advanced practice nursing by promoting patient-centered
    care, cultural competence, interdisciplinary collaboration, and better
    psychiatric outcomes for vulnerable populations.

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    **files (2)** – ## MSNCapstoneProjec1.docx – ## TheproposedPICOTquestionis.docx **## MSNCapstoneProjec1.docx** MSN Capstone Project-DAX-DL01 Carmen Lazo Capstone Part I: PICOT Assignment **CAPSTONE: PART I Due 1/24/2026 by 11:59pm** **The PICOT will be a health issue identified at work or in the com…

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    **files (2)**

    – ## MSNCapstoneProjec1.docx

    – ## TheproposedPICOTquestionis.docx

    **## MSNCapstoneProjec1.docx**

    MSN Capstone Project-DAX-DL01 Carmen Lazo

    Capstone Part I: PICOT Assignment

    **CAPSTONE: PART I Due 1/24/2026 by 11:59pm**

    **The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not** present on the following topics:

    Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

    1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

    2. Introduction to your proposed problem:

    – Significance of the Practice Problem: Discuss the identified Practice Problem.

    -Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

    -Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

    – Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

    3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

    The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in
    **APA Essay format. do not use bullet points**.

    P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

    4. Describe the vulnerable population and setting.

    -Be specific. Discuss the impact of social determinants on health for your selected population.

    -What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population's setting. Where are they exisiting? Ex. Miami-Dade.

    -Use evidence to support the risk factors you have identified.

    5. Research should be from scholarly journals of evidence-based interventions that address the

    problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

    -Peer-reviewed research articles not older than five years (all articles must be used in your paper)

    6. Proposal

    -Propose addressing the selected health problem using an evidence-based intervention in your

    literature search to address the problem in the selected population/setting.

    -Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

    -Be sure to include a timeline for the intervention proposed.

    7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

    – Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

    -Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

    -Scholarly, peer-reviewed, and research articles cited should be within the last five years.

    -This section should be minimum 5 pages long (not including the title and reference page).

    -Use proper in-text citations with a properly formatted reference list.

    -All papers must be written in the 3rd person.

    **Rubric Grading Part I.docx**

    **## TheproposedPICOTquestionis.docx**

    The proposed PICOT question is: In hospitalized adult renal patients (P), does providing a simple nurse-led renal diet education using a one-page handout (I), compared to usual care (C), improve dietary adherence (O) over 8 weeks (T)? This question addresses a critical healthcare problem among patients with chronic kidney disease (CKD): poor adherence to dietary recommendations. CKD management requires strict dietary control; however, many patients struggle to understand and follow complex nutritional guidelines. Nutrition education has been identified as a key strategy to improve patient understanding and promote adherence to dietary regimens (Khor et al., 2023).

    Poor dietary adherence significantly impacts patient outcomes. Inadequate control of sodium, potassium, and phosphorus intake can lead to complications such as fluid overload, electrolyte imbalances, and progression of kidney disease. These complications negatively affect quality of life by increasing fatigue, symptom burden, and functional limitations. Evidence suggests that adherence to appropriate dietary patterns, including plant-based approaches, can help slow CKD progression and improve overall health outcomes (Zarantonello & Brunori, 2023).

    At the healthcare system level, non-adherence contributes to increased hospitalizations, readmissions, and healthcare costs. Patients with advanced CKD often require more frequent medical interventions when dietary guidelines are not followed. Additionally, maintaining adherence to medical nutrition therapy remains a major challenge, particularly in advanced stages of CKD, where lifestyle and behavioral factors play a significant role (Palumbo et al., 2025).

    This intervention is highly applicable in the clinical setting of Spartanburg Regional Healthcare System, where adult renal patients frequently require ongoing education. Many patients may have limited health literacy, making simplified, nurse-led education essential. Providing a one-page handout with clear instructions supports patient understanding and encourages adherence to dietary recommendations, aligning with evidence-based practice (Khor et al., 2023).

    At the community level, improving dietary adherence among renal patients can reduce complications, decrease hospital readmissions, and lower healthcare costs while enhancing quality of life. This low-cost, practical intervention empowers patients to take an active role in managing their condition and supports long-term health outcomes.

    References

    Khor, B. H., Sumida, K., Scholes-Robertson, N., Chan, M., Lambert, K., Kramer, H., … & Wang, A. Y. M. (2023, March). Nutrition education models for patients with chronic kidney disease. In Seminars in nephrology (Vol. 43, No. 2, p. 151404). WB Saunders.

    Palumbo, P., Alfano, G., Cavani, F., Giannini, R., Pulizzi, R. A., Gabriele, S., … & Donati, G. (2025). Medical Nutrition Therapy Adherence and Lifestyle in Stage 5 CKD: Challenges and Insights. Nutrients, 17(19), 3091.

    Dorothea Orem’s Self-Care Deficit Nursing Theory and the Iowa Model of Evidence-Based Practice are the most appropriate frameworks for this capstone project because both theories support patient-centered education and evidence-based clinical interventions designed to improve dietary adherence among hospitalized adult renal patients. Chronic kidney disease (CKD) requires patients to follow strict dietary restrictions, yet many individuals experience difficulty understanding and maintaining nutritional recommendations. As a result, poor adherence contributes to complications such as electrolyte imbalances, fluid overload, and disease progression. These theories provide guidance for improving patient education and implementing sustainable nursing interventions within the healthcare setting.

    Orem’s Self-Care Deficit Nursing Theory emphasizes the importance of patient participation in managing chronic conditions through self-care behaviors. This theory is highly relevant because renal patients must independently manage dietary restrictions related to sodium, potassium, phosphorus, and fluid intake after discharge. Nurses play an essential role in identifying self-care deficits and providing educational support to help patients achieve greater independence in managing their condition. The proposed intervention, consisting of a simple one-page renal diet handout combined with nurse-led education, aligns with Orem’s theory by empowering patients with knowledge and practical strategies to improve adherence and self-management (Khor et al., 2023).

    The Iowa Model of Evidence-Based Practice will also guide the implementation of this capstone project. The Iowa Model focuses on identifying clinical problems, reviewing current evidence, implementing practice changes, and evaluating outcomes to improve patient care. In this project, the identified problem is poor dietary adherence among renal patients. Evidence supports that simplified educational interventions and structured nutrition education can improve patient understanding and adherence to dietary recommendations. Angela Henson (2024) demonstrated the effectiveness of utilizing the revised Iowa Model in a hemodialysis setting to develop evidence-based nursing interventions aimed at improving patient outcomes. This framework is particularly valuable because it encourages interdisciplinary collaboration, systematic implementation, and continuous evaluation of the intervention’s effectiveness.

    These frameworks will be incorporated throughout the capstone project by guiding the educational design, implementation process, and evaluation of patient outcomes. Orem’s theory will support patient empowerment and self-care development, while the Iowa Model will provide a structured approach for translating evidence into nursing practice. Together, these theories strengthen the foundation of the project by promoting evidence-based care, improving dietary adherence, and enhancing the quality of life for renal patients.

    **References**

    Angela Henson, M. N., & ED, B. (2024). Utilizing the'Iowa model revised: Evidence-based practice'to develop an intervention for use in a hemodialysis setting.
    _Nephrology Nursing Journal_,
    _51_(2), 173-179.

    Khor, B. H., Sumida, K., Scholes-Robertson, N., Chan, M., Lambert, K., Kramer, H., Campbell, K. L., Carrero, J. J., & Wang, A. Y. M. (2023). Nutrition education models for patients with chronic kidney disease.
    _Seminars in Nephrology, 43_(2), 151404

    **## TheproposedPICOTquestionis.docx**

    The proposed PICOT question is: In hospitalized adult renal patients (P), does providing a simple nurse-led renal diet education using a one-page handout (I), compared to usual care (C), improve dietary adherence (O) over 8 weeks (T)? This question addresses a critical healthcare problem among patients with chronic kidney disease (CKD): poor adherence to dietary recommendations. CKD management requires strict dietary control; however, many patients struggle to understand and follow complex nutritional guidelines. Nutrition education has been identified as a key strategy to improve patient understanding and promote adherence to dietary regimens (Khor et al., 2023).

    Poor dietary adherence significantly impacts patient outcomes. Inadequate control of sodium, potassium, and phosphorus intake can lead to complications such as fluid overload, electrolyte imbalances, and progression of kidney disease. These complications negatively affect quality of life by increasing fatigue, symptom burden, and functional limitations. Evidence suggests that adherence to appropriate dietary patterns, including plant-based approaches, can help slow CKD progression and improve overall health outcomes (Zarantonello & Brunori, 2023).

    At the healthcare system level, non-adherence contributes to increased hospitalizations, readmissions, and healthcare costs. Patients with advanced CKD often require more frequent medical interventions when dietary guidelines are not followed. Additionally, maintaining adherence to medical nutrition therapy remains a major challenge, particularly in advanced stages of CKD, where lifestyle and behavioral factors play a significant role (Palumbo et al., 2025).

    This intervention is highly applicable in the clinical setting of Spartanburg Regional Healthcare System, where adult renal patients frequently require ongoing education. Many patients may have limited health literacy, making simplified, nurse-led education essential. Providing a one-page handout with clear instructions supports patient understanding and encourages adherence to dietary recommendations, aligning with evidence-based practice (Khor et al., 2023).

    At the community level, improving dietary adherence among renal patients can reduce complications, decrease hospital readmissions, and lower healthcare costs while enhancing quality of life. This low-cost, practical intervention empowers patients to take an active role in managing their condition and supports long-term health outcomes.

    References

    Khor, B. H., Sumida, K., Scholes-Robertson, N., Chan, M., Lambert, K., Kramer, H., … & Wang, A. Y. M. (2023, March). Nutrition education models for patients with chronic kidney disease. In Seminars in nephrology (Vol. 43, No. 2, p. 151404). WB Saunders.

    Palumbo, P., Alfano, G., Cavani, F., Giannini, R., Pulizzi, R. A., Gabriele, S., … & Donati, G. (2025). Medical Nutrition Therapy Adherence and Lifestyle in Stage 5 CKD: Challenges and Insights. Nutrients, 17(19), 3091.

    Dorothea Orem’s Self-Care Deficit Nursing Theory and the Iowa Model of Evidence-Based Practice are the most appropriate frameworks for this capstone project because both theories support patient-centered education and evidence-based clinical interventions designed to improve dietary adherence among hospitalized adult renal patients. Chronic kidney disease (CKD) requires patients to follow strict dietary restrictions, yet many individuals experience difficulty understanding and maintaining nutritional recommendations. As a result, poor adherence contributes to complications such as electrolyte imbalances, fluid overload, and disease progression. These theories provide guidance for improving patient education and implementing sustainable nursing interventions within the healthcare setting.

    Orem’s Self-Care Deficit Nursing Theory emphasizes the importance of patient participation in managing chronic conditions through self-care behaviors. This theory is highly relevant because renal patients must independently manage dietary restrictions related to sodium, potassium, phosphorus, and fluid intake after discharge. Nurses play an essential role in identifying self-care deficits and providing educational support to help patients achieve greater independence in managing their condition. The proposed intervention, consisting of a simple one-page renal diet handout combined with nurse-led education, aligns with Orem’s theory by empowering patients with knowledge and practical strategies to improve adherence and self-management (Khor et al., 2023).

    The Iowa Model of Evidence-Based Practice will also guide the implementation of this capstone project. The Iowa Model focuses on identifying clinical problems, reviewing current evidence, implementing practice changes, and evaluating outcomes to improve patient care. In this project, the identified problem is poor dietary adherence among renal patients. Evidence supports that simplified educational interventions and structured nutrition education can improve patient understanding and adherence to dietary recommendations. Angela Henson (2024) demonstrated the effectiveness of utilizing the revised Iowa Model in a hemodialysis setting to develop evidence-based nursing interventions aimed at improving patient outcomes. This framework is particularly valuable because it encourages interdisciplinary collaboration, systematic implementation, and continuous evaluation of the intervention’s effectiveness.

    These frameworks will be incorporated throughout the capstone project by guiding the educational design, implementation process, and evaluation of patient outcomes. Orem’s theory will support patient empowerment and self-care development, while the Iowa Model will provide a structured approach for translating evidence into nursing practice. Together, these theories strengthen the foundation of the project by promoting evidence-based care, improving dietary adherence, and enhancing the quality of life for renal patients.

    **References**

    Angela Henson, M. N., & ED, B. (2024). Utilizing the'Iowa model revised: Evidence-based practice'to develop an intervention for use in a hemodialysis setting.
    _Nephrology Nursing Journal_,
    _51_(2), 173-179.

    Khor, B. H., Sumida, K., Scholes-Robertson, N., Chan, M., Lambert, K., Kramer, H., Campbell, K. L., Carrero, J. J., & Wang, A. Y. M. (2023). Nutrition education models for patients with chronic kidney disease.
    _Seminars in Nephrology, 43_(2), 151404

    **## MSNCapstoneProjec1.docx**

    MSN Capstone Project-DAX-DL01 Carmen Lazo

    Capstone Part I: PICOT Assignment

    **CAPSTONE: PART I Due 1/24/2026 by 11:59pm**

    **The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not** present on the following topics:

    Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

    1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

    2. Introduction to your proposed problem:

    – Significance of the Practice Problem: Discuss the identified Practice Problem.

    -Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

    -Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

    – Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

    3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

    The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in
    **APA Essay format. do not use bullet points**.

    P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

    4. Describe the vulnerable population and setting.

    -Be specific. Discuss the impact of social determinants on health for your selected population.

    -What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population's setting. Where are they exisiting? Ex. Miami-Dade.

    -Use evidence to support the risk factors you have identified.

    5. Research should be from scholarly journals of evidence-based interventions that address the

    problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

    -Peer-reviewed research articles not older than five years (all articles must be used in your paper)

    6. Proposal

    -Propose addressing the selected health problem using an evidence-based intervention in your

    literature search to address the problem in the selected population/setting.

    -Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

    -Be sure to include a timeline for the intervention proposed.

    7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

    – Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

    -Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

    -Scholarly, peer-reviewed, and research articles cited should be within the last five years.

    -This section should be minimum 5 pages long (not including the title and reference page).

    -Use proper in-text citations with a properly formatted reference list.

    -All papers must be written in the 3rd person.

    **Rubric Grading Part I.docx**

    **## TheproposedPICOTquestionis.docx**

    The proposed PICOT question is: In hospitalized adult renal patients (P), does providing a simple nurse-led renal diet education using a one-page handout (I), compared to usual care (C), improve dietary adherence (O) over 8 weeks (T)? This question addresses a critical healthcare problem among patients with chronic kidney disease (CKD): poor adherence to dietary recommendations. CKD management requires strict dietary control; however, many patients struggle to understand and follow complex nutritional guidelines. Nutrition education has been identified as a key strategy to improve patient understanding and promote adherence to dietary regimens (Khor et al., 2023).

    Poor dietary adherence significantly impacts patient outcomes. Inadequate control of sodium, potassium, and phosphorus intake can lead to complications such as fluid overload, electrolyte imbalances, and progression of kidney disease. These complications negatively affect quality of life by increasing fatigue, symptom burden, and functional limitations. Evidence suggests that adherence to appropriate dietary patterns, including plant-based approaches, can help slow CKD progression and improve overall health outcomes (Zarantonello & Brunori, 2023).

    At the healthcare system level, non-adherence contributes to increased hospitalizations, readmissions, and healthcare costs. Patients with advanced CKD often require more frequent medical interventions when dietary guidelines are not followed. Additionally, maintaining adherence to medical nutrition therapy remains a major challenge, particularly in advanced stages of CKD, where lifestyle and behavioral factors play a significant role (Palumbo et al., 2025).

    This intervention is highly applicable in the clinical setting of Spartanburg Regional Healthcare System, where adult renal patients frequently require ongoing education. Many patients may have limited health literacy, making simplified, nurse-led education essential. Providing a one-page handout with clear instructions supports patient understanding and encourages adherence to dietary recommendations, aligning with evidence-based practice (Khor et al., 2023).

    At the community level, improving dietary adherence among renal patients can reduce complications, decrease hospital readmissions, and lower healthcare costs while enhancing quality of life. This low-cost, practical intervention empowers patients to take an active role in managing their condition and supports long-term health outcomes.

    References

    Khor, B. H., Sumida, K., Scholes-Robertson, N., Chan, M., Lambert, K., Kramer, H., … & Wang, A. Y. M. (2023, March). Nutrition education models for patients with chronic kidney disease. In Seminars in nephrology (Vol. 43, No. 2, p. 151404). WB Saunders.

    Palumbo, P., Alfano, G., Cavani, F., Giannini, R., Pulizzi, R. A., Gabriele, S., … & Donati, G. (2025). Medical Nutrition Therapy Adherence and Lifestyle in Stage 5 CKD: Challenges and Insights. Nutrients, 17(19), 3091.

    Dorothea Orem’s Self-Care Deficit Nursing Theory and the Iowa Model of Evidence-Based Practice are the most appropriate frameworks for this capstone project because both theories support patient-centered education and evidence-based clinical interventions designed to improve dietary adherence among hospitalized adult renal patients. Chronic kidney disease (CKD) requires patients to follow strict dietary restrictions, yet many individuals experience difficulty understanding and maintaining nutritional recommendations. As a result, poor adherence contributes to complications such as electrolyte imbalances, fluid overload, and disease progression. These theories provide guidance for improving patient education and implementing sustainable nursing interventions within the healthcare setting.

    Orem’s Self-Care Deficit Nursing Theory emphasizes the importance of patient participation in managing chronic conditions through self-care behaviors. This theory is highly relevant because renal patients must independently manage dietary restrictions related to sodium, potassium, phosphorus, and fluid intake after discharge. Nurses play an essential role in identifying self-care deficits and providing educational support to help patients achieve greater independence in managing their condition. The proposed intervention, consisting of a simple one-page renal diet handout combined with nurse-led education, aligns with Orem’s theory by empowering patients with knowledge and practical strategies to improve adherence and self-management (Khor et al., 2023).

    The Iowa Model of Evidence-Based Practice will also guide the implementation of this capstone project. The Iowa Model focuses on identifying clinical problems, reviewing current evidence, implementing practice changes, and evaluating outcomes to improve patient care. In this project, the identified problem is poor dietary adherence among renal patients. Evidence supports that simplified educational interventions and structured nutrition education can improve patient understanding and adherence to dietary recommendations. Angela Henson (2024) demonstrated the effectiveness of utilizing the revised Iowa Model in a hemodialysis setting to develop evidence-based nursing interventions aimed at improving patient outcomes. This framework is particularly valuable because it encourages interdisciplinary collaboration, systematic implementation, and continuous evaluation of the intervention’s effectiveness.

    These frameworks will be incorporated throughout the capstone project by guiding the educational design, implementation process, and evaluation of patient outcomes. Orem’s theory will support patient empowerment and self-care development, while the Iowa Model will provide a structured approach for translating evidence into nursing practice. Together, these theories strengthen the foundation of the project by promoting evidence-based care, improving dietary adherence, and enhancing the quality of life for renal patients.

    **References**

    Angela Henson, M. N., & ED, B. (2024). Utilizing the'Iowa model revised: Evidence-based practice'to develop an intervention for use in a hemodialysis setting.
    _Nephrology Nursing Journal_,
    _51_(2), 173-179.

    Khor, B. H., Sumida, K., Scholes-Robertson, N., Chan, M., Lambert, K., Kramer, H., Campbell, K. L., Carrero, J. J., & Wang, A. Y. M. (2023). Nutrition education models for patients with chronic kidney disease.
    _Seminars in Nephrology, 43_(2), 151404

    **## MSNCapstoneProjec1.docx**

    MSN Capstone Project-DAX-DL01 Carmen Lazo

    Capstone Part I: PICOT Assignment

    **CAPSTONE: PART I Due 1/24/2026 by 11:59pm**

    **The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not** present on the following topics:

    Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

    1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

    2. Introduction to your proposed problem:

    – Significance of the Practice Problem: Discuss the identified Practice Problem.

    -Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

    -Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

    – Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

    3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

    The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in
    **APA Essay format. do not use bullet points**.

    P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

    4. Describe the vulnerable population and setting.

    -Be specific. Discuss the impact of social determinants on health for your selected population.

    -What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population's setting. Where are they exisiting? Ex. Miami-Dade.

    -Use evidence to support the risk factors you have identified.

    5. Research should be from scholarly journals of evidence-based interventions that address the

    problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

    -Peer-reviewed research articles not older than five years (all articles must be used in your paper)

    6. Proposal

    -Propose addressing the selected health problem using an evidence-based intervention in your

    literature search to address the problem in the selected population/setting.

    -Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

    -Be sure to include a timeline for the intervention proposed.

    7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

    – Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

    -Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

    -Scholarly, peer-reviewed, and research articles cited should be within the last five years.

    -This section should be minimum 5 pages long (not including the title and reference page).

    -Use proper in-text citations with a properly formatted reference list.

    -All papers must be written in the 3rd person.

    **Rubric Grading Part I.docx**

    **## TheproposedPICOTquestionis.docx**

    The proposed PICOT question is: In hospitalized adult renal patients (P), does providing a simple nurse-led renal diet education using a one-page handout (I), compared to usual care (C), improve dietary adherence (O) over 8 weeks (T)? This question addresses a critical healthcare problem among patients with chronic kidney disease (CKD): poor adherence to dietary recommendations. CKD management requires strict dietary control; however, many patients struggle to understand and follow complex nutritional guidelines. Nutrition education has been identified as a key strategy to improve patient understanding and promote adherence to dietary regimens (Khor et al., 2023).

    Poor dietary adherence significantly impacts patient outcomes. Inadequate control of sodium, potassium, and phosphorus intake can lead to complications such as fluid overload, electrolyte imbalances, and progression of kidney disease. These complications negatively affect quality of life by increasing fatigue, symptom burden, and functional limitations. Evidence suggests that adherence to appropriate dietary patterns, including plant-based approaches, can help slow CKD progression and improve overall health outcomes (Zarantonello & Brunori, 2023).

    At the healthcare system level, non-adherence contributes to increased hospitalizations, readmissions, and healthcare costs. Patients with advanced CKD often require more frequent medical interventions when dietary guidelines are not followed. Additionally, maintaining adherence to medical nutrition therapy remains a major challenge, particularly in advanced stages of CKD, where lifestyle and behavioral factors play a significant role (Palumbo et al., 2025).

    This intervention is highly applicable in the clinical setting of Spartanburg Regional Healthcare System, where adult renal patients frequently require ongoing education. Many patients may have limited health literacy, making simplified, nurse-led education essential. Providing a one-page handout with clear instructions supports patient understanding and encourages adherence to dietary recommendations, aligning with evidence-based practice (Khor et al., 2023).

    At the community level, improving dietary adherence among renal patients can reduce complications, decrease hospital readmissions, and lower healthcare costs while enhancing quality of life. This low-cost, practical intervention empowers patients to take an active role in managing their condition and supports long-term health outcomes.

    References

    Khor, B. H., Sumida, K., Scholes-Robertson, N., Chan, M., Lambert, K., Kramer, H., … & Wang, A. Y. M. (2023, March). Nutrition education models for patients with chronic kidney disease. In Seminars in nephrology (Vol. 43, No. 2, p. 151404). WB Saunders.

    Palumbo, P., Alfano, G., Cavani, F., Giannini, R., Pulizzi, R. A., Gabriele, S., … & Donati, G. (2025). Medical Nutrition Therapy Adherence and Lifestyle in Stage 5 CKD: Challenges and Insights. Nutrients, 17(19), 3091.

    Dorothea Orem’s Self-Care Deficit Nursing Theory and the Iowa Model of Evidence-Based Practice are the most appropriate frameworks for this capstone project because both theories support patient-centered education and evidence-based clinical interventions designed to improve dietary adherence among hospitalized adult renal patients. Chronic kidney disease (CKD) requires patients to follow strict dietary restrictions, yet many individuals experience difficulty understanding and maintaining nutritional recommendations. As a result, poor adherence contributes to complications such as electrolyte imbalances, fluid overload, and disease progression. These theories provide guidance for improving patient education and implementing sustainable nursing interventions within the healthcare setting.

    Orem’s Self-Care Deficit Nursing Theory emphasizes the importance of patient participation in managing chronic conditions through self-care behaviors. This theory is highly relevant because renal patients must independently manage dietary restrictions related to sodium, potassium, phosphorus, and fluid intake after discharge. Nurses play an essential role in identifying self-care deficits and providing educational support to help patients achieve greater independence in managing their condition. The proposed intervention, consisting of a simple one-page renal diet handout combined with nurse-led education, aligns with Orem’s theory by empowering patients with knowledge and practical strategies to improve adherence and self-management (Khor et al., 2023).

    The Iowa Model of Evidence-Based Practice will also guide the implementation of this capstone project. The Iowa Model focuses on identifying clinical problems, reviewing current evidence, implementing practice changes, and evaluating outcomes to improve patient care. In this project, the identified problem is poor dietary adherence among renal patients. Evidence supports that simplified educational interventions and structured nutrition education can improve patient understanding and adherence to dietary recommendations. Angela Henson (2024) demonstrated the effectiveness of utilizing the revised Iowa Model in a hemodialysis setting to develop evidence-based nursing interventions aimed at improving patient outcomes. This framework is particularly valuable because it encourages interdisciplinary collaboration, systematic implementation, and continuous evaluation of the intervention’s effectiveness.

    These frameworks will be incorporated throughout the capstone project by guiding the educational design, implementation process, and evaluation of patient outcomes. Orem’s theory will support patient empowerment and self-care development, while the Iowa Model will provide a structured approach for translating evidence into nursing practice. Together, these theories strengthen the foundation of the project by promoting evidence-based care, improving dietary adherence, and enhancing the quality of life for renal patients.

    **References**

    Angela Henson, M. N., & ED, B. (2024). Utilizing the'Iowa model revised: Evidence-based practice'to develop an intervention for use in a hemodialysis setting.
    _Nephrology Nursing Journal_,
    _51_(2), 173-179.

    Khor, B. H., Sumida, K., Scholes-Robertson, N., Chan, M., Lambert, K., Kramer, H., Campbell, K. L., Carrero, J. J., & Wang, A. Y. M. (2023). Nutrition education models for patients with chronic kidney disease.
    _Seminars in Nephrology, 43_(2), 151404

  • [Solved] 2 Discussion

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    Reflect on the quality health indicators that impact the care of diverse ethnic and cultural populations. Select one possible trend (it would be appropriate to discuss the area of focus you are using for your assignments and final project here) based upon the increasingly diverse population in the U…

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    Reflect on the quality health indicators that impact the care of diverse ethnic and cultural populations. Select one possible trend (it would be appropriate to discuss the area of focus you are using for your assignments and final project here) based upon the increasingly diverse population in the United States.  You may review Healthy People 2000, 2010, and 2020 to understand how health and illness trends have changed over the last 20 years.  Take your selected topic and provide at least three health and illness recommendations to improve the health of the nation by 2030. Include as part of your discussion how Health Care Reform has influenced health care. Based upon your experiences and proposed future strategies, how will you participate in shaping health policy to deliver equitable individual and population resources as a member of a multidisciplinary health care team?

    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

  • [Solved] Health Information System Evaluation Tool Creation

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    **Health Information System Evaluation Tool Creation Module3** **files (2)** – ## Module3Assignment-QUESTION.docx – ## Module3Assignment-RUBRIC.docx **## Module3Assignment-QUESTION.docx** **Health Information System Evaluation Tool Creation** Write a 2500-word essay addressing each of the following …

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    **Health Information System Evaluation Tool Creation Module3**

    **files (2)**

    – ## Module3Assignment-QUESTION.docx

    – ## Module3Assignment-RUBRIC.docx

    **## Module3Assignment-QUESTION.docx**

    **Health Information System Evaluation Tool Creation**

    Write a 2500-word essay addressing each of the following points. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least four (4) sources in your essay. Make sure to reference the citations using the APA writing style for the essay.
    **The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.**

    Place yourself on the healthcare administration team as a DNP leader. As part of the executive team, you are evaluating electronic health record systems for the organization. A tool in the form of a rubric with evaluation criteria and a grading system is needed for each team member to provide input on each electronic health record system that is being considered.

    **Create an evaluation tool rubric containing at least five criteria.**

    **Follow the rubric with a paper that provides the rationale for each criterion you chose to include.**

    **Your assignment should contain:**

    1.
    **the evaluation tool rubric you create,**

    2.
    **an introduction to the tool,**

    3.
    **the rationale for each component of the rubric,**

    4.
    **and a conclusion.**

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

    3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

    **The following specifications are required for this assignment:**

    ·
    **Length:** **2500 words**

    ·
    **Structure:** Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.

    ·
    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least FOUR (4) scholarly sources to support your claims.

    **References:**

    Use appropriate APA-style in-text citations and references for all resources used to answer the questions.
    **Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
    **from**
    **2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    **Learning Materials**

    **Required Resources**

    McGonigle, D., & Mastrian, K. (2021).
    _Nursing informatics and the foundation of knowledge_(5th ed.). Jones and Bartlett. ISBN:9781284220469. Read chapters 2 &14.

    **Additional resources**

    Pendyala, S. K. (2024). Healthcare data analytics: Leveraging predictive analytics for improved patient outcomes.
    _International Journal of Computer Engineering and Technology (Ijcet)_,
    _15_(6), 548-565.
    [https://doi.org/10.5281/zenodo.14197001](https://doi.org/10.5281/zenodo.14197001)

    Huarng, K.H, Hui-Kuang Yu, T., & Lee, C. F. (2022). Adoption model of healthcare wearable devices.
    _Technological Forecasting and Social Change, 174_.
    [https://www.sciencedirect.com/science/article/abs/pii/S0040162521007204?via%3Dihub](https://www.sciencedirect.com/science/article/abs/pii/S0040162521007204?via%3Dihub)

    Agency for Healthcare Research and Quality. (2019, August).
    _Health Information Technology Integration._ [https://www.ahrq.gov/ncepcr/tools/health-it/index.html](https://www.ahrq.gov/ncepcr/tools/health-it/index.html)

    Adeniyi, A. O., Arowoogun, J. O., Chidi, R., Okolo, C. A., & Babawarun, O. (2024). The impact of electronic health records on patient care and outcomes: A comprehensive review.World Journal of Advanced Research and Reviews, 21(2), 1446-1455.
    [https://doi.org/10.30574/wjarr.2024.21.2.0592](https://doi.org/10.30574/wjarr.2024.21.2.0592)

    **## Module3Assignment-RUBRIC.docx**

    5/7/26, 8:22 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate Formal Research Paper Rubric v1

    Course: DNP865 Sect1 Healthcare Technologies and Informatics

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Introduction/Th

    esis Weight:

    %

    10

    / 10

    0

    points

    Weak or no intro

    –

    duction of topic.

    Purpose is

    unclear/thesis is

    weak or missing.

    7

    points

    Basic introduction

    that states topic but

    lacks interest. Thesis

    is somewhat clear

    and arguable.

    8

    points

    Proficient introduc

    –

    tion that is interest

    –

    ing and states topic.

    Thesis is clear and

    arguable statement

    of position.

    points

    10

    Exceptional intro

    –

    duction that grabs

    interest of reader

    and states topic;

    Thesis is exception

    –

    ally clear, arguable,

    well-developed, and

    a definitive

    statement.

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
    | Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
    | Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

    Total

    / 100

    APA Format

    Weight: 10%

    / 10

    0

    points

    APA format and

    style are not

    evident.

    7

    points

    Missing APA ele

    –

    ments; in-text cita

    –

    tions, where neces

    –

    sary, are used but

    formatted inaccu

    –

    rately and not

    referenced.

    8

    points

    All key elements of

    an APA title page

    are present; In-text

    citations and a ref

    –

    erence page are

    present with few

    format errors.

    Mechanics of writ

    –

    ing are reflective of

    APA style.

    points

    10

    A broad understand

    –

    ing of APA format

    and style is evident.

    Accurate citations

    and references are

    presented. No APA

    errors are evident.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/5

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335761/View 1/5

    **## Module3Assignment-RUBRIC.docx**

    5/7/26, 8:22 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate Formal Research Paper Rubric v1

    Course: DNP865 Sect1 Healthcare Technologies and Informatics

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Introduction/Th

    esis Weight:

    %

    10

    / 10

    0

    points

    Weak or no intro

    –

    duction of topic.

    Purpose is

    unclear/thesis is

    weak or missing.

    7

    points

    Basic introduction

    that states topic but

    lacks interest. Thesis

    is somewhat clear

    and arguable.

    8

    points

    Proficient introduc

    –

    tion that is interest

    –

    ing and states topic.

    Thesis is clear and

    arguable statement

    of position.

    points

    10

    Exceptional intro

    –

    duction that grabs

    interest of reader

    and states topic;

    Thesis is exception

    –

    ally clear, arguable,

    well-developed, and

    a definitive

    statement.

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
    | Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
    | Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

    Total

    / 100

    APA Format

    Weight: 10%

    / 10

    0

    points

    APA format and

    style are not

    evident.

    7

    points

    Missing APA ele

    –

    ments; in-text cita

    –

    tions, where neces

    –

    sary, are used but

    formatted inaccu

    –

    rately and not

    referenced.

    8

    points

    All key elements of

    an APA title page

    are present; In-text

    citations and a ref

    –

    erence page are

    present with few

    format errors.

    Mechanics of writ

    –

    ing are reflective of

    APA style.

    points

    10

    A broad understand

    –

    ing of APA format

    and style is evident.

    Accurate citations

    and references are

    presented. No APA

    errors are evident.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/5

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335761/View 1/5

    **## Module3Assignment-QUESTION.docx**

    **Health Information System Evaluation Tool Creation**

    Write a 2500-word essay addressing each of the following points. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least four (4) sources in your essay. Make sure to reference the citations using the APA writing style for the essay.
    **The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.**

    Place yourself on the healthcare administration team as a DNP leader. As part of the executive team, you are evaluating electronic health record systems for the organization. A tool in the form of a rubric with evaluation criteria and a grading system is needed for each team member to provide input on each electronic health record system that is being considered.

    **Create an evaluation tool rubric containing at least five criteria.**

    **Follow the rubric with a paper that provides the rationale for each criterion you chose to include.**

    **Your assignment should contain:**

    1.
    **the evaluation tool rubric you create,**

    2.
    **an introduction to the tool,**

    3.
    **the rationale for each component of the rubric,**

    4.
    **and a conclusion.**

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

    3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

    **The following specifications are required for this assignment:**

    ·
    **Length:** **2500 words**

    ·
    **Structure:** Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.

    ·
    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least FOUR (4) scholarly sources to support your claims.

    **References:**

    Use appropriate APA-style in-text citations and references for all resources used to answer the questions.
    **Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
    **from**
    **2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    **Learning Materials**

    **Required Resources**

    McGonigle, D., & Mastrian, K. (2021).
    _Nursing informatics and the foundation of knowledge_(5th ed.). Jones and Bartlett. ISBN:9781284220469. Read chapters 2 &14.

    **Additional resources**

    Pendyala, S. K. (2024). Healthcare data analytics: Leveraging predictive analytics for improved patient outcomes.
    _International Journal of Computer Engineering and Technology (Ijcet)_,
    _15_(6), 548-565.
    [https://doi.org/10.5281/zenodo.14197001](https://doi.org/10.5281/zenodo.14197001)

    Huarng, K.H, Hui-Kuang Yu, T., & Lee, C. F. (2022). Adoption model of healthcare wearable devices.
    _Technological Forecasting and Social Change, 174_.
    [https://www.sciencedirect.com/science/article/abs/pii/S0040162521007204?via%3Dihub](https://www.sciencedirect.com/science/article/abs/pii/S0040162521007204?via%3Dihub)

    Agency for Healthcare Research and Quality. (2019, August).
    _Health Information Technology Integration._ [https://www.ahrq.gov/ncepcr/tools/health-it/index.html](https://www.ahrq.gov/ncepcr/tools/health-it/index.html)

    Adeniyi, A. O., Arowoogun, J. O., Chidi, R., Okolo, C. A., & Babawarun, O. (2024). The impact of electronic health records on patient care and outcomes: A comprehensive review.World Journal of Advanced Research and Reviews, 21(2), 1446-1455.
    [https://doi.org/10.30574/wjarr.2024.21.2.0592](https://doi.org/10.30574/wjarr.2024.21.2.0592)

    **## Module3Assignment-RUBRIC.docx**

    5/7/26, 8:22 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate Formal Research Paper Rubric v1

    Course: DNP865 Sect1 Healthcare Technologies and Informatics

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Introduction/Th

    esis Weight:

    %

    10

    / 10

    0

    points

    Weak or no intro

    –

    duction of topic.

    Purpose is

    unclear/thesis is

    weak or missing.

    7

    points

    Basic introduction

    that states topic but

    lacks interest. Thesis

    is somewhat clear

    and arguable.

    8

    points

    Proficient introduc

    –

    tion that is interest

    –

    ing and states topic.

    Thesis is clear and

    arguable statement

    of position.

    points

    10

    Exceptional intro

    –

    duction that grabs

    interest of reader

    and states topic;

    Thesis is exception

    –

    ally clear, arguable,

    well-developed, and

    a definitive

    statement.

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
    | Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
    | Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

    Total

    / 100

    APA Format

    Weight: 10%

    / 10

    0

    points

    APA format and

    style are not

    evident.

    7

    points

    Missing APA ele

    –

    ments; in-text cita

    –

    tions, where neces

    –

    sary, are used but

    formatted inaccu

    –

    rately and not

    referenced.

    8

    points

    All key elements of

    an APA title page

    are present; In-text

    citations and a ref

    –

    erence page are

    present with few

    format errors.

    Mechanics of writ

    –

    ing are reflective of

    APA style.

    points

    10

    A broad understand

    –

    ing of APA format

    and style is evident.

    Accurate citations

    and references are

    presented. No APA

    errors are evident.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/5

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335761/View 1/5

    **## Module3Assignment-QUESTION.docx**

    **Health Information System Evaluation Tool Creation**

    Write a 2500-word essay addressing each of the following points. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least four (4) sources in your essay. Make sure to reference the citations using the APA writing style for the essay.
    **The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.**

    Place yourself on the healthcare administration team as a DNP leader. As part of the executive team, you are evaluating electronic health record systems for the organization. A tool in the form of a rubric with evaluation criteria and a grading system is needed for each team member to provide input on each electronic health record system that is being considered.

    **Create an evaluation tool rubric containing at least five criteria.**

    **Follow the rubric with a paper that provides the rationale for each criterion you chose to include.**

    **Your assignment should contain:**

    1.
    **the evaluation tool rubric you create,**

    2.
    **an introduction to the tool,**

    3.
    **the rationale for each component of the rubric,**

    4.
    **and a conclusion.**

    **Start by reading and following these instructions:**

    1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

    2. Consider the discussion and the any insights you gained from it.

    3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

    4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

    **The following specifications are required for this assignment:**

    ·
    **Length:** **2500 words**

    ·
    **Structure:** Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.

    ·
    **References:** Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least FOUR (4) scholarly sources to support your claims.

    **References:**

    Use appropriate APA-style in-text citations and references for all resources used to answer the questions.
    **Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY.** Scholarly articles
    **from**
    **2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric.** **Please use North American peer-reviewed journals ONLY.DO NOT use any European Journal.**

    **Learning Materials**

    **Required Resources**

    McGonigle, D., & Mastrian, K. (2021).
    _Nursing informatics and the foundation of knowledge_(5th ed.). Jones and Bartlett. ISBN:9781284220469. Read chapters 2 &14.

    **Additional resources**

    Pendyala, S. K. (2024). Healthcare data analytics: Leveraging predictive analytics for improved patient outcomes.
    _International Journal of Computer Engineering and Technology (Ijcet)_,
    _15_(6), 548-565.
    [https://doi.org/10.5281/zenodo.14197001](https://doi.org/10.5281/zenodo.14197001)

    Huarng, K.H, Hui-Kuang Yu, T., & Lee, C. F. (2022). Adoption model of healthcare wearable devices.
    _Technological Forecasting and Social Change, 174_.
    [https://www.sciencedirect.com/science/article/abs/pii/S0040162521007204?via%3Dihub](https://www.sciencedirect.com/science/article/abs/pii/S0040162521007204?via%3Dihub)

    Agency for Healthcare Research and Quality. (2019, August).
    _Health Information Technology Integration._ [https://www.ahrq.gov/ncepcr/tools/health-it/index.html](https://www.ahrq.gov/ncepcr/tools/health-it/index.html)

    Adeniyi, A. O., Arowoogun, J. O., Chidi, R., Okolo, C. A., & Babawarun, O. (2024). The impact of electronic health records on patient care and outcomes: A comprehensive review.World Journal of Advanced Research and Reviews, 21(2), 1446-1455.
    [https://doi.org/10.30574/wjarr.2024.21.2.0592](https://doi.org/10.30574/wjarr.2024.21.2.0592)

    **## Module3Assignment-RUBRIC.docx**

    5/7/26, 8:22 PM Preview Rubric: Graduate Formal Research Paper Rubric v1 – DNP865 Sect1 Healthcare Technologies and Informatics – Aspen University Classroom

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Graduate Formal Research Paper Rubric v1

    Course: DNP865 Sect1 Healthcare Technologies and Informatics

    Criteria

    **Does Not Meet 0%**

    **Approaches 70%**

    **Meets 80%**

    **Exceeds 100%**

    **Criterion Score**

    Introduction/Th

    esis Weight:

    %

    10

    / 10

    0

    points

    Weak or no intro

    –

    duction of topic.

    Purpose is

    unclear/thesis is

    weak or missing.

    7

    points

    Basic introduction

    that states topic but

    lacks interest. Thesis

    is somewhat clear

    and arguable.

    8

    points

    Proficient introduc

    –

    tion that is interest

    –

    ing and states topic.

    Thesis is clear and

    arguable statement

    of position.

    points

    10

    Exceptional intro

    –

    duction that grabs

    interest of reader

    and states topic;

    Thesis is exception

    –

    ally clear, arguable,

    well-developed, and

    a definitive

    statement.

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Information or<br>Evidence<br>Weight: 25% | 0 points<br>Information has little or nothing to do with the thesis. Information has weak or no connection to the thesis. | 17.5 points<br>Information relates to the main topic, but few details and/or examples are given. Indicates a limited variety of sources. | 20 points<br>Information relates to the main topic. Paper is researched in sufficient detail and from a variety of sources. All necessary content is included. | 25 points<br>Paper is exceptionally researched, extremely detailed, and accurate. Information clearly relates to the thesis. Appropriate content is covered in depth without being redundant. | / 25 |
    | Support of<br>Thesis/Analysis<br>Weight: 20% | 0 points<br>Limited or no connections made between evidence and thesis. Lacks analysis. | 14 points<br>Some connections have been made between evidence and thesis, though they may be tenuous. Minimal analysis is evident, but may not provide needed support for thesis. | 16 points<br>Consistent connections made between evidence and thesis. Analysis sufficiently supports thesis. | 20 points<br>Exceptionally critical, relevant, and consistent connections made between evidence and thesis. Excellent analysis is evident. | / 20 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Organization/<br>Development of Thesis Weight:<br>15% | 0 points<br>Lacks development of ideas with weak or no transitions between and within paragraphs. | 10.5 points<br>Somewhat clear development, though perhaps illogical, with basic transitions between and within paragraphs. | 12 points<br>Clear and logical order that supports thesis with appropriate transitions between and within paragraphs. | 15 points<br>Exceptionally clear, logical, mature, and thorough development of thesis with excellent transitions between and within paragraphs. | / 15 |
    | Conclusion<br>Weight: 5% | 0 points<br>Lacks a summary of topic. Conclusions missing or irrelevant. | 3.5 points<br>Basic summary of topic without final concluding ideas. Inappropriately introduces new information. | 4 points<br>Good summary of<br>topic with credible concluding ideas. Introduces no new information. | 5 points<br>Excellent summary of topic with succinct and precise concluding ideas that impact reader. | / 5 |

    | | | | | | |
    | — | — | — | — | — | — |
    | Quality of<br>Written<br>Communication<br>Weight: 15% | 0 points<br>Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning. | 10.5 points<br>Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd.<br>Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present. | 12 points<br>Style and voice are appropriate to the given audience and purpose. Word<br>choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | 15 points<br>Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. | / 15 |

    Total

    / 100

    APA Format

    Weight: 10%

    / 10

    0

    points

    APA format and

    style are not

    evident.

    7

    points

    Missing APA ele

    –

    ments; in-text cita

    –

    tions, where neces

    –

    sary, are used but

    formatted inaccu

    –

    rately and not

    referenced.

    8

    points

    All key elements of

    an APA title page

    are present; In-text

    citations and a ref

    –

    erence page are

    present with few

    format errors.

    Mechanics of writ

    –

    ing are reflective of

    APA style.

    points

    10

    A broad understand

    –

    ing of APA format

    and style is evident.

    Accurate citations

    and references are

    presented. No APA

    errors are evident.

    **Overall Score**

    **Level 1**

    0

    points minimum

    **Level 2**

    70

    points minimum

    **Level 3**

    80

    points minimum

    **Level 4**

    100

    points minimum

    1/5

    https://classroom.aspen.edu/d2l/le/content/119358/viewContent/6335761/View 1/5

  • [Solved] Credible source

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **files (1)** – ## Discussion3.docx **## Discussion3.docx** **Must be less than 10% AI detectable on Turnitin. No plagiarism-must be original writing,due by 5/20/26 5PM Eastern time. Must be at least 300 words.** Answer the following question: You will find a source (an article, blog post, or web pa…

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    **files (1)**

    – ## Discussion3.docx

    **## Discussion3.docx**

    **Must be less than 10% AI detectable on Turnitin. No plagiarism-must be original writing,due by 5/20/26 5PM Eastern time. Must be at least 300 words.**

    Answer the following question:

    You will find a source (an article, blog post, or web page) related to a topic that you are interested in. You will summarize the source for your classmates and then evaluate the source by answering the following:

    · Pick three criteria from the list below and evaluate how the source you picked measures up in a well-developed post that cites evidence to prove your stance.

    · Credibility

    · Relevancy

    · Currency

    · Accuracy

    · Reasonability

    · Reliability

    · Objectivity

    · Reflect on how using or citing this source would impact your own credibility as a writer. For example, would this source be used in a college paper or professional communication? Why or why not?

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

    **## Discussion3.docx**

    **Must be less than 10% AI detectable on Turnitin. No plagiarism-must be original writing,due by 5/20/26 5PM Eastern time. Must be at least 300 words.**

    Answer the following question:

    You will find a source (an article, blog post, or web page) related to a topic that you are interested in. You will summarize the source for your classmates and then evaluate the source by answering the following:

    · Pick three criteria from the list below and evaluate how the source you picked measures up in a well-developed post that cites evidence to prove your stance.

    · Credibility

    · Relevancy

    · Currency

    · Accuracy

    · Reasonability

    · Reliability

    · Objectivity

    · Reflect on how using or citing this source would impact your own credibility as a writer. For example, would this source be used in a college paper or professional communication? Why or why not?

    **Please be sure to validate your opinions and ideas with citations and references in APA format.**

  • [Solved] Nursing ASSIGNMENT 1

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    **files (1)** – ## QIAsignment1Inst.docx **## QIAsignment1Inst.docx** **_Assignment 1_** Critique the article by Rashid et al. located in [Module 1: Lecture Materials & Resources](https://stu.instructure.com/courses/53912/pages/module-1-lecture-materials-and-resources). Focus on the process of inter…

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    **files (1)**

    – ## QIAsignment1Inst.docx

    **## QIAsignment1Inst.docx**

    **_Assignment 1_**

    Critique the article by Rashid et al. located in
    [Module 1: Lecture Materials & Resources](https://stu.instructure.com/courses/53912/pages/module-1-lecture-materials-and-resources). Focus on the process of intervention research and application to evidence-based practice. Discuss strategies to implement the findings to improve quality outcomes in practice.

    **Submission Instructions:**

    · The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The paper should be formatted per current APA and 3-5 pages in length, excluding the title, abstract and references page. Incorporate a minimum of 5 current (published within last five years)
    _scholarly journal articles_ or
    _primary legal sources_(statutes, court opinions) within your work.

    · This assignment will be assessed through Turnitin.

    **## QIAsignment1Inst.docx**

    **_Assignment 1_**

    Critique the article by Rashid et al. located in
    [Module 1: Lecture Materials & Resources](https://stu.instructure.com/courses/53912/pages/module-1-lecture-materials-and-resources). Focus on the process of intervention research and application to evidence-based practice. Discuss strategies to implement the findings to improve quality outcomes in practice.

    **Submission Instructions:**

    · The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The paper should be formatted per current APA and 3-5 pages in length, excluding the title, abstract and references page. Incorporate a minimum of 5 current (published within last five years)
    _scholarly journal articles_ or
    _primary legal sources_(statutes, court opinions) within your work.

    · This assignment will be assessed through Turnitin.

  • [Solved] Nursing Assignment

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    – [\ \ IMG_7887.png](https://www.sweetstudy.com/files/img-7887-png "IMG_7887.png") – [\ \ IMG_7888.png](https://www.sweetstudy.com/files/img-7888-png "IMG_7888.png")

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    – [\
    \
    IMG_7887.png](https://www.sweetstudy.com/files/img-7887-png "IMG_7887.png")
    – [\
    \
    IMG_7888.png](https://www.sweetstudy.com/files/img-7888-png "IMG_7888.png")