Tag: Care Plans, Pathophysiology & Pharmacology

[Solved] Bj week update

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Bj week update **Enhancing Referral Follow-Through for Veterans in Outpatient Mental Health Care** The project progress reports provide updates and reflections on the initiation and implementation of the DNP project. Each progress report uses an appropriate report format, and your progress reports w…

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Bj week update

**Enhancing Referral Follow-Through for Veterans in Outpatient Mental Health Care**

The project progress reports provide updates and reflections on the initiation and implementation of the DNP project. Each progress report uses an appropriate report format, and your progress reports will build on each other during the semester to narrate the “story” of your DNP project. The final progress report will summarize the progress made on the project over the entire semester. The progress reports may include:

– Project initiation
– Progress with intervention implementation
– Other issues with project initiation and implementation
– Progress with participants or other project rollout measures
– Unexpected events
– Need for modifications to the protocol, timeline, or budget
– Progress with any evaluation
– Timeline comparison (e.g., on time, ahead of schedule, delay)
– Budget comparison (e.g., on budget, under budget, or over budget)

Upload your completed progress report document to this assignment dropbox. The assignment is due by Sunday at 11:59 pm CT.

– [\
\
DNPProjectProgressReport.docx](https://www.sweetstudy.com/files/dnpprojectprogressreport-docx "DNPProjectProgressReport.docx")

November 6, 2026
[Solved] Bb 7 soap note

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Executive Solution Overview

**files (2)** – ## SOAPPsychiatricFollow-up28129.pdf – ## 7_Mental_Health_Charts.docx **## SOAPPsychiatricFollow-up28129.pdf** SOAP Note (Psychiatric Follow-up Template) S-Subjective: Client identifying information: Patient’s Initial, DOB, other identifying information Chief Compliant: “Stated in…

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Assignment Prompt & Instructions

**files (2)**

– ## SOAPPsychiatricFollow-up28129.pdf

– ## 7_Mental_Health_Charts.docx

**## SOAPPsychiatricFollow-up28129.pdf**

SOAP Note (Psychiatric Follow-up Template)

S-Subjective:

Client identifying information: Patient’s Initial, DOB, other identifying information

Chief Compliant: “Stated in the patient’s own words”

History of Present Illness: Timing of symptoms (when did symptoms begin), quality,
severity, setting, aggravating factors, associated symptoms? What has been helpful in
alleviating symptoms?

The OLD CARTS mnemonic is a structured clinical tool used to guide the History of
Present Illness by systematically capturing key dimensions: Onset (when the symptom
began), Location (where it’s felt), Duration (how long or often it occurs), Character
(what it feels like), Aggravating/Alleviating factors (what makes it worse or better),
Radiation/Relief (whether it spreads or what relieves it), Timing (patterns or
frequency), and Severity (how intense and how it affects daily life).

Sleep: quality, amount

Appetite and weight: Increased/decreased, gain/loss

Psychomotor agitation/retardation: agitated, feel sluggish

Anhedonia: unable to master interest as before

Concentration: unable to concentrate/think clearly about things

Guilt/Worthlessness: sense of guilt or worthlessness

Medication Side effects: What are the side effects

Note this should be written in a paragraph.

PAST MEDICAL, FAMILY, AND SOCIAL HISTORY UPDATE (including substance
use): State the patient’s current employment status, substance use (current/history),
overall health condition, and present living situation.”

Prior substance abuse treatment programs (detox, rehab, IOP): Denied
Alcohol (blackouts, tremors, seizures): Denied
Sedatives or sleeping pills (benzos, Ambien): Denied
Opioids (pills, heroin, kratom, overdoses, IV drug use, MAT): Denied
Cannabis: Medical uses
Nicotine: Denied
Cocaine: Denied
Methamphetamine: Denied
Stimulant medications: Denied
Hallucinogens (LSD, mushrooms, salvia): Denied
Club drugs (ecstasy, ketamine, PCP, GHB): Denied
Other (steroids, bath salts, Spice/K2): Denied
Longest time sober (without any substance use other than nicotine): N/A
Payment history (work, drug dealing, stealing, trading sex): Denied

O-Objective:

MENTAL STATUS EXAM:

Appearance: Well-groomed, disheveled, older than stated age, malodorous,
appropriately dressed

Behavior: Calm, cooperative, guarded, agitated, withdrawn, restless, distracted

Speech: Normal rate/rhythm, pressured, slow, monotone, loud, soft, slurred, articulate

Mood (subjective) “Depressed,” “anxious,” “angry,” “okay,” “hopeless,” “irritable,”
“numb”

Affect: (objective) Congruent/incongruent with mood, flat, blunted, labile, restricted,
full range

Thought Process: Logical, linear, goal-directed, tangential, circumstantial,
disorganized, flight of ideas

Thought Content: Normal, suicidal ideation, homicidal ideation, obsessive thoughts,
paranoid, delusional

Perception: No hallucinations, auditory hallucinations, visual hallucinations, illusions

Cognition: Alert, oriented ×3 (person/place/time), oriented ×4 (+situation),
disoriented

Attention/Concentration: Intact, easily distracted, impaired, unable to spell “world”
backwards

Memory: Intact, short-term impaired, recent impaired, remote memory intact

Insight: Good, fair, poor, lacks awareness of illness

Judgment: Intact, impaired, poor, limited, impulsive

Reliability: Reliable historian, questionable reliability, vague or evasive responses

Other Objective Information:

Vital Signs, Height, Weight, BMI, EKG, (any psychological testing if available).

Screening Tools: PHQ9, GAD7, Beck Depression Inventory etc.

LABS/Pregnancy Test/Toxicology:

CURRENT MEDICATIONS:

Psychotropic:

Non-psychiatric:

Vitamins and supplements:

A-ASSESSMENT:

Restate symptoms reported in HPI in a short paragraph.

Primary Psychiatric Diagnosis with specifier (if known), severity, when applicable,
ICD-10. (List Criteria as stated in the DSM V-TR, identify which are MET and or NOT
MET and provide 1-2 sentences to provide explanation/rationale.

Medical diagnoses if known:

Contextual Factors (Z codes): External influences that impact a patient’s mental
health but are not mental disorders; they provide psychosocial, environmental, and
situational stressors (e.g. homelessness, problems in relationship with a spouse or
partner).

List one differential diagnosis, other disorders that are similar in nature such as
criteria, so should be considered in the case. Provide a brief explanation of the
rationale.

Visit code:

Time Spent with patient:

Type of visit: Face to Face in office visit/Telehealth-virtual visit/etc.

**## 7_Mental_Health_Charts.docx**

## Mental Health Patient Charts

### Chart 1

**Age:** 34

**Race:** African American

**Gender:** Female

**Chief Complaint:** I feel anxious all the time.

**HPI:** Patient reports excessive worry, restlessness, muscle tension, and difficulty sleeping for 4 months. Denies SI/HI/AH/VH.

**CPT 9:** 90837

**CPT 10:** 99214

**ICD-9:** 300.02

**Medication:** Sertraline 25 mg PO daily

**Education:** Reviewed anxiety triggers, sleep hygiene, coping skills, medication side effects, and emergency resources.

### Chart 2

**Age:** 42

**Race:** White

**Gender:** Male

**Chief Complaint:** I have no motivation.

**HPI:** Patient reports low mood, fatigue, poor concentration, and decreased interest for 6 weeks. Denies SI/HI/AH/VH.

**CPT 9:** 90834

**CPT 10:** 99213

**ICD-9:** 311

**Medication:** Escitalopram 5 mg PO daily

**Education:** Discussed depression symptoms, medication adherence, therapy benefits, exercise, and crisis plan.

### Chart 3

**Age:** 29

**Race:** Hispanic

**Gender:** Female

**Chief Complaint:** I cannot focus at work.

**HPI:** Patient reports distractibility, poor task completion, forgetfulness, and difficulty organizing responsibilities since childhood, worsened recently.

**CPT 9:** 96127

**CPT 10:** 99214

**ICD-9:** 314.00

**Medication:** Atomoxetine 40 mg PO daily

**Education:** Reviewed ADHD coping strategies, medication risks/benefits, routine building, and follow-up monitoring.

### Chart 4

**Age:** 51

**Race:** African American

**Gender:** Male

**Chief Complaint:** I am not sleeping.

**HPI:** Patient reports difficulty falling and staying asleep for 3 months, daytime fatigue, and irritability. Denies SI/HI/AH/VH.

**CPT 9:** 90832

**CPT 10:** 99213

**ICD-9:** 780.52

**Medication:** Trazodone 50 mg PO at bedtime

**Education:** Reviewed sleep hygiene, avoiding alcohol before bed, medication safety, and relaxation techniques.

### Chart 5

**Age:** 38

**Race:** Asian

**Gender:** Female

**Chief Complaint:** My moods go up and down.

**HPI:** Patient reports periods of elevated energy, decreased need for sleep, racing thoughts, followed by depressive episodes. Denies current SI/HI.

**CPT 9:** 90837

**CPT 10:** 99214

**ICD-9:** 296.80

**Medication:** Lamotrigine 25 mg PO daily

**Education:** Reviewed mood tracking, rash warning, medication adherence, sleep routine, and emergency symptoms.

### Chart 6

**Age:** 46

**Race:** Native American

**Gender:** Male

**Chief Complaint:** I keep having panic attacks.

**HPI:** Patient reports sudden episodes of chest tightness, shortness of breath, trembling, and fear of dying occurring 2–3 times weekly.

**CPT 9:** 90834

**CPT 10:** 99214

**ICD-9:** 300.01

**Medication:** Hydroxyzine 25 mg PO BID PRN anxiety

**Education:** Taught grounding skills, breathing exercises, panic attack education, medication precautions, and ER precautions.

### Chart 7

**Age:** 63

**Race:** White

**Gender:** Female

**Chief Complaint:** I feel sad since my husband passed.

**HPI:** Patient reports grief, tearfulness, loneliness, poor appetite, and sleep disturbance after spouse’s death 5 months ago. Denies SI/HI/AH/VH.

**CPT 9:** 90837

**CPT 10:** 99213

**ICD-9:** 309.0

**Medication:** Mirtazapine 7.5 mg PO at bedtime

**Education:** Discussed grief counseling, nutrition, sleep support, medication effects, social support, and safety planning.

**## 7_Mental_Health_Charts.docx**

## Mental Health Patient Charts

### Chart 1

**Age:** 34

**Race:** African American

**Gender:** Female

**Chief Complaint:** I feel anxious all the time.

**HPI:** Patient reports excessive worry, restlessness, muscle tension, and difficulty sleeping for 4 months. Denies SI/HI/AH/VH.

**CPT 9:** 90837

**CPT 10:** 99214

**ICD-9:** 300.02

**Medication:** Sertraline 25 mg PO daily

**Education:** Reviewed anxiety triggers, sleep hygiene, coping skills, medication side effects, and emergency resources.

### Chart 2

**Age:** 42

**Race:** White

**Gender:** Male

**Chief Complaint:** I have no motivation.

**HPI:** Patient reports low mood, fatigue, poor concentration, and decreased interest for 6 weeks. Denies SI/HI/AH/VH.

**CPT 9:** 90834

**CPT 10:** 99213

**ICD-9:** 311

**Medication:** Escitalopram 5 mg PO daily

**Education:** Discussed depression symptoms, medication adherence, therapy benefits, exercise, and crisis plan.

### Chart 3

**Age:** 29

**Race:** Hispanic

**Gender:** Female

**Chief Complaint:** I cannot focus at work.

**HPI:** Patient reports distractibility, poor task completion, forgetfulness, and difficulty organizing responsibilities since childhood, worsened recently.

**CPT 9:** 96127

**CPT 10:** 99214

**ICD-9:** 314.00

**Medication:** Atomoxetine 40 mg PO daily

**Education:** Reviewed ADHD coping strategies, medication risks/benefits, routine building, and follow-up monitoring.

### Chart 4

**Age:** 51

**Race:** African American

**Gender:** Male

**Chief Complaint:** I am not sleeping.

**HPI:** Patient reports difficulty falling and staying asleep for 3 months, daytime fatigue, and irritability. Denies SI/HI/AH/VH.

**CPT 9:** 90832

**CPT 10:** 99213

**ICD-9:** 780.52

**Medication:** Trazodone 50 mg PO at bedtime

**Education:** Reviewed sleep hygiene, avoiding alcohol before bed, medication safety, and relaxation techniques.

### Chart 5

**Age:** 38

**Race:** Asian

**Gender:** Female

**Chief Complaint:** My moods go up and down.

**HPI:** Patient reports periods of elevated energy, decreased need for sleep, racing thoughts, followed by depressive episodes. Denies current SI/HI.

**CPT 9:** 90837

**CPT 10:** 99214

**ICD-9:** 296.80

**Medication:** Lamotrigine 25 mg PO daily

**Education:** Reviewed mood tracking, rash warning, medication adherence, sleep routine, and emergency symptoms.

### Chart 6

**Age:** 46

**Race:** Native American

**Gender:** Male

**Chief Complaint:** I keep having panic attacks.

**HPI:** Patient reports sudden episodes of chest tightness, shortness of breath, trembling, and fear of dying occurring 2–3 times weekly.

**CPT 9:** 90834

**CPT 10:** 99214

**ICD-9:** 300.01

**Medication:** Hydroxyzine 25 mg PO BID PRN anxiety

**Education:** Taught grounding skills, breathing exercises, panic attack education, medication precautions, and ER precautions.

### Chart 7

**Age:** 63

**Race:** White

**Gender:** Female

**Chief Complaint:** I feel sad since my husband passed.

**HPI:** Patient reports grief, tearfulness, loneliness, poor appetite, and sleep disturbance after spouse’s death 5 months ago. Denies SI/HI/AH/VH.

**CPT 9:** 90837

**CPT 10:** 99213

**ICD-9:** 309.0

**Medication:** Mirtazapine 7.5 mg PO at bedtime

**Education:** Discussed grief counseling, nutrition, sleep support, medication effects, social support, and safety planning.

**## SOAPPsychiatricFollow-up28129.pdf**

SOAP Note (Psychiatric Follow-up Template)

S-Subjective:

Client identifying information: Patient’s Initial, DOB, other identifying information

Chief Compliant: “Stated in the patient’s own words”

History of Present Illness: Timing of symptoms (when did symptoms begin), quality,
severity, setting, aggravating factors, associated symptoms? What has been helpful in
alleviating symptoms?

The OLD CARTS mnemonic is a structured clinical tool used to guide the History of
Present Illness by systematically capturing key dimensions: Onset (when the symptom
began), Location (where it’s felt), Duration (how long or often it occurs), Character
(what it feels like), Aggravating/Alleviating factors (what makes it worse or better),
Radiation/Relief (whether it spreads or what relieves it), Timing (patterns or
frequency), and Severity (how intense and how it affects daily life).

Sleep: quality, amount

Appetite and weight: Increased/decreased, gain/loss

Psychomotor agitation/retardation: agitated, feel sluggish

Anhedonia: unable to master interest as before

Concentration: unable to concentrate/think clearly about things

Guilt/Worthlessness: sense of guilt or worthlessness

Medication Side effects: What are the side effects

Note this should be written in a paragraph.

PAST MEDICAL, FAMILY, AND SOCIAL HISTORY UPDATE (including substance
use): State the patient’s current employment status, substance use (current/history),
overall health condition, and present living situation.”

Prior substance abuse treatment programs (detox, rehab, IOP): Denied
Alcohol (blackouts, tremors, seizures): Denied
Sedatives or sleeping pills (benzos, Ambien): Denied
Opioids (pills, heroin, kratom, overdoses, IV drug use, MAT): Denied
Cannabis: Medical uses
Nicotine: Denied
Cocaine: Denied
Methamphetamine: Denied
Stimulant medications: Denied
Hallucinogens (LSD, mushrooms, salvia): Denied
Club drugs (ecstasy, ketamine, PCP, GHB): Denied
Other (steroids, bath salts, Spice/K2): Denied
Longest time sober (without any substance use other than nicotine): N/A
Payment history (work, drug dealing, stealing, trading sex): Denied

O-Objective:

MENTAL STATUS EXAM:

Appearance: Well-groomed, disheveled, older than stated age, malodorous,
appropriately dressed

Behavior: Calm, cooperative, guarded, agitated, withdrawn, restless, distracted

Speech: Normal rate/rhythm, pressured, slow, monotone, loud, soft, slurred, articulate

Mood (subjective) “Depressed,” “anxious,” “angry,” “okay,” “hopeless,” “irritable,”
“numb”

Affect: (objective) Congruent/incongruent with mood, flat, blunted, labile, restricted,
full range

Thought Process: Logical, linear, goal-directed, tangential, circumstantial,
disorganized, flight of ideas

Thought Content: Normal, suicidal ideation, homicidal ideation, obsessive thoughts,
paranoid, delusional

Perception: No hallucinations, auditory hallucinations, visual hallucinations, illusions

Cognition: Alert, oriented ×3 (person/place/time), oriented ×4 (+situation),
disoriented

Attention/Concentration: Intact, easily distracted, impaired, unable to spell “world”
backwards

Memory: Intact, short-term impaired, recent impaired, remote memory intact

Insight: Good, fair, poor, lacks awareness of illness

Judgment: Intact, impaired, poor, limited, impulsive

Reliability: Reliable historian, questionable reliability, vague or evasive responses

Other Objective Information:

Vital Signs, Height, Weight, BMI, EKG, (any psychological testing if available).

Screening Tools: PHQ9, GAD7, Beck Depression Inventory etc.

LABS/Pregnancy Test/Toxicology:

CURRENT MEDICATIONS:

Psychotropic:

Non-psychiatric:

Vitamins and supplements:

A-ASSESSMENT:

Restate symptoms reported in HPI in a short paragraph.

Primary Psychiatric Diagnosis with specifier (if known), severity, when applicable,
ICD-10. (List Criteria as stated in the DSM V-TR, identify which are MET and or NOT
MET and provide 1-2 sentences to provide explanation/rationale.

Medical diagnoses if known:

Contextual Factors (Z codes): External influences that impact a patient’s mental
health but are not mental disorders; they provide psychosocial, environmental, and
situational stressors (e.g. homelessness, problems in relationship with a spouse or
partner).

List one differential diagnosis, other disorders that are similar in nature such as
criteria, so should be considered in the case. Provide a brief explanation of the
rationale.

Visit code:

Time Spent with patient:

Type of visit: Face to Face in office visit/Telehealth-virtual visit/etc.

**## 7_Mental_Health_Charts.docx**

## Mental Health Patient Charts

### Chart 1

**Age:** 34

**Race:** African American

**Gender:** Female

**Chief Complaint:** I feel anxious all the time.

**HPI:** Patient reports excessive worry, restlessness, muscle tension, and difficulty sleeping for 4 months. Denies SI/HI/AH/VH.

**CPT 9:** 90837

**CPT 10:** 99214

**ICD-9:** 300.02

**Medication:** Sertraline 25 mg PO daily

**Education:** Reviewed anxiety triggers, sleep hygiene, coping skills, medication side effects, and emergency resources.

### Chart 2

**Age:** 42

**Race:** White

**Gender:** Male

**Chief Complaint:** I have no motivation.

**HPI:** Patient reports low mood, fatigue, poor concentration, and decreased interest for 6 weeks. Denies SI/HI/AH/VH.

**CPT 9:** 90834

**CPT 10:** 99213

**ICD-9:** 311

**Medication:** Escitalopram 5 mg PO daily

**Education:** Discussed depression symptoms, medication adherence, therapy benefits, exercise, and crisis plan.

### Chart 3

**Age:** 29

**Race:** Hispanic

**Gender:** Female

**Chief Complaint:** I cannot focus at work.

**HPI:** Patient reports distractibility, poor task completion, forgetfulness, and difficulty organizing responsibilities since childhood, worsened recently.

**CPT 9:** 96127

**CPT 10:** 99214

**ICD-9:** 314.00

**Medication:** Atomoxetine 40 mg PO daily

**Education:** Reviewed ADHD coping strategies, medication risks/benefits, routine building, and follow-up monitoring.

### Chart 4

**Age:** 51

**Race:** African American

**Gender:** Male

**Chief Complaint:** I am not sleeping.

**HPI:** Patient reports difficulty falling and staying asleep for 3 months, daytime fatigue, and irritability. Denies SI/HI/AH/VH.

**CPT 9:** 90832

**CPT 10:** 99213

**ICD-9:** 780.52

**Medication:** Trazodone 50 mg PO at bedtime

**Education:** Reviewed sleep hygiene, avoiding alcohol before bed, medication safety, and relaxation techniques.

### Chart 5

**Age:** 38

**Race:** Asian

**Gender:** Female

**Chief Complaint:** My moods go up and down.

**HPI:** Patient reports periods of elevated energy, decreased need for sleep, racing thoughts, followed by depressive episodes. Denies current SI/HI.

**CPT 9:** 90837

**CPT 10:** 99214

**ICD-9:** 296.80

**Medication:** Lamotrigine 25 mg PO daily

**Education:** Reviewed mood tracking, rash warning, medication adherence, sleep routine, and emergency symptoms.

### Chart 6

**Age:** 46

**Race:** Native American

**Gender:** Male

**Chief Complaint:** I keep having panic attacks.

**HPI:** Patient reports sudden episodes of chest tightness, shortness of breath, trembling, and fear of dying occurring 2–3 times weekly.

**CPT 9:** 90834

**CPT 10:** 99214

**ICD-9:** 300.01

**Medication:** Hydroxyzine 25 mg PO BID PRN anxiety

**Education:** Taught grounding skills, breathing exercises, panic attack education, medication precautions, and ER precautions.

### Chart 7

**Age:** 63

**Race:** White

**Gender:** Female

**Chief Complaint:** I feel sad since my husband passed.

**HPI:** Patient reports grief, tearfulness, loneliness, poor appetite, and sleep disturbance after spouse’s death 5 months ago. Denies SI/HI/AH/VH.

**CPT 9:** 90837

**CPT 10:** 99213

**ICD-9:** 309.0

**Medication:** Mirtazapine 7.5 mg PO at bedtime

**Education:** Discussed grief counseling, nutrition, sleep support, medication effects, social support, and safety planning.

**## SOAPPsychiatricFollow-up28129.pdf**

SOAP Note (Psychiatric Follow-up Template)

S-Subjective:

Client identifying information: Patient’s Initial, DOB, other identifying information

Chief Compliant: “Stated in the patient’s own words”

History of Present Illness: Timing of symptoms (when did symptoms begin), quality,
severity, setting, aggravating factors, associated symptoms? What has been helpful in
alleviating symptoms?

The OLD CARTS mnemonic is a structured clinical tool used to guide the History of
Present Illness by systematically capturing key dimensions: Onset (when the symptom
began), Location (where it’s felt), Duration (how long or often it occurs), Character
(what it feels like), Aggravating/Alleviating factors (what makes it worse or better),
Radiation/Relief (whether it spreads or what relieves it), Timing (patterns or
frequency), and Severity (how intense and how it affects daily life).

Sleep: quality, amount

Appetite and weight: Increased/decreased, gain/loss

Psychomotor agitation/retardation: agitated, feel sluggish

Anhedonia: unable to master interest as before

Concentration: unable to concentrate/think clearly about things

Guilt/Worthlessness: sense of guilt or worthlessness

Medication Side effects: What are the side effects

Note this should be written in a paragraph.

PAST MEDICAL, FAMILY, AND SOCIAL HISTORY UPDATE (including substance
use): State the patient’s current employment status, substance use (current/history),
overall health condition, and present living situation.”

Prior substance abuse treatment programs (detox, rehab, IOP): Denied
Alcohol (blackouts, tremors, seizures): Denied
Sedatives or sleeping pills (benzos, Ambien): Denied
Opioids (pills, heroin, kratom, overdoses, IV drug use, MAT): Denied
Cannabis: Medical uses
Nicotine: Denied
Cocaine: Denied
Methamphetamine: Denied
Stimulant medications: Denied
Hallucinogens (LSD, mushrooms, salvia): Denied
Club drugs (ecstasy, ketamine, PCP, GHB): Denied
Other (steroids, bath salts, Spice/K2): Denied
Longest time sober (without any substance use other than nicotine): N/A
Payment history (work, drug dealing, stealing, trading sex): Denied

O-Objective:

MENTAL STATUS EXAM:

Appearance: Well-groomed, disheveled, older than stated age, malodorous,
appropriately dressed

Behavior: Calm, cooperative, guarded, agitated, withdrawn, restless, distracted

Speech: Normal rate/rhythm, pressured, slow, monotone, loud, soft, slurred, articulate

Mood (subjective) “Depressed,” “anxious,” “angry,” “okay,” “hopeless,” “irritable,”
“numb”

Affect: (objective) Congruent/incongruent with mood, flat, blunted, labile, restricted,
full range

Thought Process: Logical, linear, goal-directed, tangential, circumstantial,
disorganized, flight of ideas

Thought Content: Normal, suicidal ideation, homicidal ideation, obsessive thoughts,
paranoid, delusional

Perception: No hallucinations, auditory hallucinations, visual hallucinations, illusions

Cognition: Alert, oriented ×3 (person/place/time), oriented ×4 (+situation),
disoriented

Attention/Concentration: Intact, easily distracted, impaired, unable to spell “world”
backwards

Memory: Intact, short-term impaired, recent impaired, remote memory intact

Insight: Good, fair, poor, lacks awareness of illness

Judgment: Intact, impaired, poor, limited, impulsive

Reliability: Reliable historian, questionable reliability, vague or evasive responses

Other Objective Information:

Vital Signs, Height, Weight, BMI, EKG, (any psychological testing if available).

Screening Tools: PHQ9, GAD7, Beck Depression Inventory etc.

LABS/Pregnancy Test/Toxicology:

CURRENT MEDICATIONS:

Psychotropic:

Non-psychiatric:

Vitamins and supplements:

A-ASSESSMENT:

Restate symptoms reported in HPI in a short paragraph.

Primary Psychiatric Diagnosis with specifier (if known), severity, when applicable,
ICD-10. (List Criteria as stated in the DSM V-TR, identify which are MET and or NOT
MET and provide 1-2 sentences to provide explanation/rationale.

Medical diagnoses if known:

Contextual Factors (Z codes): External influences that impact a patient’s mental
health but are not mental disorders; they provide psychosocial, environmental, and
situational stressors (e.g. homelessness, problems in relationship with a spouse or
partner).

List one differential diagnosis, other disorders that are similar in nature such as
criteria, so should be considered in the case. Provide a brief explanation of the
rationale.

Visit code:

Time Spent with patient:

Type of visit: Face to Face in office visit/Telehealth-virtual visit/etc.

**## 7_Mental_Health_Charts.docx**

## Mental Health Patient Charts

### Chart 1

**Age:** 34

**Race:** African American

**Gender:** Female

**Chief Complaint:** I feel anxious all the time.

**HPI:** Patient reports excessive worry, restlessness, muscle tension, and difficulty sleeping for 4 months. Denies SI/HI/AH/VH.

**CPT 9:** 90837

**CPT 10:** 99214

**ICD-9:** 300.02

**Medication:** Sertraline 25 mg PO daily

**Education:** Reviewed anxiety triggers, sleep hygiene, coping skills, medication side effects, and emergency resources.

### Chart 2

**Age:** 42

**Race:** White

**Gender:** Male

**Chief Complaint:** I have no motivation.

**HPI:** Patient reports low mood, fatigue, poor concentration, and decreased interest for 6 weeks. Denies SI/HI/AH/VH.

**CPT 9:** 90834

**CPT 10:** 99213

**ICD-9:** 311

**Medication:** Escitalopram 5 mg PO daily

**Education:** Discussed depression symptoms, medication adherence, therapy benefits, exercise, and crisis plan.

### Chart 3

**Age:** 29

**Race:** Hispanic

**Gender:** Female

**Chief Complaint:** I cannot focus at work.

**HPI:** Patient reports distractibility, poor task completion, forgetfulness, and difficulty organizing responsibilities since childhood, worsened recently.

**CPT 9:** 96127

**CPT 10:** 99214

**ICD-9:** 314.00

**Medication:** Atomoxetine 40 mg PO daily

**Education:** Reviewed ADHD coping strategies, medication risks/benefits, routine building, and follow-up monitoring.

### Chart 4

**Age:** 51

**Race:** African American

**Gender:** Male

**Chief Complaint:** I am not sleeping.

**HPI:** Patient reports difficulty falling and staying asleep for 3 months, daytime fatigue, and irritability. Denies SI/HI/AH/VH.

**CPT 9:** 90832

**CPT 10:** 99213

**ICD-9:** 780.52

**Medication:** Trazodone 50 mg PO at bedtime

**Education:** Reviewed sleep hygiene, avoiding alcohol before bed, medication safety, and relaxation techniques.

### Chart 5

**Age:** 38

**Race:** Asian

**Gender:** Female

**Chief Complaint:** My moods go up and down.

**HPI:** Patient reports periods of elevated energy, decreased need for sleep, racing thoughts, followed by depressive episodes. Denies current SI/HI.

**CPT 9:** 90837

**CPT 10:** 99214

**ICD-9:** 296.80

**Medication:** Lamotrigine 25 mg PO daily

**Education:** Reviewed mood tracking, rash warning, medication adherence, sleep routine, and emergency symptoms.

### Chart 6

**Age:** 46

**Race:** Native American

**Gender:** Male

**Chief Complaint:** I keep having panic attacks.

**HPI:** Patient reports sudden episodes of chest tightness, shortness of breath, trembling, and fear of dying occurring 2–3 times weekly.

**CPT 9:** 90834

**CPT 10:** 99214

**ICD-9:** 300.01

**Medication:** Hydroxyzine 25 mg PO BID PRN anxiety

**Education:** Taught grounding skills, breathing exercises, panic attack education, medication precautions, and ER precautions.

### Chart 7

**Age:** 63

**Race:** White

**Gender:** Female

**Chief Complaint:** I feel sad since my husband passed.

**HPI:** Patient reports grief, tearfulness, loneliness, poor appetite, and sleep disturbance after spouse’s death 5 months ago. Denies SI/HI/AH/VH.

**CPT 9:** 90837

**CPT 10:** 99213

**ICD-9:** 309.0

**Medication:** Mirtazapine 7.5 mg PO at bedtime

**Education:** Discussed grief counseling, nutrition, sleep support, medication effects, social support, and safety planning.

November 6, 2026
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**files (5)** – ## ADNG1200_ClinicalI_Journal_InstructionsandRubric2.docx – ## GeriatricCarePlanConceptMap_Template.docx – ## Reflectivejournalblueprints.pdf – ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx – GeriatricCarePlanConceptMapPresentation.pdf **## ADNG1200…

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Assignment Prompt & Instructions

**files (5)**

– ## ADNG1200_ClinicalI_Journal_InstructionsandRubric2.docx

– ## GeriatricCarePlanConceptMap_Template.docx

– ## Reflectivejournalblueprints.pdf

– ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx
– GeriatricCarePlanConceptMapPresentation.pdf

**## ADNG1200_ClinicalI_Journal_InstructionsandRubric2.docx**

**Reflective Journal**

Objectives:

1. Reflect on thoughts, ideas, experiences, and insights related to the course.

2. Examine personal skills, frames of reference, and assumptions about the provision of care.

3. Gain insight on how student views themselves in relationship to others when engaged in therapeutic and professional communication.

4. Identify areas for students to further develop their abilities and understanding related to bedside practice.

Directions: (Professional Identity and Spirit of Inquiry)

Respond to at all
four of the questions below using the same bullet points. Responses must be double-spaced in a Word document. Entry should be a minimum of 1500 words and NOT more than 2000 words.

1.
Journal prompt 1 (Human Flourishing, Professional Identity)

a) What are your feelings as you begin this clinical experience? Make sure you identify feelings, not thoughts. Complete the following statement: "l feel…"

b) What past experiences, perceptions, and thoughts might be contributing to the above feelings?

c) What personal qualities, strengths, and talents do you bring to this clinical experience?

d) Identify one goal for the semester related to your personal self-awareness and growth.

2.
Journal prompt 2 (Human Flourishing, Professional Identity)

As you begin your clinical experience, it is important to be aware of how you communicate and how you respond to the communication styles of others. This awareness is essential to working with the healthcare team to provide care to residents that is personalized, evidence-based, and safe.

a) What is your communication style? Are you direct, passive, etc.?

b) How do you try to come across to others when communicating?

c) How do you think you are perceived by others when communicating?

d) Describe two strategies to improve your communication skills during this clinical experience.

3.
Journal prompt 3 (Human Flourishing, Professional Identity)

Judgment is making opinions as to the value of someone or something. How we perceive others is influenced by our personal beliefs, assumptions, and values. Professional nurses operate within a Professional Code of Ethics and Standards.

a) Examine the
values,
assumptions, and
beliefs (address all three) that shape your behavior. Provide specific examples.

b) Explore how your values, assumptions and beliefs influence your relationships with residents and families.

4.
Journal prompt 4 (Spirit of Inquiry)

Locate on NTC library site one peer-reviewed journal article within the past five years that address healthcare needs of the geriatric population. Suggestions include health management, polypharmacy, safety, caregiver role strain, etc.

1. Briefly summarize the article including key points and conclusion.

1. Analysis: what is the role of the nurse in addressing this issue?

1. Use in-text citations to give credit to the author and provide a reference list APA citation for the article at the end of your journal entry. Faculty to assist as needed.

2. In-text citation example:

0. A recent study found that geriatric healthcare needs are growing (Smith, 2018).

2. Reference list citation example:

1. Last, F. M. (Year Published). Article title.
_Journal Name_,
_Volume_(Issue), pp. Page(s). doi:#

**Reflective Journal Grading Rubric (10 points)**

| | | | | | |
| — | — | — | — | — | — |
| | Level 5 | Level 4 | Level 3 | Level 2 | Level 1 |
| Complete (5 points) | · Thoroughly addresses all 3 questions.<br>· Entry is at least 1500 words and <br>**not** more than 2000 words long. | · Addresses all 3 questions with fair amount of depth.<br>· Entry is at least 1250 total words or exceeds the 2000 word limit. | · Somewhat addresses at least 2 of the 3 questions.<br>· Entry is at least 1000 total words. | · Somewhat addresses 1 question.<br>· Answers are not complete. <br>· Entry is at least 750 total words. | · Entry does not clearly address any of the questions provided.<br>· Entry is a recitation of significant experiences in clinical, OR<br>· Entry is less than 750 total words. |
| Reflection<br>(5 points) | · Reflection demonstrates insight and ability to connect personal experience with theory on all questions. <br>· Discussion on all questions draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection usually (2 of 3) demonstrates insight and ability to connect personal experience with theory. <br>· Discussion usually (2 of 3) draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection at times (1 question) demonstrates ability to connect personal experience with theory but 2 of 3 questions are superficially answered.<br>· Discussion at least once draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Entry does not reflect application of theory or genuine insight on behavior. <br>· Objectively shares experience, but reflection is vague, lacks depth or insight. <br>· Does not draw upon self- knowledge, self-awareness, or experience to enhance professional growth. | · There is minimal evidence of reflection<br>· No evidence of ability to draw upon self-knowledge, self-awareness and past experience to gain insight.<br>· Entry merely recites what was done/ learned during clinical. |

**## GeriatricCarePlanConceptMap_Template.docx**

**Geriatric Care Plan Concept Map**

| |
| — |
| Risk Factors for Nursing Diagnosis (3) |
| 1. Dementia |
| 2. Lung disease |
| 3. Recent viral illness |

| |
| — |
| Complications to Report (3) |
| 1. Weight loss |
| 2. Falls |
| 3. Dizziness |

| |
| — |
| Challenges to Implementing Care Plan (3) |
| 1. Resident’s mental capacity |
| 2. Time |
| 3. Etc. |

| |
| — |
| Things I Learned/Surprised Me After Building Map (2) |
| 1. |
| 2. |

**(Data in tables are examples – delete and fill in your own data in each)**

| |
| — |
| Medical Diagnoses (2) |
| 1. Arthritis |
| 2. COPD |

| |
| — |
| Nursing Diagnosis: 3 part |
| Imbalanced nutrition, less than body requirements **r/t** patient’s lack of appetite and early feelings of fullness **a/e/b** patient statements of “I don’t like to eat the food here” and patient eating less than 25% of meals |

| |
| — |
| Goal: Measurable & With Time Frame |
| Patient will eat at least 50% of meals by the end of the month |

| |
| — |
| Patient Education (3) |
| 1. Counting calories |
| 2. Role of Protein |
| 3. Food intake goal chart |

| |
| — |
| Nursing Assessment Data to Support Nursing Diagnosis (3) |
| 1. O2 sats 88% when ambulating |
| 2. Wheezes in lungs |
| 3. Etc. |

| |
| — |
| Labs or Tests related to Nursing Diagnosis (2) |
| 1. Albumin |
| 2. Hemoglobin |

| |
| — |
| Nursing Interventions (3) |
| 1. Offer small, frequent high calorie snacks |
| 2. Ask patient what foods are appealing |
| 3. Etc. |

| |
| — |
| Rationale Behind Interventions (3- use course books and UCentral app) |
| 1. Small, frequent meals better tolerated with breathing problems. Maximize calories taken in. (Lewis et al., 2017) |
| 2. Involving patient in choices increases compliance. (UCentral, 2018) |
| 3. Etc. |

**## Reflectivejournalblueprints.pdf**

Reflective Journal
Course: Su26 ADNG 1200 50-51 Clinical I

Cri-
teria

Level 5
4.1–5.0
points

Level 4
3.1–4.0
points

Level 3
2.1–3.0
points

Level 2
1.1–2.0
points

Level 1
0.0–1.0
points

Criterion
Score

Com-

ple

te

/ 5•Thor-

oughly

ad-

dresses

all 3

ques-

tions.

•Entry

is at

least

1500

words

and not

more

than

2000

words

long.

•Ad-

dresses

all 3

ques-

tions

with

fair

amount

of

depth.

•Entry

is at

least

1250

total

words

or ex-

ceeds

the

2000

word

limit.

•Some-

what

ad-

dresses

at least

2 of

the 3

ques-

tions.

•Entry

is at

least

1000

total

words.

•Some-

what

ad-

dresses

1 ques-

tion.

•An-

swers

are not

com-

plete.

•Entry

is at

least

750

total

words.

•Entry

does

not

clearly

ad-

dress

any of

the

ques-

tions

provid-

ed.

•Entry

is a

recita-

tion of

signifi-

cant

experi-

ences

in clini-

cal, OR

•Entry

is less

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 1 of 4

Re-

flec-

tio

n

/ 5

than

750

total

words.

•Re-

flection

demon-

strates

insight

and

ability

to con-

nect

person-

al ex-

peri-

ence

with

theory

on all

ques-

tions.

•Dis-

cussion

on all

ques-

tions

draws

upon

self-

knowl-

edge,

self-

aware-

•Re-

flection

usually

(2 of 3)

demon-

strates

insight

and

ability

to con-

nect

person-

al ex-

peri-

ence

with

theory.

•Dis-

cussion

usually

(2 of 3)

draws

upon

self-

knowl-

edge,

self-

aware-

ness

and

•Re-

flection

at

times

(1

ques-

tion)

demon-

strates

ability

to con-

nect

person-

al ex-

peri-

ence

with

theory

but 2

of 3

ques-

tions

are su-

perfi-

cially

an-

swered.

•Dis-

cussion

at least

•Entry

does

not re-

flect

appli-

cation

of the-

ory or

gen-

uine

insight

on be-

havior.

•Ob-

jective-

ly

shares

experi-

ence,

but re-

flection

is

vague,

lacks

depth

or in-

sight.

•Does

not

•There

is mini-

mal

evi-

dence

of re-

flec-

tion

•No

evi-

dence

of abil-

ity to

draw

upon

self-

knowl-

edge,

self-

aware-

ness

and

past

experi-

ence to

gain

insight.

•Entry

merely

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 2 of 4

Total / 10

ness

and

past

experi-

ence to

gain

insight

and

create

or dis-

cover

ideas

that

are

new

and

en-

hance

profes-

sional

growth.

past

experi-

ence to

gain

insight

and

create

or dis-

cover

ideas

that

are

new

and

en-

hance

profes-

sional

growth.

once

draws

upon

self-

knowl-

edge,

self-

aware-

ness

and

past

experi-

ence to

gain

insight

and

create

or dis-

cover

ideas

that

are

new

and

en-

hance

profes-

sional

growth.

draw

upon

self-

knowl-

edge,

self-

aware-

ness, or

experi-

ence to

en-

hance

profes-

sional

growth.

recites

what

was

done/

learned

during

clinical.

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 3 of 4

Overall Score

Level 5
9 points
minimum

Level 4
7 points
minimum

Level 3
5 points
minimum

Level 2
3 points
minimum

Level 1
0 points
minimum

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 4 of 4

**ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/adng1200-clinicali-geriatriccareplanconceptmap-instructionsandrubric-docx-10550683)

**GeriatricCarePlanConceptMapPresentation.pdf**

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

**GeriatricCarePlanConceptMapPresentation.pdf**

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

**## ADNG1200_ClinicalI_Journal_InstructionsandRubric2.docx**

**Reflective Journal**

Objectives:

1. Reflect on thoughts, ideas, experiences, and insights related to the course.

2. Examine personal skills, frames of reference, and assumptions about the provision of care.

3. Gain insight on how student views themselves in relationship to others when engaged in therapeutic and professional communication.

4. Identify areas for students to further develop their abilities and understanding related to bedside practice.

Directions: (Professional Identity and Spirit of Inquiry)

Respond to at all
four of the questions below using the same bullet points. Responses must be double-spaced in a Word document. Entry should be a minimum of 1500 words and NOT more than 2000 words.

1.
Journal prompt 1 (Human Flourishing, Professional Identity)

a) What are your feelings as you begin this clinical experience? Make sure you identify feelings, not thoughts. Complete the following statement: "l feel…"

b) What past experiences, perceptions, and thoughts might be contributing to the above feelings?

c) What personal qualities, strengths, and talents do you bring to this clinical experience?

d) Identify one goal for the semester related to your personal self-awareness and growth.

2.
Journal prompt 2 (Human Flourishing, Professional Identity)

As you begin your clinical experience, it is important to be aware of how you communicate and how you respond to the communication styles of others. This awareness is essential to working with the healthcare team to provide care to residents that is personalized, evidence-based, and safe.

a) What is your communication style? Are you direct, passive, etc.?

b) How do you try to come across to others when communicating?

c) How do you think you are perceived by others when communicating?

d) Describe two strategies to improve your communication skills during this clinical experience.

3.
Journal prompt 3 (Human Flourishing, Professional Identity)

Judgment is making opinions as to the value of someone or something. How we perceive others is influenced by our personal beliefs, assumptions, and values. Professional nurses operate within a Professional Code of Ethics and Standards.

a) Examine the
values,
assumptions, and
beliefs (address all three) that shape your behavior. Provide specific examples.

b) Explore how your values, assumptions and beliefs influence your relationships with residents and families.

4.
Journal prompt 4 (Spirit of Inquiry)

Locate on NTC library site one peer-reviewed journal article within the past five years that address healthcare needs of the geriatric population. Suggestions include health management, polypharmacy, safety, caregiver role strain, etc.

1. Briefly summarize the article including key points and conclusion.

1. Analysis: what is the role of the nurse in addressing this issue?

1. Use in-text citations to give credit to the author and provide a reference list APA citation for the article at the end of your journal entry. Faculty to assist as needed.

2. In-text citation example:

0. A recent study found that geriatric healthcare needs are growing (Smith, 2018).

2. Reference list citation example:

1. Last, F. M. (Year Published). Article title.
_Journal Name_,
_Volume_(Issue), pp. Page(s). doi:#

**Reflective Journal Grading Rubric (10 points)**

| | | | | | |
| — | — | — | — | — | — |
| | Level 5 | Level 4 | Level 3 | Level 2 | Level 1 |
| Complete (5 points) | · Thoroughly addresses all 3 questions.<br>· Entry is at least 1500 words and <br>**not** more than 2000 words long. | · Addresses all 3 questions with fair amount of depth.<br>· Entry is at least 1250 total words or exceeds the 2000 word limit. | · Somewhat addresses at least 2 of the 3 questions.<br>· Entry is at least 1000 total words. | · Somewhat addresses 1 question.<br>· Answers are not complete. <br>· Entry is at least 750 total words. | · Entry does not clearly address any of the questions provided.<br>· Entry is a recitation of significant experiences in clinical, OR<br>· Entry is less than 750 total words. |
| Reflection<br>(5 points) | · Reflection demonstrates insight and ability to connect personal experience with theory on all questions. <br>· Discussion on all questions draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection usually (2 of 3) demonstrates insight and ability to connect personal experience with theory. <br>· Discussion usually (2 of 3) draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection at times (1 question) demonstrates ability to connect personal experience with theory but 2 of 3 questions are superficially answered.<br>· Discussion at least once draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Entry does not reflect application of theory or genuine insight on behavior. <br>· Objectively shares experience, but reflection is vague, lacks depth or insight. <br>· Does not draw upon self- knowledge, self-awareness, or experience to enhance professional growth. | · There is minimal evidence of reflection<br>· No evidence of ability to draw upon self-knowledge, self-awareness and past experience to gain insight.<br>· Entry merely recites what was done/ learned during clinical. |

**## GeriatricCarePlanConceptMap_Template.docx**

**Geriatric Care Plan Concept Map**

| |
| — |
| Risk Factors for Nursing Diagnosis (3) |
| 1. Dementia |
| 2. Lung disease |
| 3. Recent viral illness |

| |
| — |
| Complications to Report (3) |
| 1. Weight loss |
| 2. Falls |
| 3. Dizziness |

| |
| — |
| Challenges to Implementing Care Plan (3) |
| 1. Resident’s mental capacity |
| 2. Time |
| 3. Etc. |

| |
| — |
| Things I Learned/Surprised Me After Building Map (2) |
| 1. |
| 2. |

**(Data in tables are examples – delete and fill in your own data in each)**

| |
| — |
| Medical Diagnoses (2) |
| 1. Arthritis |
| 2. COPD |

| |
| — |
| Nursing Diagnosis: 3 part |
| Imbalanced nutrition, less than body requirements **r/t** patient’s lack of appetite and early feelings of fullness **a/e/b** patient statements of “I don’t like to eat the food here” and patient eating less than 25% of meals |

| |
| — |
| Goal: Measurable & With Time Frame |
| Patient will eat at least 50% of meals by the end of the month |

| |
| — |
| Patient Education (3) |
| 1. Counting calories |
| 2. Role of Protein |
| 3. Food intake goal chart |

| |
| — |
| Nursing Assessment Data to Support Nursing Diagnosis (3) |
| 1. O2 sats 88% when ambulating |
| 2. Wheezes in lungs |
| 3. Etc. |

| |
| — |
| Labs or Tests related to Nursing Diagnosis (2) |
| 1. Albumin |
| 2. Hemoglobin |

| |
| — |
| Nursing Interventions (3) |
| 1. Offer small, frequent high calorie snacks |
| 2. Ask patient what foods are appealing |
| 3. Etc. |

| |
| — |
| Rationale Behind Interventions (3- use course books and UCentral app) |
| 1. Small, frequent meals better tolerated with breathing problems. Maximize calories taken in. (Lewis et al., 2017) |
| 2. Involving patient in choices increases compliance. (UCentral, 2018) |
| 3. Etc. |

**## Reflectivejournalblueprints.pdf**

Reflective Journal
Course: Su26 ADNG 1200 50-51 Clinical I

Cri-
teria

Level 5
4.1–5.0
points

Level 4
3.1–4.0
points

Level 3
2.1–3.0
points

Level 2
1.1–2.0
points

Level 1
0.0–1.0
points

Criterion
Score

Com-

ple

te

/ 5•Thor-

oughly

ad-

dresses

all 3

ques-

tions.

•Entry

is at

least

1500

words

and not

more

than

2000

words

long.

•Ad-

dresses

all 3

ques-

tions

with

fair

amount

of

depth.

•Entry

is at

least

1250

total

words

or ex-

ceeds

the

2000

word

limit.

•Some-

what

ad-

dresses

at least

2 of

the 3

ques-

tions.

•Entry

is at

least

1000

total

words.

•Some-

what

ad-

dresses

1 ques-

tion.

•An-

swers

are not

com-

plete.

•Entry

is at

least

750

total

words.

•Entry

does

not

clearly

ad-

dress

any of

the

ques-

tions

provid-

ed.

•Entry

is a

recita-

tion of

signifi-

cant

experi-

ences

in clini-

cal, OR

•Entry

is less

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 1 of 4

Re-

flec-

tio

n

/ 5

than

750

total

words.

•Re-

flection

demon-

strates

insight

and

ability

to con-

nect

person-

al ex-

peri-

ence

with

theory

on all

ques-

tions.

•Dis-

cussion

on all

ques-

tions

draws

upon

self-

knowl-

edge,

self-

aware-

•Re-

flection

usually

(2 of 3)

demon-

strates

insight

and

ability

to con-

nect

person-

al ex-

peri-

ence

with

theory.

•Dis-

cussion

usually

(2 of 3)

draws

upon

self-

knowl-

edge,

self-

aware-

ness

and

•Re-

flection

at

times

(1

ques-

tion)

demon-

strates

ability

to con-

nect

person-

al ex-

peri-

ence

with

theory

but 2

of 3

ques-

tions

are su-

perfi-

cially

an-

swered.

•Dis-

cussion

at least

•Entry

does

not re-

flect

appli-

cation

of the-

ory or

gen-

uine

insight

on be-

havior.

•Ob-

jective-

ly

shares

experi-

ence,

but re-

flection

is

vague,

lacks

depth

or in-

sight.

•Does

not

•There

is mini-

mal

evi-

dence

of re-

flec-

tion

•No

evi-

dence

of abil-

ity to

draw

upon

self-

knowl-

edge,

self-

aware-

ness

and

past

experi-

ence to

gain

insight.

•Entry

merely

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 2 of 4

Total / 10

ness

and

past

experi-

ence to

gain

insight

and

create

or dis-

cover

ideas

that

are

new

and

en-

hance

profes-

sional

growth.

past

experi-

ence to

gain

insight

and

create

or dis-

cover

ideas

that

are

new

and

en-

hance

profes-

sional

growth.

once

draws

upon

self-

knowl-

edge,

self-

aware-

ness

and

past

experi-

ence to

gain

insight

and

create

or dis-

cover

ideas

that

are

new

and

en-

hance

profes-

sional

growth.

draw

upon

self-

knowl-

edge,

self-

aware-

ness, or

experi-

ence to

en-

hance

profes-

sional

growth.

recites

what

was

done/

learned

during

clinical.

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 3 of 4

Overall Score

Level 5
9 points
minimum

Level 4
7 points
minimum

Level 3
5 points
minimum

Level 2
3 points
minimum

Level 1
0 points
minimum

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 4 of 4

**ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/adng1200-clinicali-geriatriccareplanconceptmap-instructionsandrubric-docx-10550683)

**GeriatricCarePlanConceptMapPresentation.pdf**

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

**## ADNG1200_ClinicalI_Journal_InstructionsandRubric2.docx**

**Reflective Journal**

Objectives:

1. Reflect on thoughts, ideas, experiences, and insights related to the course.

2. Examine personal skills, frames of reference, and assumptions about the provision of care.

3. Gain insight on how student views themselves in relationship to others when engaged in therapeutic and professional communication.

4. Identify areas for students to further develop their abilities and understanding related to bedside practice.

Directions: (Professional Identity and Spirit of Inquiry)

Respond to at all
four of the questions below using the same bullet points. Responses must be double-spaced in a Word document. Entry should be a minimum of 1500 words and NOT more than 2000 words.

1.
Journal prompt 1 (Human Flourishing, Professional Identity)

a) What are your feelings as you begin this clinical experience? Make sure you identify feelings, not thoughts. Complete the following statement: "l feel…"

b) What past experiences, perceptions, and thoughts might be contributing to the above feelings?

c) What personal qualities, strengths, and talents do you bring to this clinical experience?

d) Identify one goal for the semester related to your personal self-awareness and growth.

2.
Journal prompt 2 (Human Flourishing, Professional Identity)

As you begin your clinical experience, it is important to be aware of how you communicate and how you respond to the communication styles of others. This awareness is essential to working with the healthcare team to provide care to residents that is personalized, evidence-based, and safe.

a) What is your communication style? Are you direct, passive, etc.?

b) How do you try to come across to others when communicating?

c) How do you think you are perceived by others when communicating?

d) Describe two strategies to improve your communication skills during this clinical experience.

3.
Journal prompt 3 (Human Flourishing, Professional Identity)

Judgment is making opinions as to the value of someone or something. How we perceive others is influenced by our personal beliefs, assumptions, and values. Professional nurses operate within a Professional Code of Ethics and Standards.

a) Examine the
values,
assumptions, and
beliefs (address all three) that shape your behavior. Provide specific examples.

b) Explore how your values, assumptions and beliefs influence your relationships with residents and families.

4.
Journal prompt 4 (Spirit of Inquiry)

Locate on NTC library site one peer-reviewed journal article within the past five years that address healthcare needs of the geriatric population. Suggestions include health management, polypharmacy, safety, caregiver role strain, etc.

1. Briefly summarize the article including key points and conclusion.

1. Analysis: what is the role of the nurse in addressing this issue?

1. Use in-text citations to give credit to the author and provide a reference list APA citation for the article at the end of your journal entry. Faculty to assist as needed.

2. In-text citation example:

0. A recent study found that geriatric healthcare needs are growing (Smith, 2018).

2. Reference list citation example:

1. Last, F. M. (Year Published). Article title.
_Journal Name_,
_Volume_(Issue), pp. Page(s). doi:#

**Reflective Journal Grading Rubric (10 points)**

| | | | | | |
| — | — | — | — | — | — |
| | Level 5 | Level 4 | Level 3 | Level 2 | Level 1 |
| Complete (5 points) | · Thoroughly addresses all 3 questions.<br>· Entry is at least 1500 words and <br>**not** more than 2000 words long. | · Addresses all 3 questions with fair amount of depth.<br>· Entry is at least 1250 total words or exceeds the 2000 word limit. | · Somewhat addresses at least 2 of the 3 questions.<br>· Entry is at least 1000 total words. | · Somewhat addresses 1 question.<br>· Answers are not complete. <br>· Entry is at least 750 total words. | · Entry does not clearly address any of the questions provided.<br>· Entry is a recitation of significant experiences in clinical, OR<br>· Entry is less than 750 total words. |
| Reflection<br>(5 points) | · Reflection demonstrates insight and ability to connect personal experience with theory on all questions. <br>· Discussion on all questions draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection usually (2 of 3) demonstrates insight and ability to connect personal experience with theory. <br>· Discussion usually (2 of 3) draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection at times (1 question) demonstrates ability to connect personal experience with theory but 2 of 3 questions are superficially answered.<br>· Discussion at least once draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Entry does not reflect application of theory or genuine insight on behavior. <br>· Objectively shares experience, but reflection is vague, lacks depth or insight. <br>· Does not draw upon self- knowledge, self-awareness, or experience to enhance professional growth. | · There is minimal evidence of reflection<br>· No evidence of ability to draw upon self-knowledge, self-awareness and past experience to gain insight.<br>· Entry merely recites what was done/ learned during clinical. |

**## GeriatricCarePlanConceptMap_Template.docx**

**Geriatric Care Plan Concept Map**

| |
| — |
| Risk Factors for Nursing Diagnosis (3) |
| 1. Dementia |
| 2. Lung disease |
| 3. Recent viral illness |

| |
| — |
| Complications to Report (3) |
| 1. Weight loss |
| 2. Falls |
| 3. Dizziness |

| |
| — |
| Challenges to Implementing Care Plan (3) |
| 1. Resident’s mental capacity |
| 2. Time |
| 3. Etc. |

| |
| — |
| Things I Learned/Surprised Me After Building Map (2) |
| 1. |
| 2. |

**(Data in tables are examples – delete and fill in your own data in each)**

| |
| — |
| Medical Diagnoses (2) |
| 1. Arthritis |
| 2. COPD |

| |
| — |
| Nursing Diagnosis: 3 part |
| Imbalanced nutrition, less than body requirements **r/t** patient’s lack of appetite and early feelings of fullness **a/e/b** patient statements of “I don’t like to eat the food here” and patient eating less than 25% of meals |

| |
| — |
| Goal: Measurable & With Time Frame |
| Patient will eat at least 50% of meals by the end of the month |

| |
| — |
| Patient Education (3) |
| 1. Counting calories |
| 2. Role of Protein |
| 3. Food intake goal chart |

| |
| — |
| Nursing Assessment Data to Support Nursing Diagnosis (3) |
| 1. O2 sats 88% when ambulating |
| 2. Wheezes in lungs |
| 3. Etc. |

| |
| — |
| Labs or Tests related to Nursing Diagnosis (2) |
| 1. Albumin |
| 2. Hemoglobin |

| |
| — |
| Nursing Interventions (3) |
| 1. Offer small, frequent high calorie snacks |
| 2. Ask patient what foods are appealing |
| 3. Etc. |

| |
| — |
| Rationale Behind Interventions (3- use course books and UCentral app) |
| 1. Small, frequent meals better tolerated with breathing problems. Maximize calories taken in. (Lewis et al., 2017) |
| 2. Involving patient in choices increases compliance. (UCentral, 2018) |
| 3. Etc. |

**## Reflectivejournalblueprints.pdf**

Reflective Journal
Course: Su26 ADNG 1200 50-51 Clinical I

Cri-
teria

Level 5
4.1–5.0
points

Level 4
3.1–4.0
points

Level 3
2.1–3.0
points

Level 2
1.1–2.0
points

Level 1
0.0–1.0
points

Criterion
Score

Com-

ple

te

/ 5•Thor-

oughly

ad-

dresses

all 3

ques-

tions.

•Entry

is at

least

1500

words

and not

more

than

2000

words

long.

•Ad-

dresses

all 3

ques-

tions

with

fair

amount

of

depth.

•Entry

is at

least

1250

total

words

or ex-

ceeds

the

2000

word

limit.

•Some-

what

ad-

dresses

at least

2 of

the 3

ques-

tions.

•Entry

is at

least

1000

total

words.

•Some-

what

ad-

dresses

1 ques-

tion.

•An-

swers

are not

com-

plete.

•Entry

is at

least

750

total

words.

•Entry

does

not

clearly

ad-

dress

any of

the

ques-

tions

provid-

ed.

•Entry

is a

recita-

tion of

signifi-

cant

experi-

ences

in clini-

cal, OR

•Entry

is less

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 1 of 4

Re-

flec-

tio

n

/ 5

than

750

total

words.

•Re-

flection

demon-

strates

insight

and

ability

to con-

nect

person-

al ex-

peri-

ence

with

theory

on all

ques-

tions.

•Dis-

cussion

on all

ques-

tions

draws

upon

self-

knowl-

edge,

self-

aware-

•Re-

flection

usually

(2 of 3)

demon-

strates

insight

and

ability

to con-

nect

person-

al ex-

peri-

ence

with

theory.

•Dis-

cussion

usually

(2 of 3)

draws

upon

self-

knowl-

edge,

self-

aware-

ness

and

•Re-

flection

at

times

(1

ques-

tion)

demon-

strates

ability

to con-

nect

person-

al ex-

peri-

ence

with

theory

but 2

of 3

ques-

tions

are su-

perfi-

cially

an-

swered.

•Dis-

cussion

at least

•Entry

does

not re-

flect

appli-

cation

of the-

ory or

gen-

uine

insight

on be-

havior.

•Ob-

jective-

ly

shares

experi-

ence,

but re-

flection

is

vague,

lacks

depth

or in-

sight.

•Does

not

•There

is mini-

mal

evi-

dence

of re-

flec-

tion

•No

evi-

dence

of abil-

ity to

draw

upon

self-

knowl-

edge,

self-

aware-

ness

and

past

experi-

ence to

gain

insight.

•Entry

merely

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 2 of 4

Total / 10

ness

and

past

experi-

ence to

gain

insight

and

create

or dis-

cover

ideas

that

are

new

and

en-

hance

profes-

sional

growth.

past

experi-

ence to

gain

insight

and

create

or dis-

cover

ideas

that

are

new

and

en-

hance

profes-

sional

growth.

once

draws

upon

self-

knowl-

edge,

self-

aware-

ness

and

past

experi-

ence to

gain

insight

and

create

or dis-

cover

ideas

that

are

new

and

en-

hance

profes-

sional

growth.

draw

upon

self-

knowl-

edge,

self-

aware-

ness, or

experi-

ence to

en-

hance

profes-

sional

growth.

recites

what

was

done/

learned

during

clinical.

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 3 of 4

Overall Score

Level 5
9 points
minimum

Level 4
7 points
minimum

Level 3
5 points
minimum

Level 2
3 points
minimum

Level 1
0 points
minimum

https://ntcmn.learn.minnstate.edu/d2l/lms/dropbox/user/folder_…t_files.d2l?db=15394606&grpid=0&isprv=0&bp=0&ou=7619362 5/21/26, 5:22 PM
Page 4 of 4

**ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/adng1200-clinicali-geriatriccareplanconceptmap-instructionsandrubric-docx-10550683)

**GeriatricCarePlanConceptMapPresentation.pdf**

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

November 6, 2026
[Solved] capstone

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November 6, 2026
[Solved] dicussion response

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**files (1)** – ## PeerresponseDiscussion1.docx **## PeerresponseDiscussion1.docx** Peer response: Evidence-based practice is the integration of the best current evidence, clinical expertise, and patient preferences to improve patient outcomes. Evidence based practice helps nurses to formulate infor…

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– ## PeerresponseDiscussion1.docx

**## PeerresponseDiscussion1.docx**

Peer response:

Evidence-based practice is the integration of the best current evidence, clinical expertise, and patient preferences to improve patient outcomes. Evidence based practice helps nurses to formulate informed decisions that are supported by scientific research rather than routine practice. According to Melynk et al., (p.1) evidence-based practice can reduce costs while also improving job satisfaction amongst staff members. PICOT questions are used in evidence-based practice to help develop focused clinical questions that guide research and improve the quality of evidence gathered.

PICOT stands for Population, Intervention, Comparison, Outcome, and Time. Each of these components helps to narrow down the focus of research. One issue encountered on my labor and delivery unit is prolonged labor in woman who have received epidural anesthesia. Prolonged labor can increase risks for maternal exhaustion, birth complications, and cesarean delivery rates. Often labor and delivery nurses use various repositioning techniques to promote labor progression. My PICOT question is: while women are in labor and receiving epidural anesthesia (P) does the use of a peanut ball (I) compared to repositioning without a peanut ball (C), reduce the length of labor and lower cesarean delivery rates (O) during hospitalization (T)? This PICOT question describes a therapy type of PICOT question as it questions if a nursing intervention can improve maternal outcomes during their labor and delivery stay. Implementing the use of a peanut ball is beneficial because it is evidence based. A peanut ball can help progress labor, decrease cesarean delivery rates, and directly improve maternal and fetal outcomes.

References

Melynk, Fineout-Overholt, , & Williamson. (2010). Evidence-based practice: step by step: the seven steps of evidence-based practice. American Journal of Nursing, 10(110), 51-53.

RTP: Click reply on your peer's initial posting. Begin your peer post by addressing your peer by name.

Your RTP should not focus on the "med-surg" aspects of your peer's posting. For example, if your peer's PICO(T) question is related to bed alarms and fall rates, your response should not be related to bed alarms or fall rates. Keep the focus on an aspect of EBP. For example: discuss the steps in EBP, benefits and barriers of EBP, where your peer can find evidence, the important of appraising evidence, hierarchy of evidence, randomized control trials, systematic reviews, meta-analysis, meta-synthesis, clinical practice guidelines, evidence-based practice models, etc. Again, keep the focus of your RTP on EBP.

The articles posted in each unit in the syllabus are to facilitate your understanding of the topic and help you meet the identified learning objectives. They are not to be used as references for your course work. Such articles must be obtained from the BC online library. HOWEVER, FOR THIS WEEK ONLY: I want you to use the two journal articles below, which are posted in the Unit 1 module. Use one for the IP and the other one for the RTP (in addition to your course textbook). Although these two articles are several years old, they remain quite relevant today. No other journal articles are needed.

Melynk, Fineout-Overholt, Stillwell, & Williamson. (2010). Evidence-based practice: step by step: the seven steps of evidence-based practice. American Journal of Nursing, 10(110), 51-53.

Stevens, K. (2013). The impact of evidenced-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing, 18(2).

Before you begin writing: Read the guidelines below, the rubric for Discussion postings, and the announcement in the Content section entitled, "A MUST READ: Writing Info. and Other Tips."

The maximum number of references for DQs is three.

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

Do not use direct quotes–paraphrase instead. Quotes do not demonstrate understanding of the material. Papers that include quotes will not be graded until they are revised/resubmitted.

Evidence-based practice (EBP) is an essential component of professional nursing practice because it promotes safe, effective, and high-quality patient care. Nurses use EBP to combine the best current research evidence with clinical expertise and patient preferences when making healthcare decisions. According to Polit and Beck, EBP allows nurses to make informed clinical decisions based on evidence rather than tradition or routine practice (Polit & Beck, 2022). Evidence-based practice improves patient outcomes, enhances patient safety, and supports quality improvement within healthcare organizations. Stevens (2013) explained that EBP has transformed nursing practice by improving healthcare quality, reducing costs, and decreasing preventable patient complications. Because nurses play a direct role in patient care, the use of evidence-based interventions is important in preventing adverse events and improving overall patient outcomes.

One significant issue encountered in hospital settings is catheter-associated urinary tract infections (CAUTIs). CAUTIs are among the most common hospital-acquired infections and can lead to increased patient discomfort, prolonged hospitalization, increased healthcare costs, and serious complications such as sepsis. Patients with indwelling urinary catheters are at higher risk for infection, especially when catheters remain in place longer than medically necessary. This problem is appropriate for an EBP project because current research supports interventions that can reduce CAUTI rates and improve patient safety outcomes.

Evidence-based practice questions are commonly written in PICO(T) format because the framework helps healthcare providers develop focused and researchable clinical questions. Melnyk et al. (2010) stated that the PICO(T) format helps clinicians identify the patient problem, intervention, comparison, outcome, and timeframe, which improves the efficiency of searching for evidence and applying findings to practice (pp. 51–52). The initials in PICO(T) stand for patient population/problem (P), intervention (I), comparison intervention (C), outcome (O), and timeframe (T). Using this format helps nurses clearly define a clinical issue and identify evidence-based interventions that may improve patient outcomes.

The PICO(T) question developed for this EBP project is: In hospitalized adult patients with indwelling urinary catheters (P), does implementation of a nurse-driven catheter removal protocol (I), compared to standard physician-directed catheter removal practices (C), reduce the incidence of catheter-associated urinary tract infections (O) during hospitalization (T)? This question focuses on improving patient outcomes by decreasing the occurrence of hospital-acquired infections through evidence-based nursing interventions.

This PICO(T) question is classified as a therapy/treatment question because it evaluates the effectiveness of an intervention intended to improve patient outcomes. The intervention being studied is the implementation of a nurse-driven catheter removal protocol to decrease CAUTI rates in hospitalized patients. According to Polit and Beck (2022), therapy questions examine whether specific interventions produce better outcomes for patients. Research supports that reducing unnecessary catheter use and encouraging timely catheter removal are effective strategies for decreasing infection rates and improving patient safety.

The use of EBP is essential in modern nursing practice because it encourages nurses to critically evaluate research and apply evidence-based interventions to clinical problems. Stevens (2013) emphasized that EBP strengthens nursing practice by promoting safer care and improving healthcare outcomes for patients. By addressing the problem of CAUTIs through an evidence-based intervention, nurses can help reduce preventable infections, improve patient experiences, and contribute to higher standards of care within healthcare organizations.

References

Essentials of Nursing Research: Appraising Evidence for Nursing Practice Polit, D. E., & Beck, C. T. (2022). Essentials of nursing research: Appraising evidence for nursing practice (10th ed.). Wolters Kluwer.

American Journal of Nursing Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step: The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53.

Online Journal of Issues in Nursing Stevens, K. (2013). The impact of evidence-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing, 18(2).

**## PeerresponseDiscussion1.docx**

Peer response:

Evidence-based practice is the integration of the best current evidence, clinical expertise, and patient preferences to improve patient outcomes. Evidence based practice helps nurses to formulate informed decisions that are supported by scientific research rather than routine practice. According to Melynk et al., (p.1) evidence-based practice can reduce costs while also improving job satisfaction amongst staff members. PICOT questions are used in evidence-based practice to help develop focused clinical questions that guide research and improve the quality of evidence gathered.

PICOT stands for Population, Intervention, Comparison, Outcome, and Time. Each of these components helps to narrow down the focus of research. One issue encountered on my labor and delivery unit is prolonged labor in woman who have received epidural anesthesia. Prolonged labor can increase risks for maternal exhaustion, birth complications, and cesarean delivery rates. Often labor and delivery nurses use various repositioning techniques to promote labor progression. My PICOT question is: while women are in labor and receiving epidural anesthesia (P) does the use of a peanut ball (I) compared to repositioning without a peanut ball (C), reduce the length of labor and lower cesarean delivery rates (O) during hospitalization (T)? This PICOT question describes a therapy type of PICOT question as it questions if a nursing intervention can improve maternal outcomes during their labor and delivery stay. Implementing the use of a peanut ball is beneficial because it is evidence based. A peanut ball can help progress labor, decrease cesarean delivery rates, and directly improve maternal and fetal outcomes.

References

Melynk, Fineout-Overholt, , & Williamson. (2010). Evidence-based practice: step by step: the seven steps of evidence-based practice. American Journal of Nursing, 10(110), 51-53.

RTP: Click reply on your peer's initial posting. Begin your peer post by addressing your peer by name.

Your RTP should not focus on the "med-surg" aspects of your peer's posting. For example, if your peer's PICO(T) question is related to bed alarms and fall rates, your response should not be related to bed alarms or fall rates. Keep the focus on an aspect of EBP. For example: discuss the steps in EBP, benefits and barriers of EBP, where your peer can find evidence, the important of appraising evidence, hierarchy of evidence, randomized control trials, systematic reviews, meta-analysis, meta-synthesis, clinical practice guidelines, evidence-based practice models, etc. Again, keep the focus of your RTP on EBP.

The articles posted in each unit in the syllabus are to facilitate your understanding of the topic and help you meet the identified learning objectives. They are not to be used as references for your course work. Such articles must be obtained from the BC online library. HOWEVER, FOR THIS WEEK ONLY: I want you to use the two journal articles below, which are posted in the Unit 1 module. Use one for the IP and the other one for the RTP (in addition to your course textbook). Although these two articles are several years old, they remain quite relevant today. No other journal articles are needed.

Melynk, Fineout-Overholt, Stillwell, & Williamson. (2010). Evidence-based practice: step by step: the seven steps of evidence-based practice. American Journal of Nursing, 10(110), 51-53.

Stevens, K. (2013). The impact of evidenced-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing, 18(2).

Before you begin writing: Read the guidelines below, the rubric for Discussion postings, and the announcement in the Content section entitled, "A MUST READ: Writing Info. and Other Tips."

The maximum number of references for DQs is three.

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

Do not use direct quotes–paraphrase instead. Quotes do not demonstrate understanding of the material. Papers that include quotes will not be graded until they are revised/resubmitted.

Evidence-based practice (EBP) is an essential component of professional nursing practice because it promotes safe, effective, and high-quality patient care. Nurses use EBP to combine the best current research evidence with clinical expertise and patient preferences when making healthcare decisions. According to Polit and Beck, EBP allows nurses to make informed clinical decisions based on evidence rather than tradition or routine practice (Polit & Beck, 2022). Evidence-based practice improves patient outcomes, enhances patient safety, and supports quality improvement within healthcare organizations. Stevens (2013) explained that EBP has transformed nursing practice by improving healthcare quality, reducing costs, and decreasing preventable patient complications. Because nurses play a direct role in patient care, the use of evidence-based interventions is important in preventing adverse events and improving overall patient outcomes.

One significant issue encountered in hospital settings is catheter-associated urinary tract infections (CAUTIs). CAUTIs are among the most common hospital-acquired infections and can lead to increased patient discomfort, prolonged hospitalization, increased healthcare costs, and serious complications such as sepsis. Patients with indwelling urinary catheters are at higher risk for infection, especially when catheters remain in place longer than medically necessary. This problem is appropriate for an EBP project because current research supports interventions that can reduce CAUTI rates and improve patient safety outcomes.

Evidence-based practice questions are commonly written in PICO(T) format because the framework helps healthcare providers develop focused and researchable clinical questions. Melnyk et al. (2010) stated that the PICO(T) format helps clinicians identify the patient problem, intervention, comparison, outcome, and timeframe, which improves the efficiency of searching for evidence and applying findings to practice (pp. 51–52). The initials in PICO(T) stand for patient population/problem (P), intervention (I), comparison intervention (C), outcome (O), and timeframe (T). Using this format helps nurses clearly define a clinical issue and identify evidence-based interventions that may improve patient outcomes.

The PICO(T) question developed for this EBP project is: In hospitalized adult patients with indwelling urinary catheters (P), does implementation of a nurse-driven catheter removal protocol (I), compared to standard physician-directed catheter removal practices (C), reduce the incidence of catheter-associated urinary tract infections (O) during hospitalization (T)? This question focuses on improving patient outcomes by decreasing the occurrence of hospital-acquired infections through evidence-based nursing interventions.

This PICO(T) question is classified as a therapy/treatment question because it evaluates the effectiveness of an intervention intended to improve patient outcomes. The intervention being studied is the implementation of a nurse-driven catheter removal protocol to decrease CAUTI rates in hospitalized patients. According to Polit and Beck (2022), therapy questions examine whether specific interventions produce better outcomes for patients. Research supports that reducing unnecessary catheter use and encouraging timely catheter removal are effective strategies for decreasing infection rates and improving patient safety.

The use of EBP is essential in modern nursing practice because it encourages nurses to critically evaluate research and apply evidence-based interventions to clinical problems. Stevens (2013) emphasized that EBP strengthens nursing practice by promoting safer care and improving healthcare outcomes for patients. By addressing the problem of CAUTIs through an evidence-based intervention, nurses can help reduce preventable infections, improve patient experiences, and contribute to higher standards of care within healthcare organizations.

References

Essentials of Nursing Research: Appraising Evidence for Nursing Practice Polit, D. E., & Beck, C. T. (2022). Essentials of nursing research: Appraising evidence for nursing practice (10th ed.). Wolters Kluwer.

American Journal of Nursing Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice: Step by step: The seven steps of evidence-based practice. American Journal of Nursing, 110(1), 51–53.

Online Journal of Issues in Nursing Stevens, K. (2013). The impact of evidence-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing, 18(2).

November 6, 2026
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**files (2)** – ## FrameworkfortheCause-and-EffectEssayPartIISummerA2026.docx – ## SocialMediaAddiction1.docx **## FrameworkfortheCause-and-EffectEssayPartIISummerA2026.docx** English Composition II-DAX-DL03 Ebel Moya Framework for the Cause-and-Effect Essay Part II Summer A 2026 **Framework for the…

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**files (2)**

– ## FrameworkfortheCause-and-EffectEssayPartIISummerA2026.docx

– ## SocialMediaAddiction1.docx

**## FrameworkfortheCause-and-EffectEssayPartIISummerA2026.docx**

English Composition II-DAX-DL03 Ebel Moya

Framework for the Cause-and-Effect Essay Part II Summer A 2026

**Framework for the Cause-and-Effect Essay**

**Part II: Annotated Bibliography**

For this assignment, you will develop an
**annotated bibliography** consisting of
**three credible sources** related to the
**same cause-and-effect topic** you selected for
**Part I: The Outline**. Your work must follow
**APA 7th edition** formatting guidelines.

These sources will later be used to support your
**Cause-and-Effect Essay**.

**What is Annotated Bibliography.docx**

**Assignment Requirements**

• You must use
**the same topic** you chose for your Outline (Part I)

• All content must be formatted according to
**APA 7th edition** standards

• Please submit your work as a
**Word document ONLY** by uploading it through the
**attachment icon (paper clip symbol)**

• Each source must include a
**proper APA 7th edition citation**

• Each annotation must be
**approximately 150 words**

• Your annotations must clearly connect to your selected research topic

• Sources should include
**specific details about methodology and findings**

• You must explain how each source will be used in your essay

**Each Annotation Must Include:**

1.
**Summary**

2. Explain what the source is about and describe its main arguments or findings.

3.
**Assessment**

4. Evaluate the source’s reliability, credibility, and overall quality.

5.
**Reflection**

6. Explain how the source relates to your topic and how you plan to use it in your essay.

**Approved Topics**

Your topic must match the one used in
**Part I: The Outline**.

1.
**Increased Anxiety Among College/University Students**

2.
**Traffic Problems in Miami-Dade County**

3.
**Social Media Addiction**

4.
**High Rate of Obesity in America**

5.
**The Popularity of Starbucks**

**Important Notes**

• You
**must** continue working with the
**same topic** selected for your Outline

• The three sources you choose will serve as the
**foundation** for your essay

• Use
**credible, academic, and reliable sources**

• Write in
**clear, formal academic English**

• Follow all formatting and submission instructions carefully

**What is Annotated Bibliography?**

An annotated bibliography is a list of sources (books, articles, websites, etc.) formatted in a specific citation style, where each source is followed by a brief descriptive and evaluative paragraph called an annotation. The annotation typically includes:

• Summary: What the source is about and its main arguments

• Assessment: The source's reliability, credibility, and quality

• Reflection: How the source relates to your research topic and how you plan to use it

Annotations are usually 100-200 words long and help you organize your research while demonstrating your understanding of the sources.

**Example in APA 7th Edition Format**

Topic: Social Media and Mental Health

Annotated Bibliography

Primack, B. A., Shensa, A., Sidani, J. E., Whaite, E. O., Lin, L. Y., Rosen, D., Colditz, J. B., Radovic, A., & Miller, E. (2017). Social media use and perceived social isolation among young adults in the U.S. American Journal of Preventive Medicine, 53(1), 1-8.
[https://doi.org/10.1016/j.amepre.2017.01.010](https://doi.org/10.1016/j.amepre.2017.01.010)

This peer-reviewed study examines the relationship between social media usage and feelings of social isolation among 1,787 adults aged 19-32. The researchers found that participants who spent more time on social media platforms reported higher levels of perceived social isolation, even when controlling demographic factors. The study is particularly valuable because it uses a large, nationally representative sample and employs validated measurement scales for both social media use and social isolation. This source directly supports my thesis that excessive social media use can negatively impact mental well-being. I will use this study's statistical findings to demonstrate the counterintuitive relationship between digital connection and real-world loneliness, particularly the finding that high social media users were twice as likely to report social isolation.

**Key Elements Shown:**

• Proper APA 7th edition citation format

• 150-word annotation covering summary, assessment, and reflection

• Clear connection to the research topic

• Specific details about methodology and findings

• Explanation of how the source will be used in the essay

**## SocialMediaAddiction1.docx**

5

## Social Media Addiction

## I. Introduction

A.
**Hook/ Attention Grabber**

1. The College community is spending more time on social media apps than with friends and family members every day.

2. The problem of social media addiction is becoming an issue in the case of young adults because of their frequent use of various social media platforms such as TikTok, Instagram, and Facebook.

3. The use of social networks has increased, and pupils' emotional well-being and behavior is a worry.

B.
**Background Information**

1. The social networking websites were created to facilitate communication, information, and online communities.

2. As the time elapsed, there were increasingly advanced algorithms, frequent alerts and an onslaught of entertainment, which pushed users to spend too much time online.

3. It has been found that students who are addicted to social media have high levels of anxiety, low self-esteem, depression, and unhealthy coping mechanisms (Jing et al., 2025).

4. It is also found that social media can significantly trigger negative emotions among young people, as they are prone to compare themselves with others, fear of missing out, and dependence on social media for validation and recognition (Lițan, 2025).

C.
**Thesis Statement**

Social media addiction is increasing because of its algorithms that keep people addicted, curiosity to follow the trends in social media, and a need for social recognition and approval.

## II. Body

A.
**Paragraph 1**

1. One of the main reasons social media platforms are so addictive is due to the personalized content that is provided by the use of AI algorithms.

2. One of the reasons for social media addiction is the use of AI algorithms that personalize content to ensure the user remains on social media platforms longer. As De et al (2025) claim, social media algorithms capture users' interest through personalization based on their interests and behaviors.

a) These algorithms stimulate the dopamine pathways of the brain, causing dependency-like patterns within different brain regions that are similar to substance addiction (De et al., 2025).

b) It is indication that social media companies are purposefully developing platforms to ensure that people always use it and spend more time viewing the screen.

3. As more and more content is pushed to users based on algorithms, so too are there more and more users feeling like they are missing out on other experiences and updates.

B.
**Paragraph 2**

1. Fear of missing out (FoMO) is one of the significant social media addiction among students and young adults.

2. The students in the above mentioned Meta analyses were found to be more than 26,000 in number who had positive correlation between social media addiction and FoMO (Jing et al., 2025).

a) A lot of people are continually checking their phones, and they're worried a trend or social activity, or a conversation is going on that they are not a part of.

b) It is important to this evidence because it demonstrates the social pressure and anxiety that leads people to be attached to social media all day.

3. FoMO may cause feelings of depression and an increased desire for validation and acceptance online.

C.
**Paragraph 3**

1. Social validation and social acceptance is another major factor that can contribute to social media addiction.

2. Self-efficacy and anxiety may be negatively impacted by SAA, as social media users compare themselves to others when using a social media platform, according to Chen et al. (2025).

a) Their research found that 72% of the participants felt a decrease in their self-worth due to social comparisons on social media platforms (Chen et al., 2025).

b) This is an important piece of evidence since it shows that many users are dependent on likes, comments, and online attention for feeling accepted and valued.

3. As more and more people are using online social networks, social network addiction will likely remain a social and youth problem.

## III. Conclusion

A.
**Key Points.**

1. These are the reasons why social media addiction continues to grow: the algorithms keep people on social media longer; FoMO makes people feel like they need to be online all the time; there's the possibility of emotional validation via social media.

2. All of these are pieces that can lead to an unhealthy relationship with social media that impacts students and young adults.

3. Knowing the cause behind social media addiction is necessary as it helps people comprehend the impact of technology and emotional components on their life.

B.
**Closing Thoughts.**

1. Schools, families and social media platforms should promote and encourage healthy digital behaviors and educate users of the dangers of excessive social media use.

2. If society fails to take action to counteract social media addictions, future generations may grow more emotionally dependent on social media and “social” acceptance and approval.

## References

Cai, F., Wang, Y., & Jin, S. (2026). The impact of social media addiction on college students’ mental health through social support and resilience.
_Scientific Reports_. https://doi.org/10.1038/s41598-026-35779-w

Chen, J., Yu, Z., Yu, Z., Ni, R., Zhou, J., & Qu, J. (2025). The effects of social media addiction on college students’ psychological anxiety: the mediating role of self-efficacy and coping styles.
_Frontiers in Psychology_,
_16_. https://doi.org/10.3389/fpsyg.2025.1676899

De, D., El Jamal, M., Aydemir, E., & Khera, A. (2025). Social media algorithms and teen addiction: Neurophysiological impact and ethical considerations.
_Cureus_,
_17_(1), 1–7. https://doi.org/10.7759/cureus.77145

Garima, G., Verma, A., & Kaushik, M. B. (2026). Addicted and affected – social media addiction, mental health and academic performance: A PLS-SEM approach.
_Journal of Applied Research in Higher Education_, 1–15. https://doi.org/10.1108/jarhe-06-2025-0494

Jing, Z., Yang, W., Lei, Z., Junmei, W., Hui, L., & Tianmin, Z. (2025). Correlations between social media addiction and anxiety, depression, FoMO, loneliness and self-esteem among students: A systematic review and meta-analysis.
_PLOS One_,
_20_(9), e0329466. https://doi.org/10.1371/journal.pone.0329466

Lițan, D.-E. (2025). Online captive: The impact of social media addiction on depression and anxiety—an SEM approach to the mediating role of self-esteem and the moderating effects of age and professional status.
_Behavioral Sciences_,
_15_(4), 481. https://doi.org/10.3390/bs15040481

**## SocialMediaAddiction1.docx**

5

## Social Media Addiction

## I. Introduction

A.
**Hook/ Attention Grabber**

1. The College community is spending more time on social media apps than with friends and family members every day.

2. The problem of social media addiction is becoming an issue in the case of young adults because of their frequent use of various social media platforms such as TikTok, Instagram, and Facebook.

3. The use of social networks has increased, and pupils' emotional well-being and behavior is a worry.

B.
**Background Information**

1. The social networking websites were created to facilitate communication, information, and online communities.

2. As the time elapsed, there were increasingly advanced algorithms, frequent alerts and an onslaught of entertainment, which pushed users to spend too much time online.

3. It has been found that students who are addicted to social media have high levels of anxiety, low self-esteem, depression, and unhealthy coping mechanisms (Jing et al., 2025).

4. It is also found that social media can significantly trigger negative emotions among young people, as they are prone to compare themselves with others, fear of missing out, and dependence on social media for validation and recognition (Lițan, 2025).

C.
**Thesis Statement**

Social media addiction is increasing because of its algorithms that keep people addicted, curiosity to follow the trends in social media, and a need for social recognition and approval.

## II. Body

A.
**Paragraph 1**

1. One of the main reasons social media platforms are so addictive is due to the personalized content that is provided by the use of AI algorithms.

2. One of the reasons for social media addiction is the use of AI algorithms that personalize content to ensure the user remains on social media platforms longer. As De et al (2025) claim, social media algorithms capture users' interest through personalization based on their interests and behaviors.

a) These algorithms stimulate the dopamine pathways of the brain, causing dependency-like patterns within different brain regions that are similar to substance addiction (De et al., 2025).

b) It is indication that social media companies are purposefully developing platforms to ensure that people always use it and spend more time viewing the screen.

3. As more and more content is pushed to users based on algorithms, so too are there more and more users feeling like they are missing out on other experiences and updates.

B.
**Paragraph 2**

1. Fear of missing out (FoMO) is one of the significant social media addiction among students and young adults.

2. The students in the above mentioned Meta analyses were found to be more than 26,000 in number who had positive correlation between social media addiction and FoMO (Jing et al., 2025).

a) A lot of people are continually checking their phones, and they're worried a trend or social activity, or a conversation is going on that they are not a part of.

b) It is important to this evidence because it demonstrates the social pressure and anxiety that leads people to be attached to social media all day.

3. FoMO may cause feelings of depression and an increased desire for validation and acceptance online.

C.
**Paragraph 3**

1. Social validation and social acceptance is another major factor that can contribute to social media addiction.

2. Self-efficacy and anxiety may be negatively impacted by SAA, as social media users compare themselves to others when using a social media platform, according to Chen et al. (2025).

a) Their research found that 72% of the participants felt a decrease in their self-worth due to social comparisons on social media platforms (Chen et al., 2025).

b) This is an important piece of evidence since it shows that many users are dependent on likes, comments, and online attention for feeling accepted and valued.

3. As more and more people are using online social networks, social network addiction will likely remain a social and youth problem.

## III. Conclusion

A.
**Key Points.**

1. These are the reasons why social media addiction continues to grow: the algorithms keep people on social media longer; FoMO makes people feel like they need to be online all the time; there's the possibility of emotional validation via social media.

2. All of these are pieces that can lead to an unhealthy relationship with social media that impacts students and young adults.

3. Knowing the cause behind social media addiction is necessary as it helps people comprehend the impact of technology and emotional components on their life.

B.
**Closing Thoughts.**

1. Schools, families and social media platforms should promote and encourage healthy digital behaviors and educate users of the dangers of excessive social media use.

2. If society fails to take action to counteract social media addictions, future generations may grow more emotionally dependent on social media and “social” acceptance and approval.

## References

Cai, F., Wang, Y., & Jin, S. (2026). The impact of social media addiction on college students’ mental health through social support and resilience.
_Scientific Reports_. https://doi.org/10.1038/s41598-026-35779-w

Chen, J., Yu, Z., Yu, Z., Ni, R., Zhou, J., & Qu, J. (2025). The effects of social media addiction on college students’ psychological anxiety: the mediating role of self-efficacy and coping styles.
_Frontiers in Psychology_,
_16_. https://doi.org/10.3389/fpsyg.2025.1676899

De, D., El Jamal, M., Aydemir, E., & Khera, A. (2025). Social media algorithms and teen addiction: Neurophysiological impact and ethical considerations.
_Cureus_,
_17_(1), 1–7. https://doi.org/10.7759/cureus.77145

Garima, G., Verma, A., & Kaushik, M. B. (2026). Addicted and affected – social media addiction, mental health and academic performance: A PLS-SEM approach.
_Journal of Applied Research in Higher Education_, 1–15. https://doi.org/10.1108/jarhe-06-2025-0494

Jing, Z., Yang, W., Lei, Z., Junmei, W., Hui, L., & Tianmin, Z. (2025). Correlations between social media addiction and anxiety, depression, FoMO, loneliness and self-esteem among students: A systematic review and meta-analysis.
_PLOS One_,
_20_(9), e0329466. https://doi.org/10.1371/journal.pone.0329466

Lițan, D.-E. (2025). Online captive: The impact of social media addiction on depression and anxiety—an SEM approach to the mediating role of self-esteem and the moderating effects of age and professional status.
_Behavioral Sciences_,
_15_(4), 481. https://doi.org/10.3390/bs15040481

**## FrameworkfortheCause-and-EffectEssayPartIISummerA2026.docx**

English Composition II-DAX-DL03 Ebel Moya

Framework for the Cause-and-Effect Essay Part II Summer A 2026

**Framework for the Cause-and-Effect Essay**

**Part II: Annotated Bibliography**

For this assignment, you will develop an
**annotated bibliography** consisting of
**three credible sources** related to the
**same cause-and-effect topic** you selected for
**Part I: The Outline**. Your work must follow
**APA 7th edition** formatting guidelines.

These sources will later be used to support your
**Cause-and-Effect Essay**.

**What is Annotated Bibliography.docx**

**Assignment Requirements**

• You must use
**the same topic** you chose for your Outline (Part I)

• All content must be formatted according to
**APA 7th edition** standards

• Please submit your work as a
**Word document ONLY** by uploading it through the
**attachment icon (paper clip symbol)**

• Each source must include a
**proper APA 7th edition citation**

• Each annotation must be
**approximately 150 words**

• Your annotations must clearly connect to your selected research topic

• Sources should include
**specific details about methodology and findings**

• You must explain how each source will be used in your essay

**Each Annotation Must Include:**

1.
**Summary**

2. Explain what the source is about and describe its main arguments or findings.

3.
**Assessment**

4. Evaluate the source’s reliability, credibility, and overall quality.

5.
**Reflection**

6. Explain how the source relates to your topic and how you plan to use it in your essay.

**Approved Topics**

Your topic must match the one used in
**Part I: The Outline**.

1.
**Increased Anxiety Among College/University Students**

2.
**Traffic Problems in Miami-Dade County**

3.
**Social Media Addiction**

4.
**High Rate of Obesity in America**

5.
**The Popularity of Starbucks**

**Important Notes**

• You
**must** continue working with the
**same topic** selected for your Outline

• The three sources you choose will serve as the
**foundation** for your essay

• Use
**credible, academic, and reliable sources**

• Write in
**clear, formal academic English**

• Follow all formatting and submission instructions carefully

**What is Annotated Bibliography?**

An annotated bibliography is a list of sources (books, articles, websites, etc.) formatted in a specific citation style, where each source is followed by a brief descriptive and evaluative paragraph called an annotation. The annotation typically includes:

• Summary: What the source is about and its main arguments

• Assessment: The source's reliability, credibility, and quality

• Reflection: How the source relates to your research topic and how you plan to use it

Annotations are usually 100-200 words long and help you organize your research while demonstrating your understanding of the sources.

**Example in APA 7th Edition Format**

Topic: Social Media and Mental Health

Annotated Bibliography

Primack, B. A., Shensa, A., Sidani, J. E., Whaite, E. O., Lin, L. Y., Rosen, D., Colditz, J. B., Radovic, A., & Miller, E. (2017). Social media use and perceived social isolation among young adults in the U.S. American Journal of Preventive Medicine, 53(1), 1-8.
[https://doi.org/10.1016/j.amepre.2017.01.010](https://doi.org/10.1016/j.amepre.2017.01.010)

This peer-reviewed study examines the relationship between social media usage and feelings of social isolation among 1,787 adults aged 19-32. The researchers found that participants who spent more time on social media platforms reported higher levels of perceived social isolation, even when controlling demographic factors. The study is particularly valuable because it uses a large, nationally representative sample and employs validated measurement scales for both social media use and social isolation. This source directly supports my thesis that excessive social media use can negatively impact mental well-being. I will use this study's statistical findings to demonstrate the counterintuitive relationship between digital connection and real-world loneliness, particularly the finding that high social media users were twice as likely to report social isolation.

**Key Elements Shown:**

• Proper APA 7th edition citation format

• 150-word annotation covering summary, assessment, and reflection

• Clear connection to the research topic

• Specific details about methodology and findings

• Explanation of how the source will be used in the essay

**## SocialMediaAddiction1.docx**

5

## Social Media Addiction

## I. Introduction

A.
**Hook/ Attention Grabber**

1. The College community is spending more time on social media apps than with friends and family members every day.

2. The problem of social media addiction is becoming an issue in the case of young adults because of their frequent use of various social media platforms such as TikTok, Instagram, and Facebook.

3. The use of social networks has increased, and pupils' emotional well-being and behavior is a worry.

B.
**Background Information**

1. The social networking websites were created to facilitate communication, information, and online communities.

2. As the time elapsed, there were increasingly advanced algorithms, frequent alerts and an onslaught of entertainment, which pushed users to spend too much time online.

3. It has been found that students who are addicted to social media have high levels of anxiety, low self-esteem, depression, and unhealthy coping mechanisms (Jing et al., 2025).

4. It is also found that social media can significantly trigger negative emotions among young people, as they are prone to compare themselves with others, fear of missing out, and dependence on social media for validation and recognition (Lițan, 2025).

C.
**Thesis Statement**

Social media addiction is increasing because of its algorithms that keep people addicted, curiosity to follow the trends in social media, and a need for social recognition and approval.

## II. Body

A.
**Paragraph 1**

1. One of the main reasons social media platforms are so addictive is due to the personalized content that is provided by the use of AI algorithms.

2. One of the reasons for social media addiction is the use of AI algorithms that personalize content to ensure the user remains on social media platforms longer. As De et al (2025) claim, social media algorithms capture users' interest through personalization based on their interests and behaviors.

a) These algorithms stimulate the dopamine pathways of the brain, causing dependency-like patterns within different brain regions that are similar to substance addiction (De et al., 2025).

b) It is indication that social media companies are purposefully developing platforms to ensure that people always use it and spend more time viewing the screen.

3. As more and more content is pushed to users based on algorithms, so too are there more and more users feeling like they are missing out on other experiences and updates.

B.
**Paragraph 2**

1. Fear of missing out (FoMO) is one of the significant social media addiction among students and young adults.

2. The students in the above mentioned Meta analyses were found to be more than 26,000 in number who had positive correlation between social media addiction and FoMO (Jing et al., 2025).

a) A lot of people are continually checking their phones, and they're worried a trend or social activity, or a conversation is going on that they are not a part of.

b) It is important to this evidence because it demonstrates the social pressure and anxiety that leads people to be attached to social media all day.

3. FoMO may cause feelings of depression and an increased desire for validation and acceptance online.

C.
**Paragraph 3**

1. Social validation and social acceptance is another major factor that can contribute to social media addiction.

2. Self-efficacy and anxiety may be negatively impacted by SAA, as social media users compare themselves to others when using a social media platform, according to Chen et al. (2025).

a) Their research found that 72% of the participants felt a decrease in their self-worth due to social comparisons on social media platforms (Chen et al., 2025).

b) This is an important piece of evidence since it shows that many users are dependent on likes, comments, and online attention for feeling accepted and valued.

3. As more and more people are using online social networks, social network addiction will likely remain a social and youth problem.

## III. Conclusion

A.
**Key Points.**

1. These are the reasons why social media addiction continues to grow: the algorithms keep people on social media longer; FoMO makes people feel like they need to be online all the time; there's the possibility of emotional validation via social media.

2. All of these are pieces that can lead to an unhealthy relationship with social media that impacts students and young adults.

3. Knowing the cause behind social media addiction is necessary as it helps people comprehend the impact of technology and emotional components on their life.

B.
**Closing Thoughts.**

1. Schools, families and social media platforms should promote and encourage healthy digital behaviors and educate users of the dangers of excessive social media use.

2. If society fails to take action to counteract social media addictions, future generations may grow more emotionally dependent on social media and “social” acceptance and approval.

## References

Cai, F., Wang, Y., & Jin, S. (2026). The impact of social media addiction on college students’ mental health through social support and resilience.
_Scientific Reports_. https://doi.org/10.1038/s41598-026-35779-w

Chen, J., Yu, Z., Yu, Z., Ni, R., Zhou, J., & Qu, J. (2025). The effects of social media addiction on college students’ psychological anxiety: the mediating role of self-efficacy and coping styles.
_Frontiers in Psychology_,
_16_. https://doi.org/10.3389/fpsyg.2025.1676899

De, D., El Jamal, M., Aydemir, E., & Khera, A. (2025). Social media algorithms and teen addiction: Neurophysiological impact and ethical considerations.
_Cureus_,
_17_(1), 1–7. https://doi.org/10.7759/cureus.77145

Garima, G., Verma, A., & Kaushik, M. B. (2026). Addicted and affected – social media addiction, mental health and academic performance: A PLS-SEM approach.
_Journal of Applied Research in Higher Education_, 1–15. https://doi.org/10.1108/jarhe-06-2025-0494

Jing, Z., Yang, W., Lei, Z., Junmei, W., Hui, L., & Tianmin, Z. (2025). Correlations between social media addiction and anxiety, depression, FoMO, loneliness and self-esteem among students: A systematic review and meta-analysis.
_PLOS One_,
_20_(9), e0329466. https://doi.org/10.1371/journal.pone.0329466

Lițan, D.-E. (2025). Online captive: The impact of social media addiction on depression and anxiety—an SEM approach to the mediating role of self-esteem and the moderating effects of age and professional status.
_Behavioral Sciences_,
_15_(4), 481. https://doi.org/10.3390/bs15040481

**## FrameworkfortheCause-and-EffectEssayPartIISummerA2026.docx**

English Composition II-DAX-DL03 Ebel Moya

Framework for the Cause-and-Effect Essay Part II Summer A 2026

**Framework for the Cause-and-Effect Essay**

**Part II: Annotated Bibliography**

For this assignment, you will develop an
**annotated bibliography** consisting of
**three credible sources** related to the
**same cause-and-effect topic** you selected for
**Part I: The Outline**. Your work must follow
**APA 7th edition** formatting guidelines.

These sources will later be used to support your
**Cause-and-Effect Essay**.

**What is Annotated Bibliography.docx**

**Assignment Requirements**

• You must use
**the same topic** you chose for your Outline (Part I)

• All content must be formatted according to
**APA 7th edition** standards

• Please submit your work as a
**Word document ONLY** by uploading it through the
**attachment icon (paper clip symbol)**

• Each source must include a
**proper APA 7th edition citation**

• Each annotation must be
**approximately 150 words**

• Your annotations must clearly connect to your selected research topic

• Sources should include
**specific details about methodology and findings**

• You must explain how each source will be used in your essay

**Each Annotation Must Include:**

1.
**Summary**

2. Explain what the source is about and describe its main arguments or findings.

3.
**Assessment**

4. Evaluate the source’s reliability, credibility, and overall quality.

5.
**Reflection**

6. Explain how the source relates to your topic and how you plan to use it in your essay.

**Approved Topics**

Your topic must match the one used in
**Part I: The Outline**.

1.
**Increased Anxiety Among College/University Students**

2.
**Traffic Problems in Miami-Dade County**

3.
**Social Media Addiction**

4.
**High Rate of Obesity in America**

5.
**The Popularity of Starbucks**

**Important Notes**

• You
**must** continue working with the
**same topic** selected for your Outline

• The three sources you choose will serve as the
**foundation** for your essay

• Use
**credible, academic, and reliable sources**

• Write in
**clear, formal academic English**

• Follow all formatting and submission instructions carefully

**What is Annotated Bibliography?**

An annotated bibliography is a list of sources (books, articles, websites, etc.) formatted in a specific citation style, where each source is followed by a brief descriptive and evaluative paragraph called an annotation. The annotation typically includes:

• Summary: What the source is about and its main arguments

• Assessment: The source's reliability, credibility, and quality

• Reflection: How the source relates to your research topic and how you plan to use it

Annotations are usually 100-200 words long and help you organize your research while demonstrating your understanding of the sources.

**Example in APA 7th Edition Format**

Topic: Social Media and Mental Health

Annotated Bibliography

Primack, B. A., Shensa, A., Sidani, J. E., Whaite, E. O., Lin, L. Y., Rosen, D., Colditz, J. B., Radovic, A., & Miller, E. (2017). Social media use and perceived social isolation among young adults in the U.S. American Journal of Preventive Medicine, 53(1), 1-8.
[https://doi.org/10.1016/j.amepre.2017.01.010](https://doi.org/10.1016/j.amepre.2017.01.010)

This peer-reviewed study examines the relationship between social media usage and feelings of social isolation among 1,787 adults aged 19-32. The researchers found that participants who spent more time on social media platforms reported higher levels of perceived social isolation, even when controlling demographic factors. The study is particularly valuable because it uses a large, nationally representative sample and employs validated measurement scales for both social media use and social isolation. This source directly supports my thesis that excessive social media use can negatively impact mental well-being. I will use this study's statistical findings to demonstrate the counterintuitive relationship between digital connection and real-world loneliness, particularly the finding that high social media users were twice as likely to report social isolation.

**Key Elements Shown:**

• Proper APA 7th edition citation format

• 150-word annotation covering summary, assessment, and reflection

• Clear connection to the research topic

• Specific details about methodology and findings

• Explanation of how the source will be used in the essay

**## SocialMediaAddiction1.docx**

5

## Social Media Addiction

## I. Introduction

A.
**Hook/ Attention Grabber**

1. The College community is spending more time on social media apps than with friends and family members every day.

2. The problem of social media addiction is becoming an issue in the case of young adults because of their frequent use of various social media platforms such as TikTok, Instagram, and Facebook.

3. The use of social networks has increased, and pupils' emotional well-being and behavior is a worry.

B.
**Background Information**

1. The social networking websites were created to facilitate communication, information, and online communities.

2. As the time elapsed, there were increasingly advanced algorithms, frequent alerts and an onslaught of entertainment, which pushed users to spend too much time online.

3. It has been found that students who are addicted to social media have high levels of anxiety, low self-esteem, depression, and unhealthy coping mechanisms (Jing et al., 2025).

4. It is also found that social media can significantly trigger negative emotions among young people, as they are prone to compare themselves with others, fear of missing out, and dependence on social media for validation and recognition (Lițan, 2025).

C.
**Thesis Statement**

Social media addiction is increasing because of its algorithms that keep people addicted, curiosity to follow the trends in social media, and a need for social recognition and approval.

## II. Body

A.
**Paragraph 1**

1. One of the main reasons social media platforms are so addictive is due to the personalized content that is provided by the use of AI algorithms.

2. One of the reasons for social media addiction is the use of AI algorithms that personalize content to ensure the user remains on social media platforms longer. As De et al (2025) claim, social media algorithms capture users' interest through personalization based on their interests and behaviors.

a) These algorithms stimulate the dopamine pathways of the brain, causing dependency-like patterns within different brain regions that are similar to substance addiction (De et al., 2025).

b) It is indication that social media companies are purposefully developing platforms to ensure that people always use it and spend more time viewing the screen.

3. As more and more content is pushed to users based on algorithms, so too are there more and more users feeling like they are missing out on other experiences and updates.

B.
**Paragraph 2**

1. Fear of missing out (FoMO) is one of the significant social media addiction among students and young adults.

2. The students in the above mentioned Meta analyses were found to be more than 26,000 in number who had positive correlation between social media addiction and FoMO (Jing et al., 2025).

a) A lot of people are continually checking their phones, and they're worried a trend or social activity, or a conversation is going on that they are not a part of.

b) It is important to this evidence because it demonstrates the social pressure and anxiety that leads people to be attached to social media all day.

3. FoMO may cause feelings of depression and an increased desire for validation and acceptance online.

C.
**Paragraph 3**

1. Social validation and social acceptance is another major factor that can contribute to social media addiction.

2. Self-efficacy and anxiety may be negatively impacted by SAA, as social media users compare themselves to others when using a social media platform, according to Chen et al. (2025).

a) Their research found that 72% of the participants felt a decrease in their self-worth due to social comparisons on social media platforms (Chen et al., 2025).

b) This is an important piece of evidence since it shows that many users are dependent on likes, comments, and online attention for feeling accepted and valued.

3. As more and more people are using online social networks, social network addiction will likely remain a social and youth problem.

## III. Conclusion

A.
**Key Points.**

1. These are the reasons why social media addiction continues to grow: the algorithms keep people on social media longer; FoMO makes people feel like they need to be online all the time; there's the possibility of emotional validation via social media.

2. All of these are pieces that can lead to an unhealthy relationship with social media that impacts students and young adults.

3. Knowing the cause behind social media addiction is necessary as it helps people comprehend the impact of technology and emotional components on their life.

B.
**Closing Thoughts.**

1. Schools, families and social media platforms should promote and encourage healthy digital behaviors and educate users of the dangers of excessive social media use.

2. If society fails to take action to counteract social media addictions, future generations may grow more emotionally dependent on social media and “social” acceptance and approval.

## References

Cai, F., Wang, Y., & Jin, S. (2026). The impact of social media addiction on college students’ mental health through social support and resilience.
_Scientific Reports_. https://doi.org/10.1038/s41598-026-35779-w

Chen, J., Yu, Z., Yu, Z., Ni, R., Zhou, J., & Qu, J. (2025). The effects of social media addiction on college students’ psychological anxiety: the mediating role of self-efficacy and coping styles.
_Frontiers in Psychology_,
_16_. https://doi.org/10.3389/fpsyg.2025.1676899

De, D., El Jamal, M., Aydemir, E., & Khera, A. (2025). Social media algorithms and teen addiction: Neurophysiological impact and ethical considerations.
_Cureus_,
_17_(1), 1–7. https://doi.org/10.7759/cureus.77145

Garima, G., Verma, A., & Kaushik, M. B. (2026). Addicted and affected – social media addiction, mental health and academic performance: A PLS-SEM approach.
_Journal of Applied Research in Higher Education_, 1–15. https://doi.org/10.1108/jarhe-06-2025-0494

Jing, Z., Yang, W., Lei, Z., Junmei, W., Hui, L., & Tianmin, Z. (2025). Correlations between social media addiction and anxiety, depression, FoMO, loneliness and self-esteem among students: A systematic review and meta-analysis.
_PLOS One_,
_20_(9), e0329466. https://doi.org/10.1371/journal.pone.0329466

Lițan, D.-E. (2025). Online captive: The impact of social media addiction on depression and anxiety—an SEM approach to the mediating role of self-esteem and the moderating effects of age and professional status.
_Behavioral Sciences_,
_15_(4), 481. https://doi.org/10.3390/bs15040481

November 6, 2026
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